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T.E.L.L.: Case Studies In Innovative Technology Use
 

T.E.L.L.: Case Studies In Innovative Technology Use

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This presentation will discuss the rationale, importance, and implementation of this open webresource that profiles faculty’s innovative use of educational technology to promote student learning. ...

This presentation will discuss the rationale, importance, and implementation of this open webresource that profiles faculty’s innovative use of educational technology to promote student learning. The development of this resource was instigated by the need to highlight and support faculty-led approaches towards innovation in education by showcasing them and their work using a case-studies approach. The resource includes videotaped interviews of faculty across BC’s higher education community who answer key questions related to learning and teaching with technology by offering best practice guidelines, tips, and solutions to common educational technology problems. The site also includes some videos/snapshots or ‘captures’ of exemplar courses and accompanying sample learning materials (i.e. links to concept mapping tools, sample questions or online assignments) that will help other instructors adapt, conceptualize and apply strategies and best practices in their own courses and contexts. In addition to teasing out some of the common themes and advice shared by faculty, the presentation will offer strategies for using the site to support and promote innovation amongst faculty in various institutions.

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  • Student interaction and critique “ One is the whole thing is public. This is what science is about... That is one of the things that differentiates scholarly work which is open to criticism from all sides. Because it is public, another thing this does is it involves students interacting with each other in a systematic formal way. I find the students love this because now they get to see what the other people are doing and sometimes it is a real eye opener. ” Martin Smith, Question 3 Professional Identity Development “ ...how to get the students to think about themselves not as students, but rather as editors, as writers, as publishers, as art directors, and then I tried to think about how can I use technology… ” David Leach, Question 1
  • Flexibility in Student Learning/Self-directed learning The use of these tablets has led to something else I have been trying recently, and that is the construction of short video tutorials for students to use at home, or perhaps while they are at work or wherever they might be. ” David Creasey, Question 2 Authentic Assessment “ You ’ re finished with my class and at the end of the term you go home and your mum or dad says to you, ‘ So, what did you learn at school this year? What did you do at the university this year? ’ I don ’ t want students to say, ‘ Oh…well, I did this…and I did that. ’ I want the first things that my students do is to take their parents by the hand and lead them to a computer and say, ‘ You have got to see this. ‘ Cause I did this. ’ So that ’ s a big goal for me. ” Mary Sanseverino, Question 1
  • Authentic Assessment “ ...the process really changed a lot because they were involved in what I would call a real life situation.  They became writers for sure instead of students just writing for a teacher and I think that had a real positive impact on their ability to write. ”   Catherine Caws Experiential Learning “ I use the Moodle really to enable connection and to allow the authentic experiences we do from here going out into the school to be something that is continuously looked at and studied, so it doesn ’ t just happen--it is a nice experience. ” Tim Hopper, Question 1

T.E.L.L.: Case Studies In Innovative Technology Use T.E.L.L.: Case Studies In Innovative Technology Use Presentation Transcript