21century learning and teaching practice: EduTECH2017 Sydney
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Technology is offering opportunities to teach differently. Expectation of learner outcomes has changed. What does this mean for further education teaching practice in the 21 century?
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21century learning and teaching practice: EduTECH2017 Sydney
- 1. 21 CENTURY LEARNING AND TEACHING PRACTICE Overview Grounding and context Learning and teaching practice Constraints Conclusion VET/RTO Leaders Congress. EduTECH2017, Sydney, Australia. Ralph Springett, Learning Technologies, WelTec and Whitireia.
- 2. Welcome Identify and share hallmarks of 21C learning and teaching practice. Build a formula for easy identification of knowledge gaps that may be constraining the development of 21C learning and teaching practice. Overview Grounding and context Learning and teaching practice Constraints Conclusion Tēnā koutou, tēnā koutou, tēnā koutou katoa Ngā mihi nui ki a koutou katoa. Disclaimer – of sorts Technology should support quality personal interactions
- 3. 21 century digital tools have created opportunities to change learning and teaching practice. Grounding and context Overview Grounding and context Learning and teaching practice Constraints Conclusion Expectations have also shifted. Graduates are expected to: This change has been described as the shift from knowing – to knowing how to work with knowledge
- 4. Grounding and context Overview Grounding and context Learning and teaching practice Constraints Conclusion 21C Learning and teaching practice differs from 20C learning and teaching practice. The context in which learning is happening has been changed by technology. 20 century context 21 century context Design for learning Universal design for learning Face to face communication Digital communication Information is static and provided Information is everywhere Information is trusted Information can be incorrect
- 5. Grounding and context Overview Grounding and context Learning and teaching practice Constraints Conclusion 20C New tools enable new ways of learning and teaching. 21C
- 6. Overview Grounding and context Learning and teaching practice Constraints Conclusion Learning and teaching practice Providing information Information is everywhere. Finding relevance and the truth is the 21 century challenge. Examples? Learning and teaching practice 21 century context - examples Providing information Provide a curated selection of resources
- 7. Overview Grounding and context Learning and teaching practice Constraints Conclusion Learning and teaching practice Learning through inquiry “The educator’s role is not to put knowledge where knowledge does not exist but rather to lead the mind’s eye so that it might see for itself.” Plato Examples? Learning and teaching practice 21 century context - examples Providing information Provide a curated selection of resources Learning through inquiry Project work, authentic co-construction of learning
- 8. Overview Grounding and context Learning and teaching practice Constraints Conclusion Learning and teaching practice Formative assessment and personal pathways Technology assisted formative assessment provides the learner and teacher insights into where they have come and how to move forward. Examples? Learning and teaching practice 21 century context - examples Providing information Provide a curated selection of resources Learning through inquiry Project work, authentic co-construction of learning Formative assessment Digital quiz, personalised feedback and support services
- 9. Overview Grounding and context Learning and teaching practice Constraints Conclusion Learning and teaching practice Social learning Learning from learners and learning to learn lead to understanding that learning happens where the learner is. Examples? Learning and teaching practice 21 century context - examples Providing information Provide a curated selection of resources Learning through inquiry Project work, authentic co-construction of learning Formative assessment Digital quiz, personalised feedback and support services Social learning Recognise learning that happens outside of your programme
- 10. Overview Grounding and context Learning and teaching practice Constraints Conclusion Constraints Staff capability • Understanding the shift in expectations • Understanding the impact digital tools can have • Being prepared to re-design courses New expectations New digital tools New designs 21C learning and teaching+ + =
- 11. Overview Grounding and context Learning and teaching practice Constraints Conclusion Constraints Staff capability New context needs to be underpinned by understanding and skills New expectations New digital tools New designs 21C learning and teaching + + = Understanding Technical skill+
- 12. Overview Grounding and context Learning and teaching practice Constraints Conclusion Conclusion It is complicated • Each element of the formula represents considerable understanding and capability. New expectations New digital tools New designs 21C learning and teaching + + = Understanding Technical skill+
- 13. Overview Grounding and context Learning and teaching practice Constraints Conclusion References 2016 Horizon Report for Higher Education https://library.educause.edu/~/media/files/library/2016/2/hr2016.pdf Scoping a vision for formative e-assessment: a project report for JISC http://oro.open.ac.uk/30315/1/scopingfinalreport.pdf eLearning and higher education: Understanding and supporting organisational change. https://akoaotearoa.ac.nz/download/ng/file/group-3991/e-learning-and-higher-education- understanding-and-supporting-organisational-change.pdf Effective Assessment in a Digital Age https://www.webarchive.org.uk/wayback/archive/20140614115719/http://www.jisc.ac.uk/media/docu ments/programmes/elearning/digiassass_eada.pdf Rebooting learning for the digital age: What next for technology-enhanced higher education? http://www.hepi.ac.uk/wp-content/uploads/2017/02/Hepi_Rebooting-learning-for-the-digital-age- Report-93-20_01_17Web.pdf
Hinweis der Redaktion
- Tēnā koutou, tēnā koutou, tēnā koutou katoa Ngā mihi nui ki a koutou katoa. This interactive presentation will challenge you to identify and share hallmarks of 21C learning and teaching practice. Our conclusion will build a formula for easy identification of knowledge gaps that may be constraining the development of 21C L&T practice. DISCLAIMER Our discussion is framed by the understanding that technology is available but there are times when it is not appropriate to use. Indeed, teachers should have a range of strategies they can employ depending on their learners, subject matter, expected outcomes...
- 21 century digital tools have created opportunities to change learning and teaching practice. What is driving this change is the capability of the tools available. Expectations have also shifted Expectations of broad learner workplace competencies are now common. Graduates are expected to: • Show initiative and empathy. • Collaborate, communicate and engage. • Be technically capable, solve problems. This change has been described as the shift from knowing – to knowing how to work with knowledge For example, as information becomes more available skills of evaluation and decision-making (rather than knowing information) have become the workplace requirement. We have to teach to these expectations to ensure we remain relevant. Let’s be clear, teaching in ways that develop 21C skills will also change the way we teach subject matter. But I think we can agree - Teaching practice that develops these next generation skills differs from 20C teaching practice.
- 21C Learning and teaching practice that develops next generation skills like initiative taking and learning to learn differs from 20C learning and teaching practice. There has been an evolution of the learning context. Learning theory has not changed – scaffolding, formative assessment, blobs taxonomy – all still apply The environment where learning is happening is changing. Learning is facilitated rather than delivered
- How people learn has not changed. Principles of learning design, such as understanding your learner’s needs, scaffolding and providing feedback have not changed. This means the principles of learning design remain sound. But the tools available have changed, and that means the way we design for learning must change.
- Information is everywhere. But is it fake? Is there something more suited to the inquiry? The search for and evaluation of information is now included in learning outcomes. Rather than a textbook we can provide a suite of chosen resources
- Delivery of information in a face to face environment may not be using digital tools to their best effect. Perhaps providing an authentic context, providing information asynchronously and having learners discuss the matter in a face to face environment would be more suitable. Technology can enable this.
- Technology has enabled learners to self assess their knowledge. This supports reflection and learning to learn. Furthermore, the analytics from this activity can inform personal pathways and support needs
- Learning happens where the learner is. And the amount of time learners are not in front of teachers is increasing. “The educator’s role is not to put knowledge where knowledge does not exist but rather to lead the mind’s eye so that it might see for itself.” Plato
- So practice can change because we have new tools and new objectives. So what is stopping us? What are our key constraints? And remember that I said we would build a formula to help us overcome our constraints. Let’s have a look at that now.
- Staff must understand the shift in expected outcomes, and what impact digital tools can have on T&L practice. But wait, there is more. These skills must be underpinned with an understanding of the unified theory of everything and skills in using new digital tools. Understanding how to re-design courses to harness the functionality of digital tools Having the technical understanding of how digital tools operate.
- It is a big ask from teaching staff. By understanding what understanding and capability is required and identifying areas of need, support and professional development can be targeted. Some institutions have removed some of the elements. For example, course design-for-digital processes that are run centrally. While the change is revolutionary the change process is evolutionary. Use the formula to hone in on areas of greatest need. And keep working at improving your capability.