Radical Learning


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Radical Learning

  1. 1. Learning Experiences Radical Ideas
  2. 2. Implement Flipped blended curriculum Instead of lectures and tutorials
  3. 3. What is it? – The „flipped classroom‟ or „flipped curriculum‟ is a blended learning pedagogical model. Learners are required to independently learn lecture content and review resources prior to attendance oncampus. At University, tutorial, lab or workshop time is applying and practising skills and competencies relating to the lecture content. Where could it be used? – In any subject relying on lecture delivery. Lectures can be replaced by videos (up to 7-15 minutes), online quizzes or learning activities, podcasts etc). Why it’s a radical idea – Flipped classrooms can promote student engagement, active learning, the application of skills and competencies and active learning. “Devoting class time to the application of concepts might give instructors a better opportunity to http://www.knewton.com/blog/knewton/ detect errors in thinking”.(EDUCAUSE, 2012) 2011/08/29/flipped-classroomWhat are the downsides? – As the success of the infographic/ Flipped classroom by flipped classroom is dependent on students Knewton independently learning content prior to attendance, careful design is required to ensure this happens. More information– EDUCAUSE, 7 Things you Cost Indicator: Cost of creating online content eg. $5K per subject (approx.) should know about flipped classrooms, 2012
  4. 4. Aggressively pursue Industry Partnerships for Teaching Idea from Dr. Christopher Scanlon Image Acknowledgment: FreeDigitalPhotos.net
  5. 5. What is it? – Many academics are familiar with pursuing industry partnerships to fund research activities, such as through ARC Linkage grants. But, with some exceptions, we haven‟t pursued partnerships with industry players in teaching. In other countries, industry collaboration in teaching is normal. In the United States, for example, industry partners have teamed up with universities to develop discrete teaching projects and co-fund teaching spaces. We should follow the example and move to develop partnerships with relevant industry partners to create innovative and applied curriculum projects and cutting edge learning spaces. Where could it be used? – Industry partners could be involved in teaching in a number of ways. They might provide expertise, equipment and software for discrete projects or, alternatively, they may provide partial funding for buildings or teaching spaces. Why it’s a radical idea – Engaging industry partners within the university can work to bridge disciplinary silos within the university. Engaging with industry partners can also enable students to work on real-world problems which have immediate, practical applications. What are the downsides? - Potential concerns with student privacy based on data gathering. Who’s doing it: The Reynolds Journalism Institute at the Missouri School of Journalism provides an excellent example of what can be achieved through strategic partnerships with industry partners. In 2009, the software company Adobe teamed with students at the Missouri School of Journalism and the school of computer science in an Interaction Design competition. Adobe provided students with their Flash Catalyst program and journalism and computer science students worked together on projects. More recently, in August 2012, the Institute opened their Microsoft Application Development Lab which has been co-funded and equipped by Microsoft. The Lab is staffed by a full time programmer to help journalism students to develop projects. While the Lab is housed in the journalism lab, it benefits the University as a whole. For example, researchers from the University‟s medical and engineering schools will use the Lab‟s Kinect motion-detection gaming technology to educate and rehabilitate athletes with knee injuries. More information: Adobe Edge newsletter, December 2009 - http://www.adobe.com/inspirearchive/december2009/video/index.html?trackingid=FBTRX 2012, „Missouri Journalism Students Can Use New Microsoft Technologies to Innovate and Collaborate‟, Missouri School of Journalism, 21 August, http://journalism.missouri.edu/2012/08/reynolds-journalism-institute-opens-new-application-development-lab/
  6. 6. Instead of large lectures Set up Quality Online Learning Experiences “If you are in a lecture of 200, it really is distance learning” – Professor Sebastian Thrun, Stanford Professor, co-founder of Udacity and VicePresident of Google X, October, 2012 Who else is using it? – San Jose State University see http://chronicle.com/blogs/wiredcampus/sanjose-state-u-says-replacing-live-lectures-with-videosincreased-test-scores/40470
  7. 7. Instead of large lectures partner with other Australian Universities for core lecture content and provide small oncampus group learning experiences for context Uni 1 – La Trobe Uni 2 Create shared quality, collaborative and expert lecture content to use online by contributing Universities in a discipline area Eg. Chemistry, Business Management, Anatomy, Psychology Each University provides contextualised tutorials, labs or other face-to-face learning experiences for their enrolled students Uni 3
  8. 8. Let students create Their Own Learning Adventure
  9. 9. What is it? – A system that allows students to design their own degree, taking subjects from across the institution and including subjects from other providers, including MOOCS. Where could it be used? Could either be made available for all students, or for certain (eg highachieving) groups. cannot be used in professional degrees unless „twinned‟ with a double degree. James Madison University Degree Choice http://www.jmu.edu/adultdegree/wm_preview/iscourses.shtml Why it’s a radical idea – Choose your own learning adventure summarises the principle of flexibility in the curriculum by giving student‟s choice. This idea puts the development of academic pathways firmly in the hands of students. May appeal to student adventurousness. Gives control over student learning to students. What are the downsides? - May be hard to administer, may lead to unsatisfactory outcomes. Students may not obtain a holistic course overview. An article on choosing your own learning adventure http://educationportal.com/articles/Universities _That_Let_Students_Create_The ir_Own_Major.html Cost Indicator: $May require extra academic services time
  10. 10. Partner with international institutions, not-forprofits, consortiums and businesses to create a choose your own adventure degree. Image Acknowledgment: FreeDigitalPhotos.net
  11. 11. Design Learning so that students create their own learning experiences Let Learners create ‘new materials, artifacts and new knowledge with the media tools now available to them’ (Moyle, 2010, p. 4).
  12. 12. Award Learning Badges
  13. 13. What is it? – Award students with visually attractive La Trobe digital badges for learning achievements, in skills, competencies and knowledge, for example, for achieving graduate capabilities and/or future-ready strategic objectives. Badges appear as icons or tokens on webpages, on the LMS and can be shared (for example on Facebook or other social media sites). Why it’s a radical idea - Digital badges for learning achievements can encourage participation in soft skills such as leadership, communication, communication and library research. Badges can be awarded for Earning achievements can promote the informal curriculum and extracurricular learning activities such as community service . (This would link with the existing concept of the La Trobe Award from the Division of Student Enrichment). Also see: http://chronicle.com/article/A-Future-Fullof-Badges/131455/ and http://net.educause.edu/ir/library/pdf/ELI7085.pdf Cost Indicator: low cost for digital badges – the programs behind them may need development$ Badges for lifelong learning from - http://www.scoop.it/t/badges-for-lifelong-learning
  14. 14. What is it? – Make events, activities, modules and subjects public facing and openly accessible. Allow people to accumulate credits toward badges, certificates and degrees. Put courses, certificate and degrees behind subjects. Market subjects like Adult and Community Education booklets. Why it’s a radical idea - Community engagement becomes intrinsic to teaching activity. Students can follow intrinsic Interests. Consumer awareness for subject and event offerings increase More flexibility for students and Faculty. What are the downsides? Complex for students to navigate. 'Free market' of subjects could, if not managed, lead to professional skill and knowledge gaps in graduates. Difficult to establish continuity of courses. By Leigh Blackall
  15. 15. Student authored open textbooks – Assignments to write, edit or review chapters in Wikibooks.org Best chapters go through to PediaPress print on demand books annually. Best books go through design for publishing in Lulu.com for ePub and print on demand (by Leigh Blackall) Image Acknowledgment: FreeDigitalPhotos.net
  16. 16. Take the lead in open access (Leigh Blackall)
  17. 17. Teach skills of summarisation, identifying quality, and filtering through masses of content. Image Acknowledgment: FreeDigitalPhotos.net
  18. 18. Feed Forward Learning Design assignments around the production of learning resources for the next generation of students. Reward quality assignments with discounts from fees. Idea by Leigh Blackall
  19. 19. Encourage students to independently supplement their discipline learning in MOOCs – compile and promote MOOCs on offer based on discipline areas
  20. 20. Embrace the Cloud
  21. 21. What is it? – Cloud learning refers to using cloud or web-based services for higher education, for example, Open Educational Resources (OER) and applications such as Google apps, dropbox . These applications are hosted in the cloud rather than being controlled by an educational institution. Why it’s a radical idea - Cloud learning allows for student control of their learning as well as collaboration, user-preference and the ability to generate content. As the service is 'in the cloud', cloud learning also promotes anytime, anywhere learning. What are the downsides? Security, privacy, accessibility and ethical considerations. Advice should be given to staff and students as to the rights/control by a particular cloud/web-based service. Explanation of cloud computing http://campust echnology.com /articles/2011/ 10/31/what-isthe-cloud.aspx Cost Indicator: free$ India - NIIT‟s Cloud Campus allows for anytime, anywhere learning „in the cloud‟
  22. 22. Set up Smart Multi-campus Blended Delivery Models
  23. 23. Create a whole of course LMS / web site
  24. 24. Personalise and connect every student‟s experience Timely communications (not necessarily email) Choice of attendance modes, flexibility Student owned workspaces/communications Seamless technology experiences Access to “real” people By Terry Young Photo from a toilet cubicle at the Bundoora La Trobe campus
  25. 25. “Use Open Platforms” By Leigh Blackall
  26. 26. What is it? – Use the internet as the platform for learning. Select software and platforms for their conviviality and transferable skills Decommission software that is proprietary, has little relevance to real world applications, or that serves only a bureaucratic purpose Use popular platforms like Wikipedia, Youtube, Google, Skype as teaching and learning platforms Gather data for learning analysis, auditing and reporting via open standard formats, open data, and open ID (eg. Knewton) Use the Internet-as-the-platform Why it’s a radical idea: Learning environments can become more intrinsically relevant to real world activity; Latent skills transfer more readily into the university, and out; Teaching, learning and assessment activity becomes more convivial with the wider public; Chance to redirect resources into more valuable investments. What are the downsides? Sunk cost losses; Significant adjustment of professional development direction and support; Complex teaching and assessment methodologies; Creative ways of reporting to audits necessary. By Leigh Blackall
  27. 27. Create „5-ways to help‟ for University students information, help and support Walk-in Online chat Email SMS Telephone
  28. 28. Use Wikipedia for Learning Idea from Leigh Blackall
  29. 29. What is it? – Students edit Wikipedia, Wikimedia Commons, Wikibooks, Wikinews, Wikitravel, Wikiquote or Wikisource for assignments. Tutors engage in respective Wiki peer review processes. Trust the peer review to reduce marking workloads. Open courses on Wikiversity are linked and open content on Wikimedia Commons are linked to official university webpages for the subjects and courses. Network to establish multi lingual resources and courses Why it’s a radical idea – Study has immediate social benefits; University is present on the most important public information channel; Assessment workloads can be reduced; Wider community assist in maintaining copyright due diligence; Citations increase What are the downsides? – Requires ongoing professional development; Support and governance structure is outside the university; Community engagement workloads are not measured or rewarded; Copyright diligence can become an obstacle Author: Leigh Blackall Cost Indicator: $Cost of developing an online course
  30. 30. Separate out Teaching from Assessment Idea from Leigh Blackall
  31. 31. What is it? – Make teaching a diverse and community engaged activity, open to anyone. Make assignments sophisticated, relevant, robust and reliable for assessment. Allow people to attempt assignments under their own direction. Offer tuition and assessment as fee for service. Enroll people when they present assignments that will pass. Why it’s a radical idea – Opportunities for self directed Learners; New revenue model for university; More flexibility for students; Minimises risk for mature aged/career changing students; Teaching events can be more dynamic and diverse; Increase retention and completion rates. What are the downsides? - Requires a change in accreditation procedures; Increases emphasis on quality assessment which can increase assessor workloads; change pressure on campus based lecturing practices and requires significant professional development. Author: Leigh Blackall Cost Indicator: $Cost of developing an online course
  32. 32. Content - Facts Text/image Audio/visual Narrated walkthroughs, Digital sources Productive Learning Activities Communicative Learning Activities Experiential Learning Activities Quizzes, voting, reflection, short answer, report/paper, essay s, portfolios, Journaling, etc Teacher-student, studentstudent Discussions, presentations, debates, critiques, question and answer, hot topics, etutorials , role play Application (you could include scenarios), roleplay, exploring, investigation, s earching, assimilating, case studies, field trips, simulation Knowledge/ synthesis A view as to what is worth knowing Certifying what somebody claims to know Can be online or face-toface Blended learning experiences. Face-to-face & online. Collaboration. Learning facilitated by teachers eLearning platforms Eg. Customised / iTunesU /Ecourses. New providers – content + learning resources in “web based” look and feel (outside of the LMS) LMS/ student management systems MOOCs Open Free Primarily content Online provided content Student Experience Diversity, Preference Equity, Personalisation ASSESSEMENT Formative / Summative Including skills development & competencies GRADUATE OUTCOMES/ CAPABILITIES The Role of Universities
  33. 33. Set up Quality Web-Based Learning for La Trobe Essentials
  34. 34. What is it? – Create or use a commercial web- template or course (eg. Pearson ecourses, iTunesU) for open, quality, media rich content relating to major current social, economic, technological and political issues. Stream in multiple current news feeds on trends, facilitate discussion and engage with internal and external thinkers on these issues. Set up online debates, encourage diverse discussion and create “sparks” for discussion and consideration. For La Trobe students, create guided learning activities for La Trobe Essentials (eg. Sustainability thinking, globalisation etc) and award badges/ certificates or note on transcripts. Why it’s a radical idea – Creating an online environment for La Trobe Essentials promotes the collation and consideration of different views, and facilitates the involvement of those outside the University. As an externally facing website, La Trobe can position itself as being involved in the important issues of the day. La Trobe online essentials can provide whole-of-University discussion and avoids difficulties in forcing curriculum change. What are the downsides? – Disagreements on the content of La Trobe Essentials (eg. What is sustainability?) will affect the development of learning activities for students, although giving a space and place for open discussion provides the opportunity for different views to be aired. There needs to be an „owner‟ for each La Trobe Essential. Cost Indicator: $
  35. 35. Radical Idea 23 Cross-disciplinary Project Collaboration Business or Community Task
  36. 36. What is it? – Approach partners, local community service providers, not-for-profits etc for business problems. Assemble a cross-disciplinary team of 5-6 students based on the business need eg. Lawyer, accountant, scientist, architect, desi gner and allocate a senior academic to mentor/ supervise. Students collaboratively work on the problem and presents a report to the business/ service as to possible business solutions from a cross-disciplinary perspective. Why it’s a radical idea: Presenting solutions to real problems is a rich learning experience. Meaningful industry/ University collaborations can occur by providing a mutually beneficial outcome. Working on a project provides multiple benefits to students, particularly when cross-disciplinary – teamwork, critical thinking, communication. What are the downsides? – Requirements to sign confidentiality, ethics, privacy. Facilitation for interdisciplinary projects would be intense and difficult. Cost Indicator: Cost of facilitation $
  37. 37. Online Disciplinary Project Collaboration Task Connected to Industry
  38. 38. What is it? – Within a virtual online environment, create an authentic environment with a discipline-specific problem. Group students in teams and allocate distinct roles. Approach discipline partners to provide staged feedback on project submissions and outcomes. Why it’s a radical idea: Disciplinary projects promote active learning in that students are actually involved in real life problems. Students are required to reflect and engage in holistic or process learning – all features that enhance student engagement. Feedback from the discipline, profession or industry provides rich learning student experiences. What are the downsides? – Requirements to sign confidentiality, ethics, privacy. Facilitation for interdisciplinary projects would be intense and difficult. For example, in Scotland, the SIMPLE, SIMulated Professional Learning Environment is an open source teaching and learning virtual town in which students engage in authentic simulations of professional transactions, a form of transactional learning. Law students act as professionals and collaborate with each other to complete professional tasks. see : United Kingdom Cost Indicator: Cost of Centre for Legal Education (UKCLE) facilitation $ http://www.ukcle.ac.uk/projects/past-
  39. 39. Online Project Collaboration Task Provide a platform to connect ideas and people by providing the spark for discussion, and preliminary tools to start a collaborative learning project. Stanford’s Venture Lab – venture-lab.org
  40. 40. Educate students at all levels as to the importance of their digital identity. Image Acknowledgment: FreeDigitalPhotos.net
  41. 41. Extensively use social networking for student learning
  42. 42. What is it? – Establish social network sites to connect: • newly admitted students with each other across disciplines – allowing students to interact virtually with the La Trobe campus and practice fundamental skills before they start University • Students with other students for mentor relationships • Connect students considering La Trobe to assist in University choice – eg. Zinch.com Provide a list of social network sites available to students so they can choose their preferred method of communication. Why it’s a radical idea - Learners are already involved in online communities. Leveraging social connections assists with enrolment, retention and engagement. What are the downsides? – Social network sites need moderation and facilitation. Cost Indicator: Facilitation cost$
  43. 43. Encourage students to engage in online collaborative learning Websites such as Open Study.com connect learners with each other from across Universities and across the globe - http://openstudy.com
  44. 44. Emphasise La Trobe‟s commitment to Values, Quality and Excellent Design
  45. 45. Enhance core subjects with Quality digital content Digital Learning Environment for Health, World of Tomorrow, Orlando, Florida
  46. 46. What is it? – Third party providers are developing high quality digital content for core areas of higher education curriculum. Some providers customise and brand products. Where could it be used? – Across the University. Why it’s a radical idea: Provides rich, often interactive, engaging and high-quality resource for teaching and learning Reduces the cost of in-house development. What are the downsides? Runs the risk that products will be homogenous in higher education institutions. Content may require customisation for an Australian audience if developed overseas. Branding may not be an option. Differences in student experience. Cost Indicator: $ Example of online products from http://www.primalpictures.com/Otolaryngology-headneck-surgery.aspx
  47. 47. Partner with other Universities to develop backend quality e-learning resources
  48. 48. What is it? – Develop quality rich multimedia learning resources for subjects and courses by partnering with other Universities to pool resources and development costs (for example, the IRU). Resources should be designed with educational designers to meet learning objectives, and branded to suit partnership Universities. Further customisation at individual University level should be incorporated within the design agreement. Where could it be used? - In the development of online learning activities in subjects and courses, for example, videos, quizzes, animations, diagrams, flowcharts, graphics, simulations, interactive learning activities. Why it’s a radical idea - Universities are reinventing the wheel across Australia in expensive backend learning resource development. Quality is increasingly an issue in development of learning resources. Partnering in the development of learning resources provides control over resource development, but also reduces costs and encourages collaboration and contextualisation. What are the downsides? - The risk of creating homogenised learning resources. Customisation should be incorporated to overcome this. Time and negotiation required. Cost Indicator: Depends on the learning resources required $
  49. 49. Create La Trobe‟s Smartphone Apps Repository
  50. 50. What is it? – A collation / organised list / repository of quality and recommended educationalrelated apps, both generally and sorted by discipline, for both android, iOS and tablet devices. Why it’s a radical idea: There are thousands of apps available for free (or little cost) online, with high quality learning activities and information. What are the downsides? Keeping the collection up to date. Ensuring equity and access. Determining indicators of quality. Linking in with other collections. From Bloomin‟ apps for iPad (apps based on Bloom‟s Taxonomy) http://www.schrockguide.net/bloomin-apps.html Cost Indicator: Low $Cost of collating and scanning for educational apps More information - For an example of the extent of educational apps available, see http://www.apple.com/education/apps/# http://www.appolicious.com/categorizedcurated-apps/3-education
  51. 51. At a discipline level, create lists of recommended mobile apps and websites for student learning Image Acknowledgment: FreeDigitalPhotos.net
  52. 52. Use Open Education Resources Repository
  53. 53. What is it? – Use the library‟s accessible, searchable, engaging and collaborative online repository of open educational resources from multiple and global resources. Include links to other open education resources repositories. Include copyright, moral rights and metadata. Continually scan the horizon for new learning resources. Where could it be used? – In subjects and courses across La Trobe. http://wikieducator.org/Exemplary_Collection_of_ Why it’s a radical idea: Online educational Open_eLearning_Content_Repositories resources will be readily-accessible from multiple and global sources. Open content embraces the sharing of information and the „sharing of pedagogies and experiences as well‟ (Johnson et al., 2012, p.11). What are the downsides? – Keeping it up to date. For example see: http://oerwiki.iiep.unesco.org/index.php/OER_u An example of a list of OER by Jeff seful_resources/Repositories Borden: http://www.une.edu.au/une-itl/ Cost Indicator: Low $Cost of collating and scanning for OER
  54. 54. Create Reusable Learning Objects
  55. 55. What is it? – An „online reusable learning object‟ is a digital/online resource that can be used to assist student learning. Examples of RLOs may be videos, images, photographs, websites, sounds, glossar y of terms, multimedia content, interactive games, 3D online objects, augmented reality or virtual reality to explain concepts or content, guest speakers, quizzes assessments etc. RLOs can be from the web or created by La Trobe. Why it’s a radical idea - The purpose of this repository would be to provide a clear and accessible place for course designers, and academics to find RLOs, where those objects have well-defined and upfront information as to appropriate and legal use of resources. The RLO repository provides a compilation of resources that may be useful for a teaching purpose, with an initial check on quality for the purpose of embedding in La Trobe subjects and courses. Examples of RLOshttp://www.rlocetl.ac.uk/whatwedo/rlos/completedrlos.php The Australian Flexible Learning Toolbox http://toolboxes.flexiblelearning.net.au/repository/ Cost Indicator: Low $Cost of collating and scanning for educational resources The University of Nottingham’s RLO http://sonet.nottingham.ac.uk/rlo s/
  56. 56. Disrupt semester teaching models with short course, intensive teaching, summer and winter schools and student self-paced learning Image Acknowledgment: FreeDigitalPhotos.net
  57. 57. Systematically use Learning Analytics and Educational Data Mining to improve student learning
  58. 58. What is it? – Learning analytics refers to the collection, analysis and use of data relating to student learning. LA could be mined from data in the learning managements system (Moodle) – either built in or added on to the LMS. LA could also be part of software with embedded analytics tools. Where could it be used? – LA could be used to gather data as to student preferences, to enable interventions, for adaptive learning and to provide engaging learning solutions. First generation learning analytics can simply provide a helpful starting point for discussion between a student and teacher (EDUCAUSE). Why it’s a radical idea – Learning analytics “collects and analyses the „digital breadcrumbs‟ that students leave as they interact with various computer systems to look for correlations between those activities and learning outcomes” (EDUCAUSE, 7 things you should know about First Generation Learning analytics. Emerging trends with learning analytics include accessible and graphical representations of data for teachers, as well as new types of data from “clickers, social media sites and cloudbased applications” (EDUCAUSE) What are the downsides? - Potential concerns with student privacy based on data gathering. Further resource: http://www.educause.edu/library/learning-analytics For example, Google Analytics can be embedded in Moodle for learning analytics http://elearning.3rdwavemedia.com/blog/how-to-usegoogle-analytics-for-your-moodle-2-0-site/483/ Cost Indicator: staff costs in relation to data analysis $ Related costs for intervention and follow up http://www.starfishsolutions.com/sf/solutions/earlyalert.html Starfish – an example of using learning analytics and student tracking for the purpose of retention
  59. 59. Infographic explaining learning analytics http://edudemic.com/2012/08/learning-analytics-101-what-toexpect-when-data-enters-the-classroom/
  60. 60. Set up Use Learning Analytics for Adaptive La Trobe Digital Badges Learning
  61. 61. What is it? – Adaptive learning is the personalised adaption of learning resources and activities to suit a particular learner based on intelligent systems, learning analytics and data. Why it’s a radical idea - Adaptive learning is an emerging technology that is considered to have an impact on retention and student engagement. Pearson, McGraw-Hill, Kaplan, Carnegie Learning and PrepMe are examples of companies using adaptive learning technology. At Arizona State University, Knewton's pilot remedial maths program through Knewton Maths Readiness. The online platform assesses, remediates, and reassess student progress, whilst personalising the experience and recommending learning paths for students. Details of the Arizon Knewton pilot are here: http://www.knewton.com/asu/ Where could it be used? - Priavcy, and best suitable to non-Humanites subjects. Cost Indicator: cost of adaptive learning platform, staff costs in relation to data analysis $ Related costs for intervention
  62. 62. Share Data about Student Behaviour to promote positive changes in engagement Idea from Dr. Christopher Scanlon
  63. 63. What is it? – We collect all kinds of data on students, from how long they spend in the LMS, whether they submit their assignments on time, return books to the library on time and how they use the campus internet. A recent article in the Harvard Review of Business found that this aggregate data can be used to promote behavioural change. The reasoning is that most people will follow norms of those around them. If you tell students that 74 per cent of students submit their assignments on time in Faculty X, then it‟s more likely that other students will adhere to the norm. Where could it be used? – Posters around the University, in our Libraries and notices on the LMS Why it’s a radical idea - It‟s a low-cost, low-tech way to promote positive student engagement that relies on basic psychology. We already collect a lot of information about student engagement. Now we need to feed that information back to students to support positive change. Who’s doing it: - Major hotel chains that post notices in their room telling their guests the percentage of guests who recycle towels have been able to increase the compliance rates. The UK tax office has also been able to promote more timely payment of taxes by informing citizens in same area of the percentage of Britons who pay their tax on time. What are the downsides? - Take care what behaviours you are normalizing. Sharing data about undesirable behaviours can promote more of the same. Also, the norms have to exist in order to be promoted. You can‟t just pluck a figure out of the air and hope that lots of people will believe you. If only 30 per cent of students hand assessment tasks on time in a given Faculty, then this information is best kept under wraps. More information: Cost Indicator: $ Cost of Steve Martin, 2012. „98% of HBR Readers Love This Article‟, Harvard gathering the data Business Review, October. http://hbr.org/2012/10/98-of-hbr-readersCost of printing posters and love-this-article/ar/1 campaigns
  64. 64. The „La Trobe Students First‟ Principle First in line for casual jobs
  65. 65. What is it? – Institutional principle of always seeking to employ La Trobe students as a matter of course. Where could it be used? - Student support, events, administrative roles, research, outreach activities, community liaison, marketing, facilitation, student enrolment. Why it’s a radical idea: Radical potential lies in committing to the principle of embedding students part of the institutional journey. Employment helps students in practical ways, but also ensures that the student body develops insight into the institutional „big picture‟. Student input as colleagues can help to shape institutional priorities. University of Queensland – Cost Indicator: free$ “Employing students within the University – prioritising students with significant financial disadvantage As a means to assisting students who need to earn money, to combine this requirement with their study commitments The University encourages Schools, Faculties and other operational units to consider offering part-time and casual positions to UQ students where possible.” http://www.uq.edu.au/equity/employingstudents-within-the-university-prioritisingstudents-with-significant-financialdisadvantage.
  66. 66. Capitalise on the student and staff experiences of International Travel Link learning experiences, and “future-thinking” concepts to La Trobe student and staff informal travel experiences. Provide a framework and place for discussion and reporting on international travel experiences. Eg. Through Instagram, Pinterest, Facebook or a La Trobe created web space.
  67. 67. Learning Space Radical Ideas
  68. 68. Naked Classrooms
  69. 69. What is it? – A naked classroom is free from technology and is a way to implement a flipped curriculum pedagogy. Why it’s a radical idea - In a “naked” classroom, free from technology, students engage in face-to-face contact with teachers. An active-learning approach to teaching that reserves face-to-face class-time for interactive discussion. Information, transmissable material and traditional lectures are provided via technology, with quizzes to ensure preparation. Not unlike the Flipped Classroom, but more emphasis on keeping face-to-face time technology-free. Particularly targets the PowerPoint presentation. What are the downsides? – Restructuring teaching to incorporate active learning, and flipping lectures to online delivery requires teaching redesign and change management. Where is it used? Southern Methodist University, Dallas What are the downsides? Staff resistance, possible student objection to having to work in class. Alternatives would need to be available for distance and online students. Cost Indicator: ikely to save money, in terms of technical support and lecture theatre upgrades. Class size would need to be limited, which could be an expense.
  70. 70. Incoporate a Mobile First Policy “New and emerging technologies present an opportunity for universities to provide mobile and ubiquitous learning that caters for the needs of students who are – supposedly – always connected , multitasking and on the go, aided by their personal portable digital devices (Oblinger & Oblinger 2005)
  71. 71. What is it? – Enact a policy requiring websites, administration and La Trobe documentation to be mobile compatible for a variety of mobile platforms, as a first design principle. Where could it be used? – For administration, academic, social and functional purposes. Why it’s a radical idea - Mobile learning can: • Improve access to assessment, learning materials and learning resources • Increase flexibility of learning for students • Comply with special educational needs and disability legislation • Explore the potential for collaborative learning, increase students appreciation of their own learning process and consolidate learning (Source: R. Cobcroft et al, Mobile Learning Literature Review). Mostly, mobile learning can can increase student mobility, so that they can study whenever and wherever they want, at any place and at any time. What are the downsides? Designing mobile first requires a consideration of different mobile platforms, which are often changing. This problem may be overcome in the near future as newer software (such as Adobe Captivate) creates an output in HTML5, which is compatible with iOs and Android platforms. Cost Indicator: Additional costs in design and development of web-based resources.
  72. 72. Remove the „No Mobile Phone‟ signs from La Trobe Learning Spaces
  73. 73. Transport La Trobe Wifi Connected Bus students in a
  74. 74. Design everything with collaboration in mind - from libraries, classrooms, systems and processes (Dandolo Partners) Image Acknowledgment: FreeDigitalPhotos.net
  75. 75. Learning Technologies Radical Ideas
  76. 76. Engage Learners with 3D Printing Image from : http://www.makerbot.com
  77. 77. What is it? – A 3D printer is a desktop printer that prints a physical, 3D object from a drawing on a desktop application. 3D printing has been used in manufacturing for many years, the new desktop 3D replicator printers are low-cost and an emerging technology for teaching and learning. Application in teaching and learning: Students print in 3D objects and designs they have created themselves. A learner can „imagine‟ an object and then print it in 3D. 3D can be used for prototyping, creating models or for designing products. Further resources: An EDUCAUSE fact sheet on 3D printing can be found here: http://net.educause.edu/ir/library/pdf/ELI7086.pdf Examples of the use of 3D printing in teaching and learning can be found here: http://3dprintingsystems.com/home/education/ Cost Indicator: $2199US + cost of printing material https://store.makerbot.com/replicator 2.html Front cover of Wired magazine, October 2012
  78. 78. Engage learners with Interactive touch screen desks, panels and walls
  79. 79. What is it? – Touchscreens detect the presence and location of touch by a finger, hand or stylus with direct interaction, rather than through a medium of a mouse, keyboard or other hardware. Where could it be used? – Library, cafes, administration buildings, promotional areas Why it’s a radical idea –Touchscreen and 3D panels, walls and desks can provide engaging interactive experiences for learners. Emerging trends in technologies suggest that there will be „death of the mouse‟! What are the downsides? Cost, maintenance and repair Cost Indicator: eg. $6000 for touch screen LCD panel http://www.lwt.com.au/ConfigureProduct.aspx?Cust omerTypeID=1&StaffProgramCompanyCode=&GUI D=3A02EF0C2692470E84A48A37E3E986BE&Pro ductID=649144&SectorID=1 $ “The 3D kiosk presents any kind of interactive content as virtual objects on a large scale display in photorealistic 3D quality. The user does not need 3D glasses to view the content. A system which recognizes gestures is integrated into the front panel so that viewed 3D objects floating in front of the display can be rotated by using gestures, and virtual buttons can be pressed simply by pointing at them.” http://seriousgamesmarket.blogspot.com.au/2011/03/fo rmula-d-interactive-serious-games-as.html
  80. 80. Interactive Projection For Cape Town Tourism Visitor Center: http://seriousgamesmarket.blogspot.com.au/2011/03/formula -d-interactive-serious-games-as.html Formula D interactive and Wireframe Studio developed 21 digital interactive media installations for a science and technology museum in Saudi Arabia Source: http://seriousgamesmarket.blogspot.com.au/2011/03/formula -d-interactive-serious-games-as.html CityWall is a large multi-touch display installed in a central location in Helsinki which acts as a collaborative and playful interface for the everchanging media landscape of the city. The new interface launched in October 2008 also allows working with 3D objects, which enables multiple content and multiple timelines. CityWall presents images, videos, descriptions and discussions on how nature in Helsinki benefits and disturbs dwellers: http://cmidm4.wordpress.com/concept/technicalissues/
  81. 81. Engage learners with layar vision
  82. 82. Cost Indicator: cost of development depends on use $3-5K per project (approx.) What is it? – “Layar Vision uses detection, tracking and computer vision techniques to augment objects in the physical world. We can tell which objects in the real world are augmented because the fingerprints of the object are preloaded into the application based upon the user‟s layer selection. When a user aims their device at an object that matches the fingerprint, we can quickly return the associated AR experience.” Source: http://www.layar.com/documentation/browser/ho wtos/layar-vision-doc/ Where could it be used? – Field trips, observations, lap reports, professional degrees etc. Most effective when making use of a GPS application. Why it’s a radical idea - As a form of augmented reality, layar vision can be used to infuse educational information into the observed world around us. What are the downsides? - Still an emerging technology, requires specific developments for educational uses.
  83. 83. Immersive learning and virtual worlds http://e-language.wikispaces.com/virtual-worlds
  84. 84. What is it? – “Virtual worlds (also known as MUVEs, or Multi-User Virtual Environments) are simulated 3-dimensional environments, much like gaming environments, which you enter with a character known as an avatar.” “Virtual worlds present ideal opportunities for immersive learning. Students can visit simulations to learn about everything from the structure of molecules to the layout of ancient Rome. They can also practise skills in areas ranging from urban design to patient-doctor consultations, building up confidence before embarking on real-world encounters or entering real-world situations. Given the linguistic nature of most avatar-to-avatar interactions, there is great potential for language learners.” : Source: http://e-language.wikispaces.com/virtual-worlds A virtual art gallery - http://museumvirtualworlds.org/category/platforms/virtual-worlds/active-worlds/ Medical simulation: http://www.insidedukemedicine.o rg/news/learning-in-a-virtualworld/ Cost Indicator: cost of development depends on use $3-5K per project (approx.). Outsourced developers are an option
  85. 85. At Disneyland Epcot, the Body Builder is a 3-D game that enables users to assemble a digital human body, simulating the Siemens technology developed to perform remote surgeries. See: http://www.usa.siemens.com/en/siemens_in_th e_usa/disney_alliance.htm
  86. 86. Create "Virtual La Trobe" - an online replica of the University as the setting for immersive experiential learning simulations for courses and subjects across La Trobe - the setting for learning in the online space, complimenting face-to-face teaching approaches eg. see www.toolwire.com Image Acknowledgment: FreeDigitalPhotos.net
  87. 87. Engage Learners with Augmented Reality An example of augmented reality from GE Imagination: http://ge.ecomagination.com/smartgrid/
  88. 88. What is it? – “Augmented reality (AR) is a live, direct or indirect, view of a physical, real-world environment whose elements are augmented by computer-generated sensory input such as sound, video, graphics or GPS data” : Wikipedia Where could it be used? – For students, learning may occur through augmented reality (AR). Through mobile technologies a „real world‟ experience could be augmented with information from a computer. For example, a view of a real object overlaid with 'X-ray' Example of augmented reality from National vision; a 3D object to explore and understand. A first Geographic:www.youtube.com/watch?v=HqXhHn 9xIzQ year student might experience their campus orientation through using AR technology on a mobile device or learn online library research skills from an AR application. AR can also assist with guided demonstration. Why it’s a radical idea: As an immersive experience, AR can provide rich contextualised learning experiences for students. What are the downsides?: Requires specialist development. Cost Indicator: The cost is on the 3D modelling and requires specific expertise. Eg. Campaign could cost approx. $3000 Example of augmented reality by BMW http://www.youtube.com/watch?v=P9KPJlA5yds &feature=youtu.be
  89. 89. Learning through Games and Simulations
  90. 90. What is it? – Game-based learning for higher education Why it’s a radical idea - Educational experiences can occur in games, offering „opportunities for both discovery-based and goal-oriented learning‟, as well as for teambuilding skills (Johnson et al., 2012, p. 10). Simulations and role-playing games „allow students to re-enact difficult situations to try new responses or pose creative solutions‟ (Johnson et al., 2012, p. 10). What are the downsides? Games aren‟t for everyone. Learning Genetics – How drugs affect the brainhttp://learn.genetics.utah.edu/content/addiction/drugs/mouse.html ‘Just Press Play’ – a partnership between RIT and Microsoft – at RIT students use the real world as a platform to a game – students receive a‟ some cryptic instructions to log onto a website, create a profile, talk to a professor, and pick up a keychain. “ – a game to learning http://research.microsoft.com/enus/projects/justpressplay/ Cost Indicator: cost of development depends on use $3-5K per project Cost Indicator: $ (approx.). Outsourced developers are an option
  91. 91. "Game players regularly exhibit persistence, risktaking, attention to detail, and problem-solving … " - The Education Arcade at MIT "28 million people harvest their crops on FarmVille every day”. For example, latenitelabs provides 100 interactive lab simulations for science on biology and chemistry : http://latenitelabs.com/biology/ Knewton – “What higher education can learn from gaming‟ infographic - http://www.pearsonlearningsolutions.com/blog/2012/02/27/whathigher-education-can-learn-from-gaming/
  92. 92. Partner with Quantum Victoria at Charles La Trobe College and bring augmented reality, virtual reality and problem solving in STEM to higher education students. Image Acknowledgment: FreeDigitalPhotos.net
  93. 93. Fund several student projects to create learning games, augmented reality, virtual reality, 3D for other La Trobe students.