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- 1. Good Practice in Technology- enhanced Learning and Teaching The ALTC Good Practice Reports Mike Keppell, NATA, Co-leader Gordon Suddaby, NATA Co-leader Natasha Hard, NATA Project Manager and Research Assistant
- 2. Question Have you ever read or engaged with an ALTC Good Practice Report? Please select either: Yes OR No
- 3. Webinar Overview Webinar facilitators Good Practice Reports (GPRs) GPR - Technology-Enhanced Learning and Teaching Approach Outcomes & Recommendations Accessing the Report Network of Australasian Tertiary Associations GPR „E‟ Resources
- 4. Facilitators Mike Keppell Gordon Suddaby Natasha Hard
- 5. Questions to Consider throughout Webinar How do we recognise Good Practice in technologically-enhanced learning and teaching? How do we communicate/disseminate Good Practice in technologically-enhanced learning and teaching? How do we integrate Good Practice into learning and teaching?
- 6. Number of GPRs? How many Good Practice Reports have been developed? A. 3 B. 5 C. 8 D. 11 Show of hands for your response
- 7. ALTC Good Practice Reports 11 GPRs were commissioned to provide a summative evaluation of useful outcomes and good practices from the 264 ALTC projects and 52 ALTC fellowships on key topics in higher education (as at 1st Dec 2010). The GPRs were also designed to include recommendations of areas in which further work or development were appropriate.
- 8. Reports Commissioned Assessment of Science, Technology, Engineering and Mathematics (STEM) students (2011) Assuring graduate outcomes (2011) Blended learning (2011) Curriculum renewal (2011) Learning and teaching across cultures (2011)
- 9. Reports (Cont.) Revitalising the academic workforce (2012) Supporting students‟ transition into higher education (2011) Work integrated learning (2011) Technology enhanced learning and teaching (2011)
- 10. Question Have you read or engaged with the Technology-Enhanced Learning and Teaching Report prior to participating in this webinar? Please select either: Yes OR No
- 11. Technology-Enhanced Learning and Teaching Report Covered 25 complete projects (including three fellowships) and 8 ongoing projects (including one fellowship) in the area of technology- enhanced learning and teaching. For example: Learning to teach online (LTTO): developing high-quality video and text resources to help educators teach online (CG9-1091) Virtual microscopy for enhancing learning and teaching (CG7-398)
- 12. Defining Technology-Enhanced Learning and Teaching Our perspective of technology-enhanced learning (TEL) and teaching aligned with Laurillard, Oliver, Wasson & Hoppe (2009) who suggest that the “role of technology [is] to enable new types of learning experiences and to enrich existing learning scenarios” (p. 289). In addition, they also suggest that “interactive and cooperative digital media have an inherent educational value as a new means of intellectual expression” and creativity (p. 289).
- 13. Approach Meta • Key themes Analysis • Matrix Project • Detailed reviews Summaries • Key resources 10 • Literature Outcomes • Concept maps
- 15. Project Example
- 16. Outcomes 1-4 1. A focus on learning design allows academics to model and share good practice in learning and teaching 2. Authentic learning provides a means of engaging students through all aspects of curricula, subjects, activities and assessment 3. Successful academic development focuses on engaging academics over sustained periods of time through action learning cycles and the provision of leadership development opportunities 4. Engaging teaching approaches are key to student learning
- 17. Outcomes 5-7 5. Technology-enhanced assessment provides flexible approaches for academics to provide feedback to students 6. Integrating technology-enhanced learning and teaching strategies across curriculum, subjects, activities and assessment results in major benefits to the discipline 7. Knowledge and resource sharing are central to a vibrant community of practice
- 18. Outcomes 8-10 8. Academics require sophisticated online teaching strategies to effectively teach in technology-enhanced higher education environments 9. Academics need a knowledge of multi- literacies to teach effectively in contemporary technology-enhanced higher education 10. Exemplar projects focused on multiple outcomes across curricula integration, sustainable initiatives, academic development
- 19. We considered the following question… How can I find a project that is relevant to the specific areas of TEL that I am interested in without having to read through every summary?
- 20. Concept Maps • Definition of Academic Development • Recommended Reading in this area with link where possible
- 21. Exemplar Projects Exemplar projects focused on multiple outcomes across curricula integration, sustainable initiatives, academic development and community engagement.
- 22. Recommendations 1. Senior management support 2. Sustainability of initiatives 3. Curriculum-wide approaches 4. Update websites & repositories 5. Rigorous evaluation 6. Consider relevant assessment 7. Academic development 8. Share learning designs 9. Support multi-literacies 10. Postgraduate student involvement
- 23. Using the Report Hyperlinks to Learning design, authentic •Specific details all sections of learning, academic development, •Resource links the report engaging teaching, assessment, •Project including integration, CoPs, online outcomes & individual teaching strategies, multi- findings reports. literacies. •Project team Contents Literature Recommendation Project Concept Overview Pages Review s Summaries Maps Includes: Guidelines that may be Groups projects around the 10 key •Background considered when outcomes based on their strength •TEL definition implementing strategies in the relevant area. Also includes •Approach on both a macro and a definition & recommended reading •Outcomes micro scale within the on the outcome area. university & HE sector.
- 24. Network of Australasian Tertiary Associations (NATA) www.nataonthenet.blogspot.com
- 27. GPR ‘E’ Resources Good Practice Report ‘E’ Resource To develop e-resources from the GPR‟s that can be used asynchronously by the Australasian Tertiary sector; To publicise the existence of the Good Practice Report and their themes more widely; To enhance understandings of the value and lessons that the Good Practice Reports afford; To enhance the dissemination of the Good Practice Reports.
- 28. Revisiting the Initial Questions How do we recognise Good Practice in technologically-enhanced learning and teaching? How do we communicate/disseminate Good Practice in technologically-enhanced learning and teaching? How do we integrate Good Practice into learning and teaching?
- 29. What can I do to help integrate Good Practice into learning and teaching?
- 30. Links To download the Technology-Enhanced Learning and Teaching Report: http://www.olt.gov.au/system/files/resources/G PR_Technology_Enhanced_Keppel.pdf To access the GPRs: http://www.olt.gov.au/resource-library/good- practice-reports To access the NATA blog: www.nataonthenet.blogspot.com
- 31. References Laurillard, D, Oliver, M, Wasson, B & Hoppe, U 2009, „Implementing technology-enhanced learning‟ in N Balacheff, S Ludvigsen, T De Jong, A Lazonder & S Barnes (eds.), Technology-enhanced learning, Springer.
Hinweis der Redaktion
- Gauging awareness and understanding of the GPRs???
- ALTC awarded 264 projects, 52 fellowships (1st December, 2010)Commissioned 11 GPRsAssuring graduate outcomes Blended learning Curriculum renewalSupporting students’ transition into higher educationThe Good Practice Reports were commissioned by the Australian Learning and Teaching Council Ltd. (ALTC) to provide a summative evaluation of useful outcomes and good practices from ALTC projects and fellowships on key topics in higher education. Each report contains:a summative evaluation of the good practices and key outcomes for teaching and learning from completed ALTC projects and fellowshipsa literature review of the good practices and key outcomes for teaching and learning from national and international researchthe proposed outcomes and resources for teaching and learning which will be produced by current incomplete ALTC projects and fellowshipsrecommendations of areas in which further work or development are appropriate.
- Our perspective of technology-enhanced learning (TEL) and teaching aligns with Laurillard, Oliver, Wasson & Hoppe (2009) who suggest that the “role of technology [is] to enable new types of learning experiences and to enrich existing learning scenarios” (p. 289). In addition, they also suggest that “interactive and cooperative digital media have an inherent educational value as a new means of intellectual expression” and creativity (p. 289). Laurillard et al. (2009) also suggest that “the route from research to innovation, then to practice, through to mainstream implementation requires the following:an understanding of the authentic professional contexts that will influence the curriculum, pedagogy and assessment practices that need technology enhancementcongruence between innovation and teacher valuesteachers having time to reflect on their beliefs about learning and teaching because TEL requires a more structured and analytical approach to pedagogyteachers and practitioners need a sense of ownership through their involvement in co-development of the TEL products and environments.TEL research must be conducted to reflect the interdependence between researchers and userseducation leaders need more support for the radical change of institutional teaching and learning models needed, if technology is to be exploited effectivelyteachers need to be more closely engaged in the design of teaching that uses technology, collaborating with peers and exchanging ideas and practices” (Laurillard et al. 2009, p. 304).
- How we did it (Meta-analysis of 33 projects, Matrix, Thematically analysed, 10 themes/outcomes (Connection Maps), Lit review and Recommendations
- Outcomes for best practice in TEL1. A focus on learning design allows academics to model and share good practice in learning and teaching2. Authentic learning provides a means of engaging students through all aspects of curricula, subjects, activities and assessment3. Successful academic development focuses on engaging academics over sustained periods of time through action learning cycles and the provision of leadership development opportunities4. Engaging teaching approaches are key to student learning5. Technology-enhanced assessment provides flexible approaches for academics to provide feedback to students6. Integrating technology-enhanced learning and teaching strategies across curriculum, subjects, activities and assessment results in major benefits to the discipline7. Knowledge and resource sharing are central to a vibrant community of practice8. Academics require sophisticated online teaching strategies to effectively teach in technology-enhanced higher education environments9. Academics need a knowledge of multi-literacies to teach effectively in contemporary technology-enhanced higher education10. Exemplar projects focused on multiple outcomes across curricula integration, sustainable initiatives, academic development and community engagement.
- Revisit after modifying the outcomes slide
- Definition: Academic development “is used to refer to the developmental activities informed by the discipline of teaching and learning in higher education. This discipline is underpinned by research into university teaching and learning (Fraser 2005, p.5)Recommended Reading: Ling, P & Council of Australian Directors of Academic Development (CADAD) 2009, Development of Academics and Higher Education Futures.
- Recommendation 1: The active engagement and involvement of senior management is critical to institutional integration and uptake of technology enhanced learning and teaching initiatives. Recommendation 2: Project sustainability is enhanced when there is engagement with an active (existing) community of practice. Recommendation 3: Embedding a technology-enhanced learning and teaching initiative into the wider curriculum is likely to lead to a more sustainable change than confining the initiative to within a single course or subject. Recommendation 4: To ensure continuity and ongoing value from repositories and websites, they must be actively managed and maintained both during and beyond the required three years post completion of the project. Recommendation 5: The development of tools for use within a technology-enhanced context must be accompanied by rigorous evaluation across a range of relevant contexts. Recommendation 6: Assessment considerations should be an integral component of all technology-enhanced learning and teaching initiatives. Recommendation 7: Academic development activities need to focus on sustainable, immersive strategies that allow teachers to enhance their own discipline teaching.Good practice report: technology-enhanced learning and teaching 25 Recommendation 8: Academic teachers should be encouraged to model and share learning designs within their own university, partner institutions and symposiums and conferences in higher education. Recommendation 9: Teachers need to learn the language of the internet, new media and new thought processes, as multi-literacies in the digital age require a new set of skills in order to effectively communicate and interact in the modern world. Recommendation 10: Projects should consider the inclusion of postgraduate students (Honours, Masters, PhD) to research the technology-enhanced learning initiative.
- Hyperlinked contents pageOverview - Outcomes - Literature reviewRecommendationsOne page reports - Concept maps
- What is the NATA?Key Objectives?PartnersKey projectsThe overarching vision for the National Networking Initiative (NNI) is to facilitate a sustainable collaborative network between established higher education associations with the intent of fostering best practice in networks to engage members more strongly with Australasian higher education learning and teaching.