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EDUHUB DAYS 2016 - Zarina Charlesworth & Natalie Sarrasin

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In search of excellence, Google+ platform uses for collaborative learning

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EDUHUB DAYS 2016 - Zarina Charlesworth & Natalie Sarrasin

  1. 1. In search of excellence platform uses for collaborative learning Zarina M. Charlesworth & Natalie Sarrasin // January 28, 2016 zarina.charlesworth@heig-vd.ch / natalie.sarrasin@hevs.ch HES-SO, University of Applied Sciences and Arts, Western Switzerland #EDUHUBDAYS2016
  2. 2. Today’s menu Cocktails «…and where are you from?» Appetizer Pedagogy for a digital age Main course Meeting the challenge: the redesign of Marketing 101 Dessert Discussion: Questions and Answers Coffee A kaleidoscope of possibilities: worksheets
  3. 3. Professeur HES HES-SO Valais / IEM natalie.sarrasin@hevs.ch Twitter / @sarrasin Natalie B. SARRASIN Professeur HES HEIG-VD / HE-ARC zarina.charlesworth @heig-vd.ch Twitter / @Charlesworth_Z Zarina M. CHARLESWORTH
  4. 4. LEVEL 2 Information seeking Organization and control
  5. 5. ORGANISATION INFORMATION SEEKING COLLABORATION CO-CREATION
  6. 6. Pedagogy for a digital age
  7. 7. Students, Computers and Learning: Making the connection* «The conclusion that emerges is : • that schools and education systems are, on average, not ready to leverage the potential of technology, • there are gaps in the digital skills of both teachers and students, • the identification of difficulties in locating high quality digital resources from among a plethora of poor-quality ones, • there is a lack of clarity on the learning goals, and insufficient pedagogical preparation for blending technology meaningfully into lessons and curricula. All which create a wedge between expectations and reality. *OECD. (2015). Students, computers and learning: Making the connection. Available from http://www.oecd.org/publications/students-computers-and-learning-9789264239555-en.htm
  8. 8. All about adding value “Digital technologies will transform the way education is delivered, supported and accessed, and the way value is created in higher education and related industries.” http://www.ey.com/Publication/vwLUAssets/University_of_the_future/$FILE/University_of_the_future_2012.pdf p.9 “Teaching methods have to change. We can’t rely on delivering content anymore — it’s all about contextualisation, ways of thinking, and the student experience.” http://www.ey.com/Publication/vwLUAssets/University_of_the_future/$FILE/University_of_the_future_2012.pdf p.7
  9. 9. Engage is the first step !
  10. 10. In summary Putting our knowledge of how best to teach and how best students learn into practice is a challenge yet to be met.
  11. 11. Meeting the challenge: The redesign of Marketing 101
  12. 12. UAS Western Swizterland : - Class attendance is mandatory - Computer access is allowed during the class - Classrooms are all wifi enabled The course : - 1st year Business degree students & Adult further education students - Classes 20 -35 The context
  13. 13. From lesson plans to instructional design www.pinterest.com www.andrewmowat.me What this shows is that the successful integration of technology in education is not so much a matter of choosing the right device, the right amount of time to spend with it, the best software or the right digital textbook. The key elements for success are the teachers, school leaders and other decision makers who have the vision, and the ability to make the connection between students, computers and learning.» http://www.oecd.org/publications/students-computers-and-learning-9789264239555-en.htm p.190
  14. 14. Instructional method (old)
  15. 15. Create, illustrate and publish an infography Create and publish a MindMap Search for + provide link to a commercial ad Read and understand a case study related to an assigned book chapter Read a book chapter Case study analysis and questions preparation for peers Learn concepts through instructor videos Present the infography, explain the concepts and answer questions from peers In-class ad presentation - filmed for individual follow-up review Challenge the comprehension of the case study by questions to peers Exchange, discuss, talk, and search on the internet Coordinates, animates, creates groups, explains the rules of the game and corrects students ASYNCHRONOUS SYNCHRONOUS Entire class (weekly basis) Individual assignment (3 student presentations per week – different subjects) Individual assignment (3 Mindmaps per week – different subjects) Group assignment (1 group presentation / week) Lecturer Instructional method revised
  16. 16. Provide and interactive and collaborative setting. Take advantage of technology to enable this at two levels : - physical - digital Encourage students to engage through the learning materials / scenario… So….. We redesigned the course with this in mind and told students what we wanted. What we wanted…
  17. 17. T0: Starting point 2013-14 Mkt’g BA T1: Introduction of 2014-15 • Badges; Pauses Pub; Infographies; pre-class preparation From A to B listen2myheartspeak.wordpress.comcutcaster.com
  18. 18. Iterations…one after the other T2: Cours Mkt’g FC 2015 • Extra time spent explaining T3: Change in the evaluation 2015 Mkt’g BA T4: Change in the evaluation 2015-2016 Mkt’g BA • +48 hours to get peer feedback & improve T5: The collaborative community Mkt’g FC 2016 From B to C…D…E…Future
  19. 19. Discussion questions and answers
  20. 20. A kaleidoscope of possibilities: suggested worksheet

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