David Bartolo
Northern Sydney Institute of TAFE
david.bartolo@tafensw.edu.au
From Iron Chef to ClassroomFrom Iron Chef to ...
IntroductionIntroduction
http://en.wikipedia.org/wiki/File:Iron_Chef.JPG
IntroductionIntroduction
Eccentric flavour
Flamboyant Host
High production values
Entertaining
Distinctive teaching style
...
Introduction – Accepting changeIntroduction – Accepting change
Exotic,
Fascinating
Exciting
Fear
Disillusionment
Disappoin...
About meAbout me
Engineering
Digital Media
Interaction Design
Information Architecture
User Experience
My eLearning practiceMy eLearning practice
Capturing class interactions
Blogs/Wikis
Whiteboard Capture
Podcasts of classes...
Conference ThemesConference Themes
Pedagogy
Systems
Processes
Outcomes
PedagogyPedagogy
Literally to lead the child
…correct use of teaching strategies…
…teacher’s responsibility…
Teacher tries...
PedagogyPedagogy
My experience - 3 approaches…
1. Face-to-Face Backup - A record of the class activity
2. Blended Learning...
PedagogyPedagogy
Face-to-Face Backup
• Backup/record of class activity
• LMS stores material – files, assignments, handout...
PedagogyPedagogy
Face-to-face backup
blogger sakai
PedagogyPedagogy
Blended Learning
• Used in class as well as backup/record of class activity
• Social and Collaborative en...
PedagogyPedagogy
Totally Online
• Generally linear self-study
• Reduced f2f social activity and collaboration (new Web
2.0...
PedagogyPedagogy
“Being an effective teacher of students means
having the capacity to manage change, to
acknowledge that e...
SystemsSystems
“Systems theory views the world as a
complex system of interconnected parts.
We make simplified models of t...
SystemsSystems
Some argue that an LMS is good in
terms of accountability, student
tracking, assignment & test
management, ...
ProcessesProcesses
Teacher creates processes, using LMS as framework
Stepwise Adaptation of teaching resources
Build as yo...
OutcomesOutcomes
Has learning taken place?
How is this measured effectively?
Are you measuring what you think?
The Austral...
Inline Audio/Video in SakaiInline Audio/Video in Sakai
In ConclusionIn Conclusion
From Iron Chef to Classroom – A Digital Media Teacher’s Perspective on Managing and Teaching in the Sakai Environment
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From Iron Chef to Classroom – A Digital Media Teacher’s Perspective on Managing and Teaching in the Sakai Environment

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From Iron Chef to Classroom – A Digital Media Teacher’s Perspective on Managing and Teaching in the Sakai Environment

David Bartolo, TAFE NSW – Northern Sydney Institute

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From Iron Chef to Classroom – A Digital Media Teacher’s Perspective on Managing and Teaching in the Sakai Environment

  1. 1. David Bartolo Northern Sydney Institute of TAFE david.bartolo@tafensw.edu.au From Iron Chef to ClassroomFrom Iron Chef to Classroom A Digital Media Teacher’s Perspective on Managing and Teaching in the Sakai Environment
  2. 2. IntroductionIntroduction http://en.wikipedia.org/wiki/File:Iron_Chef.JPG
  3. 3. IntroductionIntroduction Eccentric flavour Flamboyant Host High production values Entertaining Distinctive teaching style Warm/enthusiastic teacher Well prepared Engaging Consistent interface Contactable facilitator Polished/clear interface Engaging Images: http://www.theage.com.au/ffximage/2005/12/23/ironchef_051021115737271_wideweb__300x450.jpg http://www.educatednation.com/wp-content/uploads/2009/02/teacher-doris-day.jpg http://www.actionsolve.com/_images/distance.jpg
  4. 4. Introduction – Accepting changeIntroduction – Accepting change Exotic, Fascinating Exciting Fear Disillusionment Disappointment Acceptance Appreciation Engagement
  5. 5. About meAbout me Engineering Digital Media Interaction Design Information Architecture User Experience
  6. 6. My eLearning practiceMy eLearning practice Capturing class interactions Blogs/Wikis Whiteboard Capture Podcasts of classes Collaboration with Wikis Resource development Sakai
  7. 7. Conference ThemesConference Themes Pedagogy Systems Processes Outcomes
  8. 8. PedagogyPedagogy Literally to lead the child …correct use of teaching strategies… …teacher’s responsibility… Teacher tries to adapt strategies within the model of a Learning Management System such as Sakai…
  9. 9. PedagogyPedagogy My experience - 3 approaches… 1. Face-to-Face Backup - A record of the class activity 2. Blended Learning – Interactive plus a record of class 3. Totally Online – Online Self-Study
  10. 10. PedagogyPedagogy Face-to-Face Backup • Backup/record of class activity • LMS stores material – files, assignments, handouts, podcasts, whiteboard captures… • Not pedagogy – just storage, but good for students to review material or if they are absent • LMS not necessary – can use blog or wiki, although LMS offers additional features such as class management
  11. 11. PedagogyPedagogy Face-to-face backup blogger sakai
  12. 12. PedagogyPedagogy Blended Learning • Used in class as well as backup/record of class activity • Social and Collaborative environment • Structured but opportunity to work self-paced • LMS can facilitate, but can reduce spontaneity due to rigid structure of material wikispaces sakai
  13. 13. PedagogyPedagogy Totally Online • Generally linear self-study • Reduced f2f social activity and collaboration (new Web 2.0 capabilities allow virtual socialisation & collaboration) • Less spontaneity than blended learning as learning program is pre-established
  14. 14. PedagogyPedagogy “Being an effective teacher of students means having the capacity to manage change, to acknowledge that education is a journey, not a map.” Brabazon, T., Digital Hemlock: Internet Education and the Poisoning of Teaching, UNSW Press, Sydney 2002, p136 Don’t let the tools get in the way of the pedagogy
  15. 15. SystemsSystems “Systems theory views the world as a complex system of interconnected parts. We make simplified models of the system to understand it and define its structure and behaviour…” Wikipedia - Systems Sakai is a Learning Management System with its own models and behaviours
  16. 16. SystemsSystems Some argue that an LMS is good in terms of accountability, student tracking, assignment & test management, auditing student and teacher behaviour, but less successful as a teaching tool Up to teachers to make systems work for them
  17. 17. ProcessesProcesses Teacher creates processes, using LMS as framework Stepwise Adaptation of teaching resources Build as you Use Embellish over time – just start with text Use existing resources where possible
  18. 18. OutcomesOutcomes Has learning taken place? How is this measured effectively? Are you measuring what you think? The Australasian Society for Computers in Learning in Tertiary Education
  19. 19. Inline Audio/Video in SakaiInline Audio/Video in Sakai
  20. 20. In ConclusionIn Conclusion

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