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Improving student learning using information technologies
- 1. King Fahd University of Petroleum and Minerals
Improving
student learning
using information
technologies
1
- 2. Why e-learning?
•
•
•
•
•
•
because it’s ‘cool’
to enhance the quality of
teaching
to meet the needs of millennials
to increase access and
flexibility
to provide the skills needed in
the 21 st century
© Tony Bates Associates Ltd
to improve cost-effectiveness
2
- 3. What is e-learning?
(Bates, 2005)
blended
learning
•
face- classtoroom
face
aids
no e-learning
distributed
learning
lapmixed distop
mode tance
pro- (less faceto-face + e- edugram learning)
cation
s
fully e-learning
© Tony Bates Associates Ltd
3
- 4. Making choices
For any course or academic
programme:
Where on the continuum of elearning should this course or
programme be?
If blended or hybrid learning, what
should be done face-to-face and
what done online?
© Tony Bates Associates Ltd
4
- 5. Deciding on the role of e-learning
e-learning a tool, not a panacea
need to identify where it will
bring most benefit
depends on type of students,
nature of topic
Taking account of
students/topics, need to design
course to make best use of elearning
© Tony Bates Associates Ltd
5
- 7. Who are the students? Demographics
Who is your target group?
Demographics:
•
•
•
age
gender
location (where do they live;
where will they study?)
• part-time/full-time (working or
not?)
© Tony Bates Associates Ltd
7
- 8. Who are the students?
Technology access
What technology can they access
on campus? When? Line-ups?
What do they own themselves?
Internet access from home?
How ‘literate’ are they in using
technology for study purposes
You need this information
© Tony Bates Associates Ltd
8
- 9. Who are the students? Learner
‘psychology’
Dependent or independent
learners?
High ability or mixed ability?
Motivation
Preferred learning styles
(listeners, talkers, watchers)
Do your students need to be
actively ©engaged to learn?
Tony Bates Associates Ltd
9
- 10. Who are the students? Common
learner profiles
Novice undergraduates: 18-20;
straight from high school; fulltime; dependent learners; low
‘subject’ motivation; mainly
campus-based; demand high
‘personal contact’; computers
as a study aid
© Tony Bates Associates Ltd
10
- 11. Who are the students? Common
learner profiles
Mature undergraduates: 20-25;
working part-time; relatively
independent learners; high
‘subject’ motivation; partly
campus-based; confident
technology users
© Tony Bates Associates Ltd
11
- 12. S: Who are the students? Common
learner profiles
Mature graduate students: 25 40; working full-time;
independent learners; high
‘subject’ motivation; mainly
distance learners; heavy
technology users
Most courses will have a mix of
students – how to cater for this
© Tony Bates Associates Ltd
12
- 13. Prior strategic decisions to be made
Same students as before or
reach out to new students?
mandate?
100% face-to-face or blended or
fully distant – or all three?
What technologies to use?
Who is to provide the technology
for students? Associates Ltd
© Tony Bates
13
- 14. Knowing your students
Who is the desired target group?
Describe the current enrolments:
demographics/technology
access/learner psychology
Is there a gap? Could technology
delivery help?
© Tony Bates Associates Ltd
14
- 15. Students and the mix of teaching
Identify market:
Identify best delivery method:
Market
From
school/undergrad
Final year undergrad
f2f
70%
60%
online
30%
40%
Graduate: on-campus
50%
50%
Graduate: off-campus
10%
90%
© Tony Bates Associates Ltd
15
- 16. Teaching functions
Link choice of technology to
desired learning outcomes
Choose best pedagogical
approach to achieve desired
outcomes
Two aspects of learning
outcomes:
• content
© Tony Bates Associates Ltd
16
- 17. T: Teaching functions
Content (knowing):
•
facts/ideas/principles/relationship
s/formulae/problems/opinions
• choice of media: what is best way
to represent this knowledge?
• e.g. use of colour, graphics, animation
• media excellent for moving
between Tony Bates Associates Ltd
concrete and abstract
©
17
- 18. T: Teaching functions: skills
Skills (doing)
•
comprehension/analysis/synthesis
/ application/evaluation/critical
thinking/collaborative
learning/problem-solving
• choice of media: what
technologies facilitate the
required skills?
18
© Tony Bates Associates Ltd
- 19. I: Interaction
Four kinds interaction:
•
•
•
•
instructor – student(s)
student – other student(s)
student – learning materials
reflection (student with himself)
Interaction = feedback +
hypothesis + knowledge
construction: ‘deep’ learning
© Tony Bates Associates Ltd
19
- 20. I: Interaction
Cultural issues: will students
share/collaborate/discuss/challe
nge instructor?
Technologies vary in the way
they facilitate interaction
Design is important: interaction
can be ‘built in’ or can ‘evolve’
© Tony Bates Associates Ltd
20
- 21. What teaching roles are suitable for
online learning?
What is best done online? What faceto-face?
• transmitting information
• collecting data/finding information
• preparation for lab work
• designing experiments
• doing experiments
• discussing best ways to do things
• problem solving…….
© Tony Bates Associates Ltd
21
- 24. Different economies
Resource-based: agricultural,
mining, fishing: land/sea-based,
local
Industrial: manufacturing: urban,
factories, hierarchical, economies of
scale, specialist skills
Knowledge-based: financial, biotechnology, ICTs, telecoms,
entertainment: ‘virtual’, global,
networked, multi-skilled
All three economies in parallel
© Tony Bates Associates Ltd
24
- 25. Meeting the needs of 21 st century
learners
Main reason for using technology
in teaching:
• to develop the skills needed in a
knowledge-based society
• not just IT literacy: embedding
use of IT in teaching and
learning
• also developing knowledge© Tony Bates Associates Ltd
25
- 26. Skills of knowledge-based workers
•
•
•
•
•
•
•
•
• problem solving, critical
thinking
• communication skills
• computing/Internet skills
• independent learners
• entrepreneurial, initiative
• flexibility
• team-work/networking
© Tony Bates Associates Ltd
26
- 27. How can we use information
technologies to develop the
skills needed by knowledge
workers?
© Tony Bates Associates Ltd
27
- 28. Current proportion of different types of elearning in North America + Europe
Proportion of
courses
using
each
type of
elearnin <1%
g
No
technolog
y
56%
24%
10%
Classroom
aids
Laptops in
class
8%
Hybrid
© Tony Bates Associates Ltd
Fully
distance
28
- 29. Current teaching models
Learning management systems
Commercial:
• Blackboard (includes WebCT)
• monopoly (patent)
• high licensing fees
Open source
• Moodle, Sakai
• ‘free’ (but operating costs)
Teacher/institutional controlled
© Tony Bates Associates Ltd
29
- 30. The transmissive model of teaching
Predominant teaching model:
• lectures, seminars, lab classes
Students study by:
• listening in class, reading,
discussion
Assessment by:
• tests, essays, lab work
© Tony Bates Associates Ltd
30
- 32. Transmission of knowledg
Technology is mainly being used
for transmissive model of
teaching
Learning management systems:
• instructor posts content (lecture
slides, readings, urls),
assignments, sets up
discussion topics
© Tony Bates Associates Ltd
32
- 33. New technologies: 2005 -
user-created content: blogs,
YouTube
social networking:
MySpace/FaceBook
mobile learning: phones, MP3s
virtual worlds: Second Life
emerging publication: wikis, ePortfolios
multi-player games: Lord of the
© Tony Bates Associates Ltd
33
- 34. What is Web 2.0?
Educational implications
• learners have powerful tools
• learners create/add/adapt
content
• personal learning environments
• power shift from teachers to
learners
© Tony Bates Associates Ltd
• ‘open’ access, content, services
34
- 35. How to mobilise Web 2.0 in online
teaching
Within programmes:
• group work
• projects and cases
• outside experts and content
• field work
• language teaching
• multimedia assignments/eportfolios
© Tony Bates Associates Ltd
35