Workshop on technology-ennhanced learning

1. Operationalising Good Practice
in Technology-enhanced
Learning and Teaching
Professor Mike Keppell, Associate Professor Gordon
Suddaby*,
Ms Natasha Hard
Charles Sturt University & Massey University*
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2. OVERVIEW
Introductions
Overview of GPR
Approach
Outcomes
Group work - outcomes
Recommendations
NNI
Access to report
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3. SCHEDULE
9:00 - 10:30
Morning Tea
10:45 - 12:00
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4. INTRODUCTIONS
Personal introductions (University?; Role? One goal?
Number of ascilite conferences attended?)
My background (University?; Role? One goal? Number of
ascilite conferences attended?)
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5. GUIDING 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?
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6. ALTC GOOD PRACTICE
REPORTS
ALTC awarded 264 projects, 52 fellowships (1st
December, 2010)
Commissioned 11 GPRs
Assuring graduate outcomes
Blended learning
Curriculum renewal
Supporting students’ transition into higher education
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7. ALTC GOOD PRACTICE
REPORTS
Work-integrated learning
Assessment of science, technology, engineering and
mathematics
Innovative Indigenous learning and teaching
Revitalising the academic workforce
Technology-enhanced learning and teaching
Clinical teaching
Support for international students
.
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8. WHAT IMPORTANT AREAS
ARE MISSING?
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9. TECHNOLOGY-ENHANCED
LEARNING AND TEACHING GOOD
PRACTICE REPORT
25 complete projects (including three fellowships)
8 ongoing projects (including one fellowship)
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10. HOW DO YOU DEFINE
TECHNOLOGY-ENHANCED
LEARNING AND TEACHING?
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11. WHAT IS TECHNOLOGY-ENHANCED
LEARNING ?
Laurillard, Oliver, Wasson & Hoppe (2009) suggest that
the “role of technology [is] to enable new
types of learning experiences and to enrich
existing learning scenarios” (p. 289).
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).
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12. WHAT IS TECHNOLOGY-ENHANCED
LEARNING ?
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 enhancement
•
congruence between innovation and teacher
values
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13. WHAT IS TECHNOLOGY-ENHANCED
LEARNING ?
•
teachers having time to reflect on their beliefs
about learning and teaching because TEL requires
a more structured and analytical approach to
pedagogy
teachers 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 users
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14. WHAT IS TECHNOLOGY-ENHANCED
LEARNING ?
•
education leaders need more support
for the radical change of institutional
teaching and learning models needed, if
technology is to be exploited effectively.
•
teachers 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).
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15. APPROACH
Meta-analysis of Thematically
Matrix
33 projects Analysed
10 Themes/ Literature
Recommendations
outcomes review
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16. Matrix
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17. OUTCOMES
A focus on learning design allows academics to
model and share good practice in learning and teaching
Authentic learning provides a means of engaging
students through all aspects of curricula, subjects,
activities and assessment
Successful academic development focuses on
engaging academics over sustained periods of time
through action learning cycles and the provision of
leadership development opportunities
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18. OUTCOMES
Engaging teaching approaches are key to student
learning
Technology-enhanced assessment provides flexible
approaches for academics to provide feedback to
students
Integrating technology-enhanced learning and
teaching strategies across curriculum, subjects,
activities and assessment results in major benefits to the
discipline
Knowledge and resource sharing are central to a
vibrant community of practice
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19. OUTCOMES
Academics require sophisticated online teaching
strategies to effectively teach in technology-enhanced
higher education environments
Academics need a knowledge of multi-literacies to
teach effectively in contemporary technology-enhanced
higher education
Exemplar projects focused on multiple outcomes
across curricula integration, sustainable initiatives,
academic development and community engagement.
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20. GROUP WORK
Read the project outline
List the outcomes that relate to each project
Examine 2 projects for each group
Within your group discuss the main outcomes for each
project
Report back to whole group
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21. CURRICULUM
Outline three strategies you have used to
integrate a technology-enhanced learning and teaching
initiative into the curriculum.
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22. LEARNING DESIGN
How do we encourage academics to model and share
their learning designs?
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23. ACADEMIC DEVELOPMENT
What types of academic development activities are
most useful for creating sustainable change in higher
education learning and teaching?
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24. MULTI-LITERACIES
What types of literacies do both staff and students
need to communicate and interact in the digital age?
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25. SENIOR MANAGEMENT
How do we involve and engage senior management
in technology-enhanced learning and teaching initiatives?
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26. RECOMMENDATIONS
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27. NATIONAL NETWORKING
INITIATIVE
ACODE and ascilite have been successful in obtaining
funding from the ALTC to establish the National
Networking Initiative (NNI).
Partners: ACODE, ascilite, HERDSA, CADAD, ODLAA
together with AARNet, NetSpot and DEEWR to guide
the direction of the NNI.
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28. NATIONAL NETWORKING
INITIATIVE
The overarching vision for the National Networking
Initiative (NNI) is to facilitate a sustainable
collaborative network between higher
education professional associations with the
intent of fostering best practice in Australian higher
education learning and teaching.
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29. NATIONAL NETWORKING
INITIATIVE
The aim of the NNI is to develop a comprehensive
network for promoting, disseminating and
enhancing the outcomes of Australian Learning and
Teaching Council (ALTC) funded projects in order to
continue within the higher education community the
critical roles of facilitating the sharing of best practice;
promoting collaboration and collegiality; engaging
academic staff in the scholarship of learning and
teaching; and fostering, encouraging and supporting
further collaborative initiatives.
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30. NATIONAL NETWORKING
INITIATIVE
There are four goals for the NNI.
The first goal is to create a network of higher
education organizations to progress the promotion,
dissemination, and enhancement of 'best practice' in
higher education learning and teaching.
The second goal is to develop a sustainable
network of higher education organizations that is able
to champion the scholarship of learning and teaching
beyond the current project funding.
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31. NATIONAL NETWORKING
INITIATIVE
The third goal is to facilitate the sharing of higher
education ‘best practice’, and the
The fourth goal is to foster and encourage
research into higher education.
The project will be widely communicated throughout
the higher education sector in Australia.
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32. NAVIGATING THE GPR
Hyperlinked contents page
Overview
Outcomes
Literature review
Recommendations
One page reports
Concept maps
Downloading a copy - http://www.slideshare.net/
mkeppell
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