The Learning Technology Unit: Who We Are and What We Do Dr. Iain Doherty Tuesday 13 th October 2009

Staff 3.4 Staff Director, Senior Lecturer 1.0 Learning Designer, Senior Tutor 0.4 Learning Designer, Senior Tutor 1.0 Learning Designer, General Staff 1.0

3.4 Staff

Director, Senior Lecturer 1.0

Learning Designer, Senior Tutor 0.4

Learning Designer, Senior Tutor 1.0

Learning Designer, General Staff 1.0

The Learning Technology Unit Remit is to meet the flexible and distance learning needs of the Faculty http://www.fmhs.auckland.ac.nz/faculty/ltu/ Core teaching related activities elearning project round that we run every October; Workshops for use of technologies in teaching; Support at an individual level for lecturers; and We teach ClinED 711 , one of the Masters in Clinical Education papers.

Remit is to meet the flexible and distance learning needs of the Faculty

http://www.fmhs.auckland.ac.nz/faculty/ltu/

Core teaching related activities

elearning project round that we run every October;

Workshops for use of technologies in teaching;

Support at an individual level for lecturers; and

We teach ClinED 711 , one of the Masters in Clinical Education papers.

Excellence in Teaching You can also make use of the CMHSE The Centre for Medical and Health Sciences Education (CMHSE) is a hub for educational research and scholarship within the Faculty of Medical and Health Sciences, working across the Schools of Medicine, Nursing, Pharmacy, Population Health and Biomedical Sciences to promote excellence in teaching and learning. http://www.fmhs.auckland.ac.nz/faculty/cmhse/default.aspx

You can also make use of the CMHSE

The Centre for Medical and Health Sciences Education (CMHSE) is a hub for educational research and scholarship within the Faculty of Medical and Health Sciences, working across the Schools of Medicine, Nursing, Pharmacy, Population Health and Biomedical Sciences to promote excellence in teaching and learning.

Our Philosophy "In sum then, the teacher's task as communicator, model, and identification figure can be supported by a wise use of a variety of devices that expand experience, clarify it, and give it personal significance. There need be no conflict between the teacher and the aids to teaching. There will be no conflict if the development of aids takes into account the aims and the requirements of teaching” (Bruner, 1977, pp.91-92).

"In sum then, the teacher's task as communicator, model, and identification figure can be supported by a wise use of a variety of devices that expand experience, clarify it, and give it personal significance. There need be no conflict between the teacher and the aids to teaching. There will be no conflict if the development of aids takes into account the aims and the requirements of teaching” (Bruner, 1977, pp.91-92).

Learning Comes First The use of technologies per se does not improve teaching. It is good learning design that improves teaching. Integrating particular and meaningful learning tasks into a course. Clearly linking the learning task with assessment. Sometimes technologies can help (but not always).

The use of technologies per se does not improve teaching.

It is good learning design that improves teaching.

Integrating particular and meaningful learning tasks into a course.

Clearly linking the learning task with assessment.

Sometimes technologies can help (but not always).

Blogs, Wikis and Social Bookmarking http:/virtuallythere.wikispaces.com/Introduction Ning Social Networking Environment http://www.virtuallythere.ning.com CourseBuilder http://www.cad.auckland.ac.nz/index.php?p=coursebuilder Clinical Skills Online http://www.elu.sgul.ac.uk/cso/index.htm Heart Sounds http://www.blaufuss.org/ Learning Technology Unit http://www.fmhs.auckland.ac.nz/faculty/ltu/showcase.aspx Mapping and Design http://www.gliffy.com Go Virtual Medical http://govirtualmedical.com/virtual-tour-video

The Expression of Interest We run an annual elearning project round every October. If you want us to work with you on a project you need to submit and Expression of Interest Document. You can download a copy of the document from the LTU website. http://www.fmhs.auckland.ac.nz/faculty/ltu/submitproj.aspx

We run an annual elearning project round every October.

If you want us to work with you on a project you need to submit and Expression of Interest Document.

You can download a copy of the document from the LTU website.

Expression of Interest Document The purpose of the Expression of Interest Document is to take you through the process of analyzing why and how you want to make use of technologies in your teaching. The document is relatively brief and functions to make sure that your elearning project is “worthwhile”. We can help you to fill in the Expression of Interest Document.

The purpose of the Expression of Interest Document is to take you through the process of analyzing why and how you want to make use of technologies in your teaching.

The document is relatively brief and functions to make sure that your elearning project is “worthwhile”.

We can help you to fill in the Expression of Interest Document.

Types of Projects Convert a face-to-face course for distance delivery. Modify a face-to-face course for flexible delivery. Create a specific learning object to aid student learning. Use technology to enhance one particular part of a course. http://www.fmhs.auckland.ac.nz/faculty/ltu/showcase.aspx

Convert a face-to-face course for distance delivery.

Modify a face-to-face course for flexible delivery.

Create a specific learning object to aid student learning.

Use technology to enhance one particular part of a course.

Submission Process Submit Expression of Interest Document to LTU by close of business, 31 st October. Submission has to be signed off by Head of School/Head of Department. Submissions are initially prioritized by LTU Director. Consultation with Associate Dean Education where necessary. Applicants are notified of the outcome within two weeks of submission.

Submit Expression of Interest Document to LTU by close of business, 31 st October.

Submission has to be signed off by Head of School/Head of Department.

Submissions are initially prioritized by LTU Director.

Consultation with Associate Dean Education where necessary.

Applicants are notified of the outcome within two weeks of submission.

Needs Analysis Document Successful applicants work with LTU staff member to complete the project. The Needs Analysis Document is at the core of the development process. You can obtain a copy of the Needs Analysis Document form the LTU website. This document is used throughout the e-learning project process. http://www.fmhs.auckland.ac.nz/faculty/ltu/submitproj.aspx

Successful applicants work with LTU staff member to complete the project.

The Needs Analysis Document is at the core of the development process.

You can obtain a copy of the Needs Analysis Document form the LTU website.

This document is used throughout the e-learning project process.

The Project Process Completing the Needs Analysis Document results in a “template” for the learning design. It is then the job of the LTU staff member to work with the “client” to put the design together. Designer/subject matter expert working together. The design process tends to be iterative As work progresses we revisit aspects of the design We might modify learning tasks or methods of assessment or forms of support for learners.

Completing the Needs Analysis Document results in a “template” for the learning design.

It is then the job of the LTU staff member to work with the “client” to put the design together.

Designer/subject matter expert working together.

The design process tends to be iterative

As work progresses we revisit aspects of the design

We might modify learning tasks or methods of assessment or forms of support for learners.

After We Finish the Project Once the project is finished we ask the “client” to complete a project close out document. This is an evaluation of service provided by the LTU. We hand the project over to the “client”. In most cases the client is responsible for maintaining the development. We ask the “client” to run an evaluation. Did the innovation work?

Once the project is finished we ask the “client” to complete a project close out document.

This is an evaluation of service provided by the LTU.

We hand the project over to the “client”.

In most cases the client is responsible for maintaining the development.

We ask the “client” to run an evaluation.

Did the innovation work?

Back to the Technology Grid An elearning project can make use of any of the technologies that we saw in the technology grid: Content management system; Web 2.0 tools such as blogs, wikis, social networks; Various media including images, sounds and video; Hard copy materials such as readings and books. Technologies will only be used if they “improve” the teaching and learning process.

An elearning project can make use of any of the technologies that we saw in the technology grid:

Content management system;

Web 2.0 tools such as blogs, wikis, social networks;

Various media including images, sounds and video;

Hard copy materials such as readings and books.

Technologies will only be used if they “improve” the teaching and learning process.

What Does the Service Cost? We do not charge for our service as we are funded by the Faculty. Costs may be incurred if the project requires expertise that we do not have at the LTU. Filming and editing. Programming. Projects with associated costs are rare.

We do not charge for our service as we are funded by the Faculty.

Costs may be incurred if the project requires expertise that we do not have at the LTU.

Filming and editing.

Programming.

Projects with associated costs are rare.

University eLearning Strategy The University has a “new” elearning strategy. You can get a copy of the strategy by visiting the Centre for Academic Development website. Web 2.0 applications and services are a core component of the “new” strategy. Web 2.0 refers to a range of technologies that enable the web “consumer” to become a web “producer”. http://cad.auckland.ac.nz/index.php?p=elearning

The University has a “new” elearning strategy.

You can get a copy of the strategy by visiting the Centre for Academic Development website.

Web 2.0 applications and services are a core component of the “new” strategy.

Web 2.0 refers to a range of technologies that enable the web “consumer” to become a web “producer”.

Web 2.0 Workshops We run Web 2.0 workshops to teach lecturers how to make use of Web 2.0 tools in their teaching. Blogs, wikis, social networking, social bookmarking. Visit the LTU Wiki for more information on Web 2.0 in teaching. http://www.virtuallythere.wikispaces.com

We run Web 2.0 workshops to teach lecturers how to make use of Web 2.0 tools in their teaching.

Blogs, wikis, social networking, social bookmarking.

Visit the LTU Wiki for more information on Web 2.0 in teaching.

http://www.virtuallythere.wikispaces.com

Web 2.0 Workshops The workshops teach participants about Web 2.0 tools. Participants are asked to apply what they learn to their teaching situation. Participants make use of modified versions of our Expression of Interest Document and our Needs Analysis Document. We encourage a research based approach to implementing Web 2.0 technologies in teaching.

The workshops teach participants about Web 2.0 tools.

Participants are asked to apply what they learn to their teaching situation.

Participants make use of modified versions of our Expression of Interest Document and our Needs Analysis Document.

We encourage a research based approach to implementing Web 2.0 technologies in teaching.

Future Workshops LTU will be extending the range of workshops that it offers. Scholarship of Teaching and Learning with Technologies; The purposeful use of CECIL for teaching and learning; CourseBuilder for creating and maintaining online content. We will start with the Scholarship of Teaching and Learning with Technologies in early 2010.

LTU will be extending the range of workshops that it offers.

Scholarship of Teaching and Learning with Technologies;

The purposeful use of CECIL for teaching and learning;

CourseBuilder for creating and maintaining online content.

We will start with the Scholarship of Teaching and Learning with Technologies in early 2010.

Individual Support for Educators We make an LTU staff member available for one-on-one support. Help if you’re just thinking about how to use technologies in your teaching; Advice on what technologies you can use and why you might use them; and Technical or “how to” help with e.g. CourseBuilder, Web 2. tools.

We make an LTU staff member available for one-on-one support.

Help if you’re just thinking about how to use technologies in your teaching;

Advice on what technologies you can use and why you might use them; and

Technical or “how to” help with e.g. CourseBuilder, Web 2. tools.

Other Sources of Help Centre for Academic Development elearning Design and Development Group take on elearning projects. Centre for Academic Development runs IT literacy courses. CECIL help desk for questions on CECIL. http://cad.auckland.ac.nz/index.php?p=elearning http://cad.auckland.ac.nz/index.php?p=it_literacy_workshops http://www.cecil.auckland.ac.nz/login.aspx

Centre for Academic Development elearning Design and Development Group take on elearning projects.

Centre for Academic Development runs IT literacy courses.

CECIL help desk for questions on CECIL.

Contact Details Learning Technology Unit, Level 3, Ecom House, Ferncroft Street, Grafton, Auckland,1010, New Zealand. [email_address] +64 9 373 7599 ext 89607

Learning Technology Unit, Level 3, Ecom House, Ferncroft Street, Grafton, Auckland,1010, New Zealand.

[email_address]

+64 9 373 7599 ext 89607

References Bruner, J.S. The Process of Education. Cambridge: Harvard University Press. 1977, pp.91-92. Campbell, K., Schwier, R. A., & Kenny, R. F. (2005). Agency of the instructional designer: Moral Coherence and Transformative Social Practice. Australasian Journal of Educational Technology, 21(2), 242-262. Cennamo, K. S., Abell, S. K., & Chung, M. L. (1996). A Layers of Negotiation Model for Designing Constructivist Learning Materials. Educational Technology, July/August, 39-48.

Bruner, J.S. The Process of Education. Cambridge: Harvard University Press. 1977, pp.91-92.

Campbell, K., Schwier, R. A., & Kenny, R. F. (2005). Agency of the instructional designer: Moral Coherence and Transformative Social Practice. Australasian Journal of Educational Technology, 21(2), 242-262.

Cennamo, K. S., Abell, S. K., & Chung, M. L. (1996). A Layers of Negotiation Model for Designing Constructivist Learning Materials. Educational Technology, July/August, 39-48.

References Doherty, I. (2009). Faculty Transformation: Three Forms of Inquiry to Increase Staff Capability for Teaching with Technologies. Transformative Dialogues: Teaching and Learning Journal, 2(3). Retrieved from http://kwantlen.ca/TD/TD.2.3/TD.2.3_Doherty_Faculty_Transformation.pdf Doherty, I. (2008). Web 2.0: A Movement Within The Health Community. Health Care and Informatics Review Online, June. Retrieved from http://hcro.enigma.co.nz/website/index.cfm?fuseaction=articledisplay&FeatureID=060608

Doherty, I. (2009). Faculty Transformation: Three Forms of Inquiry to Increase Staff Capability for Teaching with Technologies. Transformative Dialogues: Teaching and Learning Journal, 2(3). Retrieved from http://kwantlen.ca/TD/TD.2.3/TD.2.3_Doherty_Faculty_Transformation.pdf

Doherty, I. (2008). Web 2.0: A Movement Within The Health Community. Health Care and Informatics Review Online, June. Retrieved from http://hcro.enigma.co.nz/website/index.cfm?fuseaction=articledisplay&FeatureID=060608

References Laurillard, D. (2008). The Teacher as Action Researcher: Using technology to Capture Pedagogic Form. Studies in Higher Education, 33(2), 139-154. Salmon, G. (2005). Flying Not Flapping: A Strategic Framework for e-learning and Pedagogical Innovation in Higher Education Institution. Alt-J, Research in Learning Technology, 13(3), 201 - 218. Salmon, G., Jones, S., & Armellini, A. (2008). Building Institutional Capability in E-Learning. Alt-J, Research in Learning Technology, 16(2), 95-109.

Laurillard, D. (2008). The Teacher as Action Researcher: Using technology to Capture Pedagogic Form. Studies in Higher Education, 33(2), 139-154.

Salmon, G. (2005). Flying Not Flapping: A Strategic Framework for e-learning and Pedagogical Innovation in Higher Education Institution. Alt-J, Research in Learning Technology, 13(3), 201 - 218.

Salmon, G., Jones, S., & Armellini, A. (2008). Building Institutional Capability in E-Learning. Alt-J, Research in Learning Technology, 16(2), 95-109.