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Designing e-Learning in Higher Education: Practice Cases
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Designing e-Learning in Higher Education: Practice Cases

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5 March 2010 (Friday) | 11:00 - 12:30 | http://citers2010.cite.hku.hk/abstract/72 | Dr. Diane SALTER, Associate Professor, Centre for the Enhancement of Teaching and Learning, HKU

5 March 2010 (Friday) | 11:00 - 12:30 | http://citers2010.cite.hku.hk/abstract/72 | Dr. Diane SALTER, Associate Professor, Centre for the Enhancement of Teaching and Learning, HKU

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    Designing e-Learning in Higher Education: Practice Cases Designing e-Learning in Higher Education: Practice Cases Presentation Transcript

    • Award Winning Teachers
      Approaches to Using Technology
      March 5, 2010
      CITE Research Symposium
      Diane Salter, CETL
    • Who Where How
      36 Award Winning Teachers
      4 Discipline Areas (Humanities and Social Sciences, Science and Technology, Business and Law, Health Science)
      3 Countries (Hong Kong, Canada, Australia)
      Online Questionnaires and Face to Face Interviews
    • The Research Questions
      Approaches to teaching of the award winning teachers?
      Information Transmission/Teacher Focused (ITTF)
      Conceptual Change Student Focused (CCSF)
      Approaches to using technology of the award winning teachers?
    • Approaches to Teaching Inventory (ATI)
      Prosser & Trigwell, 1999
      ITTF Information Transmission / Teacher Focused
      Focused on contentof the material to be learned and
      subsequent transmission of information (lecturing/telling)
      CCSF Conceptual Change / Student Focused
      Student focused, changing students conceptions
      Linked to improvement of student learning outcomes
      (Hanbury et al 2008)
    • Biggs and Tang (2007) suggest a shift from:
      From To
      Coverage mode Assignment/Task Centred Mode
      What am I going to teach? What do I want the students to learn?
      I must cover …They must do…
      Teaching TasksLearning Tasks
      Monologue Dialogue
      Teach contentEngagement with content/class as
      assess for masterydialogue/assess for deep learning
    • Award Winning Teachers Approaches to Teaching
      Balanced – if the difference between two scores less than 5
      (Hendry et al, 2007)
    • Trend to adopt a CCSF approach was
      evident across country and discipline
      No significant differences between
      countries or discipline areas
      P<0.001
    • Approaches to Teaching … and will approach to teaching influence how teachers use technology?
    • When the ‘traditional’ didactic model goes ‘online’ – tendency is to focus on content vs engagement ..
      How do
      we increase
      Engagement
      IN CLASS
      And
      OUT?
    • AW Teachers Approaches to Using Technology
      Doing old things in new ways?
      Doing new things in new ways?
      ‘Rethinking’ old and new things
      to use new tools in new ways?
      What do my students need to do to
      learn?
    • Types of Technology Use (ITTF?)
      Use of course web site
      HSS 100%, HS 100%, ST 90%, BL 80%
      (CAN 100%, AUS 93%, HK78%)
    • Lecture Notes Online
      Country
      Discipline
    • PP’s Online
      Country
      Discipline
    • Is there also evidence of incorporating a student focused approach?
      From To
      Coverage mode Assignment/Task Centred Mode
      What am I going to teach? What do I want the students to learn?
      I must cover …They must do…
      Teaching TasksLearning Tasks
      Monologue Dialogue
      Teach contentEngagement with content/class as
      assess for masterydialogue/assess for deep learning
    • Types of Technology Use (CCSF?)
      - Send questions to teacher via website
      ST 70%, HSS 63%, HS 63%, BL 60%
      (HK 67%, AUS 67%, CAN 58%)
      - Send questions to teacher via email
      HSS 100%, HS 100%, ST 90%, BL 80%
      (HK 100%, CAN 92%, AUS 87%)
    • Types of Technology Use (CCSF?)
      - Provide peer feedback online
      HSS 50%, BL 50%, HS 50%, ST 30%
      (HK 56%, AUS 47%, CAN 33%)
    • Online tasks to prepare for class
      Country
      Discipline
    • Online Discussion Areas
      Country
      Discipline
    • Use of Personal Laptops in Class
      Country
      Discipline
    • Types of Technology Use
      Use of Visuals
      - such as Youtube in class or out for homework tasks, use of CD’s that accompany text books to enhance understanding of concepts
      • In class – 3 data projectors – content/concepts/applications
      • PP’s with images vs words
      • Already created soft-ware to have students practice concepts out of class
    • Types of Technology Use
      Dialogic
      • Virtual office hours
      • Discussion Forums
      • Blogs
      • Camtasia
    • From Monologue toDialogue
      You get feedback from students – they find it much easier to then absorb concepts and principles (Biological Sciences HK)
      I am really having a conversation with them and it’s exciting (Earth Sciences, Australia)
      We can use these technologies to communicate more effectively with our students.. ..My class becomes interactive and we share information back and forth in that environment (Hospitality and Tourism, Canada)
    • Online Discussion Areas
      Country
      Discipline
    • Assignment/Task Centred Mode
      I post hypothetical questions on the course web site .. later, I will provide what could be considered a model answer or a guideline … the students measure their work against the guideline. (Law, HK)
      Using visuals, (such as youtube, google maps) the students can see how a virus actually moves .. In 30 seconds they get more of an understanding than I could give in 5 minutes of lecturing (Biological Sciences, HK)
    • Online Assignments
      Country
      Discipline
    • Outcome-based Approach
      Assessment
      Teaching
      & Learning
      Activities
      Technology?
      Why?
      What type?
      When?
      Content
      Intendedoutcome
      (Consider alignment)
    • Course Planning
      What is the desired Learning Outcome?
      What is the Learning Challenge?
      What types of Learning Activities might be appropriate to
      help the student achieve the outcome?
      Audio Visual Presentations
      Field Trips/guests/panels
      Demonstration and Practice
      Small group Discussions
      Case Studies
      Interviews
      Lectures
      Other
      Then – consider online options to support student learning
      ALL OF THE ABOVE CAN BE REAL OR VIRTUAL
    • Mapping
      Content (Topic)
      Activity:
      - what does the learner do?
      - what does the teacher do?
      - what are the deliverables?
      • what is the feedback?
      (how deliverable
      evaluated)
      Unit of Study
      content
      content
      content
      Unit of Study
      Unit of Study
      Timeline
    • ‘I’m early adopter of technology’
      Country
      Discipline
    • There is no doubt that technology in and of itself is neither a good thing nor a bad thing. Like more traditional modes, effectiveness depends very much on the teacher and how it is used.
    • For the effective use of technology in the classroom and for the subject websites, it is critically important that the university spend time investing in IT and academic development to support pedagogically sound use.
    • Questions and Comments
      Thank you!