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Enhancing Engagement in a University Setting:
Integrating Learning Design, Interactivity, and Applications of Technology

With the view to enhancing achievement of learning outcomes and student satisfaction, the session will review current practice related to learning design, uses of interactivity, and applications of technology in Australian universities. We will highlight potential innovations and change principles and provide resources and guidelines for the learning design model for implementation, advice on aligning learning objectives, activity units, and assessment tasks, as well as guidelines on integrating domain-specific applications of technology.

The Centre for Excellence in Learning and Teaching from the University of Melbourne presenting at Blackboard Teaching & Learning Conference 2013 Melbourne

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  • Cognitive ethnography is rooted in traditional ethnography but differs in fundamental ways.Whereas traditional ethnography is concerned with the meanings that members of a cultural group create, cognitive photography is concerned with how members create those meanings.We prefer to record and analyze episodes of activity and how various resources are employed in cultural activity.Traditional ethnography gives us insight into the ways of thinking that defying cultural groups, eliminating the vast range and diversity of human experience along with the commonalities that make us all human.Cognitive ethnography looks at process: at the moment-to-moment development of activity and its relation to socio-cultural and often institutional processes unfolding on different timescales.Traditional ethnography describes knowledge; cognitive ethnography describes how knowledge is constructed and used. as a method of inquiry, cognitive ethnography has several key roles to play in cognitive science. We have a particular focus on how cognitive processes unfold in real-world settings and this kind of research can link ecological validity to experimental studies by determining which questions are relevant and by developing moralistic, culturally appropriate task to use in laboratory investigations.It can also inform simulation studies by providing detailed descriptions of the phenomenon we wish to stimulate. This methodology is an important tool in the cognitive scientist’s toolkit. When used in conjunction with other tools, it can boost our confidence in the relevance and validity of our findings
  • Student engagement
  • – or the lack of it – has long been recognized as a serious challenge to learning and teaching in higher education. This has been particularly so in recent decades with the rapid growth and reach of higher education, nationally and globally, increasing the demands upon institutions to provide tertiary education to significantly larger and more diverse cohorts of students.

Enhancing Engagement in a University Setting Presentation Transcript

  • 1. Enhancing Engagement in a University Setting: Integrating Learning Design, Interactivity, and Applications of Technology Dr. Mark King Mark.King@unimelb.edu.au Blackboard Teaching & Learning Conference Australia 2013 Swinburne University of Technology, Hawthorn Campus
  • 2. www.gsbe.unimelb.edu.au About my institution • Faculty of Business and Economics • 272 teaching staff • Students • 5000 Bcom • 2000 Masters (56 countries, average age 25) • 1000 MBA (22 countries) • Centre for Excellence in Learning and Teaching • Academic Development • Scholarship in HE L&T • Research • Australian Research Council • Office of Learning and Teaching • Learning and Teaching Initiatives (UM) • Faculty Research Grants (FBE) • Teaching Innovation Grants (FBE)
  • 3. www.gsbe.unimelb.edu.au About me • Deputy Director Centre for Excellence in Learning & Teaching Academic background (2008-2012)  PhD, University of Hong Kong (2008)  Research Assistant Professor in Learning Development & Diversity  Program Director, Doctor of Education Program (EdD)  Assistant Professor in Information Technology in Education  Program Director, Masters of Information Technology Studies in Education
  • 4. www.gsbe.unimelb.edu.au About me • Field Research/Cognitive Ethnography (1997- ongoing)
  • 5. www.gsbe.unimelb.edu.au About me • Field Research (2001)
  • 6. www.gsbe.unimelb.edu.au Student Engagement….
  • 7. www.gsbe.unimelb.edu.au Or the lack of it…..
  • 8. RASE Learning Design Model  It’s Andragogy, not Pedagogy! www.gsbe.unimelb.edu.au Key solutions
  • 9. Concept of Interactivity • One key solution to the challenges of engaging students both in-class and, in recent decades, remotely through the use of interactive digital technologies, is the concept of interactivity. • A growing body of evidence has shown that interactivity is the key to human learning and intelligence, rather than abstract symbol manipulation, internal representations or information processing centered on the internal mental processes of the individual. www.gsbe.unimelb.edu.au Key solutions
  • 10. Applications of Technology www.gsbe.unimelb.edu.au Key solutions
  • 11. www.gsbe.unimelb.edu.au “Keep your eye the horizon!”
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  • 18. http://www.youtube.com/watch?v=-lc_FGMnRQU
  • 19. nature of the problems i.e., the traditional linear, pedagogic approaches lacking in dynamicity, interactivity, and effective integration of digital technologies often result in sub-optimal achievement of the learning outcomes, student performance and satisfaction. www.gsbe.unimelb.edu.au The Problem…
  • 20. Cognition is embodied, situated extended, and distributed. We need to engage: Problem-solving person Feeling person Positioning person Negotiating cultural identity person Learning person www.gsbe.unimelb.edu.au Distributed Cognition
  • 21. RASE Learning Design Model  It’s Andragogy, not Pedagogy! Concept of Interactivity  Key to human learning and intelligence, rather than abstract symbol manipulation, internal representations or information processing centered on the internal mental processes of the individual.  Distinctly human because it is culturally saturated cognition. Applications of Technology  Blackboard Platforms www.gsbe.unimelb.edu.au Our Solution
  • 22. Distributed Cognitive Systems • Teaching and Learning take place in a human ecology…not just in individual heads. • This human ecology is defined by our interconnectedness with other persons, artefacts, social institutions, technologies. • The challenge is to understand how pedagogical models in terms of this ecology and distributed cognitive system work and can be designed. • We can think about T&L in terms of Distributed Cognitive Systems where cognition is distributed between brains, bodies, and aspects of the physical, technological, and cultural worlds of persons.
  • 23. www.gsbe.unimelb.edu.au RASE
  • 24. www.gsbe.unimelb.edu.au RASE
  • 25. www.gsbe.unimelb.edu.au Distributed Learning System The DLS is a socio-technical system that consists of a network of persons who interact with each other and with relevant artifacts and technologies in order to perform cognitive and learning task that could not be achieved by any of the components of the system on their own.
  • 26.  Building heterogeneity into the Distributed Cognitive System – Central to understanding human factors – It is part of the explanation! Not something to be explained away..  Relevance – Rapid developments in technology  Shift from theoretical to applied research  Strengthening adoption of IT in T&L – Teachers’ private theories – Promoting coherent model and institutional vision – Intervention strategy, leadership, building a successful team – Staying ahead of the curve  Innovation and opportunities for advancement of teaching 27 Challenges
  • 27. Re-imagining the university teacher
  • 28.  Multimodal Interaction Analysis • Need to look at what types of teacher-learner-task coordination situations & resources and affordances are used over time.  Participant Evaluation Protocol • How do teachers (and students) evaluate this? • What types of these coordination events work and don’t work? • How does diversity effect these tasks? • Is the interaction effective? • triangulate Interviews, Focus Group Interviews, and Questionnaires, to carry out self-observation. Interactivity, Values, and the Affordances of Mobile Learning in a University Setting: An Empirical Cognitive Ethnographic Study Mark King, Paul Thibault, Daniel Churchill How can we tell this is working?