New Educational Developments Andrew Chambers MEd, GCOLL, BA, CBC Educational Development Manager Lecturer

Overview Program Developments New Educational Technologies Reminders Developing Learning Materials

Program Developments

New Educational Technologies

Reminders

Developing Learning Materials

Program Developments Recommended starter courses Use of the MBT publication “The MBT Learning Guide” to build consistency across all courses. Online Generic skills module development

Recommended starter courses

Use of the MBT publication “The MBT Learning Guide” to build consistency across all courses.

Online Generic skills module development

New Educational Technologies CATEI feedback WebTeach activity review Blackboard and Moodle Learning Management Systems UNSW Initiatives - FEI/TELT Projects Conferencing: Using Webinar conferencing to promote community and engagement Blogs, Wikis and Web 2 technologies to promote student learning and for professional development

CATEI feedback

WebTeach activity review

Blackboard and Moodle Learning Management Systems

UNSW Initiatives - FEI/TELT Projects

Conferencing: Using Webinar conferencing to promote community and engagement

Blogs, Wikis and Web 2 technologies to promote student learning and for professional development

CATEI Feedback Overall the feedback is very positive for both courses and classes Two questions where overall feedback score is lower: “ Interacting with other students is an important part of the learning experience” “ I was given helpful feedback on how I was going in the course”

Overall the feedback is very positive for both courses and classes

Two questions where overall feedback score is lower:

“ Interacting with other students is an important part of the learning experience”

“ I was given helpful feedback on how I was going in the course”

eLearning: WebTeach Review Review of the use of activities in WebTeach Seminar Rooms Use of WebTeach good but uneven. Particularly the amount of using: Introductions Icebreakers Use of learning outcomes Setting rules within the seminar room Level of contribution by facilitators Types of activities can differ between classes Little group work.

Review of the use of activities in WebTeach Seminar Rooms

Use of WebTeach good but uneven. Particularly the amount of using:

Introductions

Icebreakers

Use of learning outcomes

Setting rules within the seminar room

Level of contribution by facilitators

Types of activities can differ between classes

Little group work.

WebTeach Activities Improving Activities in WebTeach Introductions Icebreakers Use learning outcomes Set rules within the seminar room Contribute often Be consistent between classes Do group work activities Do make use of the structured activity types Make greater use of the coffee shop Make greater use of student lead activities

Improving Activities in WebTeach

Introductions

Icebreakers

Use learning outcomes

Set rules within the seminar room

Contribute often

Be consistent between classes

Do group work activities

Do make use of the structured activity types

Make greater use of the coffee shop

Make greater use of student lead activities

A New Tool set and the UNSW Faculty of Excellence Initiative Student CATEI feedback clearly indicates student dissatisfaction with WebTeach In addition Web Teach is no longer actively developed Solution: A replacement 2 LMS systems being looked at as a replacement Moodle Blackboard 9 UNSW has it’s own Faculty of Excellence Initiative built around Blackboard 9

Student CATEI feedback clearly indicates student dissatisfaction with WebTeach

In addition Web Teach is no longer actively developed

Solution: A replacement

2 LMS systems being looked at as a replacement

Moodle

Blackboard 9

UNSW has it’s own Faculty of Excellence Initiative built around Blackboard 9

Webinars for Class Use Webinars are web based seminars Can be dialed into using phone and internet Lead by facilitator, lecturer, student or a guest Content can be a presentation, lecture, workshop or seminar Typically use PowerPoint and voice Should be a discretionary activity Possible: Icebreaker webinar Webinar prior to an assignment being submitted

Webinars are web based seminars

Can be dialed into using phone and internet

Lead by facilitator, lecturer, student or a guest

Content can be a presentation, lecture, workshop or seminar

Typically use PowerPoint and voice

Should be a discretionary activity

Possible: Icebreaker webinar

Webinar prior to an assignment being submitted

Webinar Features and Interface

The UNSW TELT platform and Web 2.0 tools Web 2 – What is it? The TELT platform Wikis – Collaboration and Group Work Blogs – Individual Podcasting – Feedback Twitter – Social Networking

Web 2 – What is it?

The TELT platform

Wikis – Collaboration and Group Work

Blogs – Individual

Podcasting – Feedback

Twitter – Social Networking

New teaching opportunities from Web 2.0 tools A Brave New World-Wide-Web http://blip.tv/file/1262079/

A Brave New World-Wide-Web

http://blip.tv/file/1262079/

UNSW Technology Enhanced Learning and Teaching Project Wiki Site: http://telt.unsw.wikispaces.net/ A project jointly run between Learning and Teaching and ITS A suite of educational technologies that support teaching and learning Includes: LMS Lectopia Wikis Blogs Assessment Tools My media service Connections to external UNSW systems such as HR and student records

Project Wiki Site: http://telt.unsw.wikispaces.net/

A project jointly run between Learning and Teaching and ITS

A suite of educational technologies that support teaching and learning

Includes:

LMS

Lectopia

Wikis

Blogs

Assessment Tools

My media service

Connections to external UNSW systems such as HR and student records

UNSW TELT Platform

Wikis “ A wiki is software that allows users to create, edit, and link web pages easily. Wikis are often used to create collaborative websites and to power community websites.” (Wikipedia) Free and now supported centrally at UNSW ( Wikispaces )

“ A wiki is software that allows users to create, edit, and link web pages easily. Wikis are often used to create collaborative websites and to power community websites.” (Wikipedia)

Free and now supported centrally at UNSW ( Wikispaces )

Example Uses of Wikis in Business Education Georgetown University: Social Media In Business Type: Individual and class Wikis https://digitalcommons.georgetown.edu/blogs/msfs-556-spring2009/posting-guidelines-class-wiki/ University of Iowa: Business Statistics Type: Class Syllabus (Course Outline) http://wiki.uiowa.edu/display/bstat/Syllabus Brigham Young University: Executive MBA Type: Program Syllabus https://learningoutcomes.byu.edu/wiki/index.php/Business_Administration_Executive_MBA Eller College of Management: Article: Teaching Business in a Web 2 world http://www.aacsb.edu/publications/Archives/JanFeb08/28-35_Teaching%20Biz_bized.pdf

Georgetown University: Social Media In Business

Type: Individual and class Wikis

https://digitalcommons.georgetown.edu/blogs/msfs-556-spring2009/posting-guidelines-class-wiki/

University of Iowa: Business Statistics

Type: Class Syllabus (Course Outline)

http://wiki.uiowa.edu/display/bstat/Syllabus

Brigham Young University: Executive MBA

Type: Program Syllabus

https://learningoutcomes.byu.edu/wiki/index.php/Business_Administration_Executive_MBA

Eller College of Management: Article: Teaching Business in a Web 2 world

http://www.aacsb.edu/publications/Archives/JanFeb08/28-35_Teaching%20Biz_bized.pdf

Specific Uses of Wikis in Business Education Assignments (Group and Individual) Co-creation of teaching resources and learning materials Reflective Diaries Course related web pages Watch Richard Buckland, a local enthusiast, talk about use of wikis in his CSE courses http://www.youtube.com/watch?v=m1-8OOrBi0o

Assignments (Group and Individual)

Co-creation of teaching resources and learning materials

Reflective Diaries

Course related web pages

Watch Richard Buckland, a local enthusiast, talk about use of wikis in his CSE courses http://www.youtube.com/watch?v=m1-8OOrBi0o

Blogs “ Web log” – online chronological diary Can be used for individual diaries or used by groups Readers can leave comments combines text, images, and links to other blogs, web pages, and other media Free to set up, e.g. https://www.blogger.com/start http://www.blognow.com.au/ http://www.livejournal.com/ Soon available as part of TELT platform Successfully used in SMBT team assignment S2, 2008

“ Web log” – online chronological diary

Can be used for individual diaries or used by groups

Readers can leave comments

combines text, images, and links to other blogs, web pages, and other media

Free to set up, e.g.

https://www.blogger.com/start

http://www.blognow.com.au/

http://www.livejournal.com/

Soon available as part of TELT platform

Successfully used in SMBT team assignment S2, 2008

Example Uses of Blogs in Business Education University of Kansas School of Business: Applied Portfolio Management Type: Class Blog http://apmclass.blogspot.com/ Georgetown University: Social Media In Business Type: Individual Blogs https://digitalcommons.georgetown.edu/blogs/msfs-556-spring2009/posting-guidelines-class-blog/ Harvard Business School MBA Type: Director of admissions blog http://www.hbs.edu/mba/admissions/blog.html London Business School MBA Type: Admissions Team Blog http://mbablog.london.edu/

University of Kansas School of Business: Applied Portfolio Management

Type: Class Blog

http://apmclass.blogspot.com/

Georgetown University: Social Media In Business

Type: Individual Blogs

https://digitalcommons.georgetown.edu/blogs/msfs-556-spring2009/posting-guidelines-class-blog/

Harvard Business School MBA

Type: Director of admissions blog

http://www.hbs.edu/mba/admissions/blog.html

London Business School MBA

Type: Admissions Team Blog

http://mbablog.london.edu/

Specific Uses of Blogs in Business Education Reflective Diaries Students posting their ideas and thoughts Personal Notebook or Learning Journal Group Discussion Students respond to and comment on others blog posts

Reflective Diaries

Students posting their ideas and thoughts

Personal Notebook or Learning Journal

Group Discussion

Students respond to and comment on others blog posts

ASB Vlog

Podcasting /Vodcasting – Providing high quality feedback Capturing you, your voice, your personality, your feedback and presenting this to the students Inexpensive $10 headset MP3 voice recorder – Sony, Olympus, Samsung, iPod etc $150 still cameras can now capture HD video WebCams Free editing software: Audacity for audio Simple: Script - Record - Edit - Upload - Add as attachment Alternatively upload to University Mymedia and then perhaps to iTunes-u/Youtube Articles: Ice P, Curtis R, Phillips & Wells J (2007) Using Asynchronous Audio Feedback to Enhance Teaching Presence and Students’ Sense of Community Journal of Asynchronous Learning Networks Vol 11, Issue 2 Oomen-Early J, Bold M, Wiginton KL, Gallien TL, Anderson, N (2008) Using Asynchronous Audio Communication (AAC) in the Online Classroom: A Comparative Study MERLOT Journal of Online Learning and Teaching Vol. 4, No. 3 Idea: Get Students to Podcast/Vodcast

Capturing you, your voice, your personality, your feedback and presenting this to the students

Inexpensive

$10 headset

MP3 voice recorder – Sony, Olympus, Samsung, iPod etc

$150 still cameras can now capture HD video

WebCams

Free editing software: Audacity for audio

Simple: Script - Record - Edit - Upload - Add as attachment

Alternatively upload to University Mymedia and then perhaps to iTunes-u/Youtube

Articles:

Ice P, Curtis R, Phillips & Wells J (2007) Using Asynchronous Audio Feedback to Enhance Teaching Presence and Students’ Sense of Community Journal of Asynchronous Learning Networks Vol 11, Issue 2

Oomen-Early J, Bold M, Wiginton KL, Gallien TL, Anderson, N (2008) Using Asynchronous Audio Communication (AAC) in the Online Classroom: A Comparative Study MERLOT Journal of Online Learning and Teaching Vol. 4, No. 3

Idea: Get Students to Podcast/Vodcast

Twitter – Build your network/update your students Microblogging – like a broadcast mobile text message What are you doing in 140 characters or less? Free to set up at http://twitter.com Useful for updating colleagues/students on what is important to you and what you are doing Extremely powerful social networking tool Great for searching, getting ideas or feedback Excellent marketing tool 11 reasons to use twitter for business http://blogs.techrepublic.com.com/hiner/?p=803&tag=rbxccnbtr1

Microblogging – like a broadcast mobile text message

What are you doing in 140 characters or less?

Free to set up at http://twitter.com

Useful for updating colleagues/students on what is important to you and what you are doing

Extremely powerful social networking tool

Great for searching, getting ideas or feedback

Excellent marketing tool

11 reasons to use twitter for business

http://blogs.techrepublic.com.com/hiner/?p=803&tag=rbxccnbtr1

Revisiting the UNSW TELT Platform

MBT Learning & Teaching – Keeping you informed New media, technologies and educational developments in the MBT Explore new technologies http://www.feedmyapp.com/ http://www.go2web20.net/ Discuss via WebTeach Wiki on new media, technology and educational developments within the program Use of Twitter to keep you informed of day to day happenings Daily tweets User: ATSC Contact me regarding any use of technology within your teaching WebTeach, LMS, Web 2- wikis, blogs, microblogging, Webinars

New media, technologies and educational developments in the MBT

Explore new technologies

http://www.feedmyapp.com/

http://www.go2web20.net/

Discuss via WebTeach

Wiki on new media, technology and educational developments within the program

Use of Twitter to keep you informed of day to day happenings

Daily tweets

User: ATSC

Contact me regarding any use of technology within your teaching

WebTeach, LMS, Web 2- wikis, blogs, microblogging, Webinars

Reminders Teaching Support Facilitator site at log in page WebTeach User Manual using different strategies in online classes (can upload media files) Supporting Students acknowledge receipt of assignments assess participation appropriately and feedback before end of course! assessment feedback based on… Harvard referencing (Learning Guide Section 13, p.50) Learning Guide Program Planner http://www.student.mbt.unsw.edu.au/Prog_planningMBT.htm

Teaching Support

Facilitator site at log in page

WebTeach User Manual

using different strategies in online classes (can upload media files)

Supporting Students

acknowledge receipt of assignments

assess participation appropriately and feedback before end of course!

assessment feedback based on…

Harvard referencing (Learning Guide Section 13, p.50)

Learning Guide

Program Planner http://www.student.mbt.unsw.edu.au/Prog_planningMBT.htm

Developing Learning Materials Development of study materials Use of the standard document template Implications of the upgrade to Office 2007, in particular with Study Guide development and student assignments.

Development of study materials

Use of the standard document template

Implications of the upgrade to Office 2007, in particular with Study Guide development and student assignments.

Use of the standard document template Use the styles in the Styles and Formatting box Do not create your own style, or use a style and modifying it. Particularly pertinent to Headers Using Styles properly means that the TOC works properly. Avoid using *Normal* style at all costs! Contact Bill Twyman for more details and assistance with development of study materials

Use the styles in the Styles and Formatting box

Do not create your own style, or use a style and modifying it. Particularly pertinent to Headers

Using Styles properly means that the TOC works properly.

Avoid using *Normal* style at all costs!

Contact Bill Twyman for more details and assistance with development of study materials

Readings There are difficulties associated with readings where the print is in a coloured box in the original document The amount of readings ought to be carefully considered how much should students be expected to read how easily can they download huge readings from the library.

There are difficulties associated with readings where the print is in a coloured box in the original document

The amount of readings ought to be carefully considered

how much should students be expected to read

how easily can they download huge readings from the library.

Microsoft Office 2007 All participants in the MBT program creating learning materials should be upgrading to Office 2007 Office 2007 can be obtained for free by all participants of the program for UNSW and home computers

All participants in the MBT program creating learning materials should be upgrading to Office 2007

Office 2007 can be obtained for free by all participants of the program for UNSW and home computers

Questions?

Next Steps UniMail WebTeach posting MBT contacts Coordinator and Facilitator Agreements Absent students after week 3 Mid Session Break Friday 21 March – Monday 31 March Census Date – Monday 31 March (just after the break) Markbooks – week 3 LUNCH

UniMail

WebTeach posting

MBT contacts

Coordinator and Facilitator Agreements

Absent students after week 3

Mid Session Break

Friday 21 March – Monday 31 March

Census Date – Monday 31 March (just after the break)

Markbooks – week 3

LUNCH

MBT Facilitator Site http://www.student.mbt.unsw.edu.au/facilitatorlogin.html ↑

WebTeach teaching strategies Don’t forget! Apart from discussions: brainstorms, informal arguments, small group discussions, voting, quiz… examples? But always Explain why you are using the teaching strategy Explain how it will work & what they can expect

Don’t forget!

Apart from discussions: brainstorms, informal arguments, small group discussions, voting, quiz… examples?

But always

Explain why you are using the teaching strategy

Explain how it will work & what they can expect

Assessing participation in F2F classes Attendance – mark roll (80% requirement) Set individual activities e.g. reporting back on small group discussions a few times per semester; individual mini presentations; post summaries into WebTeach Coffee Shop to assist in revision / studying for exam; other? Provide participation assessment criteria in week 1 and post on Notice Board in WebTeach

Attendance – mark roll (80% requirement)

Set individual activities e.g.

reporting back on small group discussions a few times per semester;

individual mini presentations;

post summaries into WebTeach Coffee Shop to assist in revision / studying for exam;

other?

Provide participation assessment criteria in week 1 and post on Notice Board in WebTeach