Developing Generic Tools for Use in Flexible Learning: a Preliminary Progress Report

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Developing Generic Tools for Use in Flexible Learning: a Preliminary Progress Report

  1. 1. Developing Generic Tools for Use in Flexible Learning: a Preliminary Progress Report
  2. 2. Teaching methodology <ul><li>Traditional - Didactic lecture/tutorial/textbook model </li></ul><ul><li>Teachers provide all information to students directly. </li></ul><ul><li>Students just sit and learn. </li></ul><ul><li>  </li></ul><ul><li>New - Constructivism and action learning </li></ul><ul><li>Teachers act as the facilitators by providing basic guidance. </li></ul><ul><li>Students take active part in the learning community. They develop independent self-directed learning. </li></ul><ul><li>Thus, the Web is used to support meaningful learning because of its functionality, flexibility and capacity to link and connect the learners involved in the learning process. </li></ul>
  3. 3. Impediments to the uptake of ICT in educational settings in the pas t <ul><li>lack of access to appropriate ICT infrastructure </li></ul><ul><li>lack of ICT literacy among academics and teachers </li></ul><ul><li>Poor pedagogical understanding and beliefs </li></ul><ul><li>Insufficient and inadequate ICT-based exemplars and cases </li></ul><ul><li>Dearth of appropriate instructional materials and software </li></ul>
  4. 4. Aim of the project <ul><li>To assist university teachers to create high quality flexible learning experiences for students by providing various generic resources/tools/templates that make use of ICT. It also aims to facilitate high quality learning experiences for students. </li></ul>
  5. 5. Learning designs  Learning outcomes <ul><li>Good learning designs can contribute to high quality learning experiences and can be applied generically </li></ul><ul><li>The design and development of re-usable software and templates are constructed base on the learning designs previously identified </li></ul><ul><li>Help to develop guidelines for good use or the implementation of the software, templates and examples in new situations. </li></ul>
  6. 6. Evaluation mechanism (1) <ul><li>Evaluation and Redevelopment Framework (ERF) is adopted to assess: </li></ul><ul><li>Learning designs - if the designs can support students’ learning experiences at the level of a whole subject, subject component or learning resource </li></ul><ul><li>High quality learning experiences - experiences resulting from an environment, which encourages students to seek understanding rather than memorization and which encourage the development of lifelong learning skills. </li></ul><ul><li>Flexible learning - an educational approach that meets the diverse needs of students and how ICT can be used to design flexible opportunities for students. </li></ul>
  7. 7. Evaluation mechanism (2) <ul><li>Flexible learning - an educational approach that meets the diverse needs of students and how ICT can be used to design flexible opportunities for students. </li></ul>
  8. 8. What are high quality learning activities? <ul><li>High quality learning activities should:- </li></ul><ul><li>Engage learners </li></ul><ul><li>Acknowledge context </li></ul><ul><li>Challenge learners </li></ul><ul><li>Involve practice </li></ul>
  9. 9. Implementation of the project

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