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

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

    • Developing Generic Tools for Use in Flexible Learning: a Preliminary Progress Report
    • Teaching methodology
      • Traditional - Didactic lecture/tutorial/textbook model
      • Teachers provide all information to students directly.
      • Students just sit and learn.
      •  
      • New - Constructivism and action learning
      • Teachers act as the facilitators by providing basic guidance.
      • Students take active part in the learning community. They develop independent self-directed learning.
      • 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.
    • Impediments to the uptake of ICT in educational settings in the pas t
      • lack of access to appropriate ICT infrastructure
      • lack of ICT literacy among academics and teachers
      • Poor pedagogical understanding and beliefs
      • Insufficient and inadequate ICT-based exemplars and cases
      • Dearth of appropriate instructional materials and software
    • Aim of the project
      • 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.
    • Learning designs  Learning outcomes
      • Good learning designs can contribute to high quality learning experiences and can be applied generically
      • The design and development of re-usable software and templates are constructed base on the learning designs previously identified
      • Help to develop guidelines for good use or the implementation of the software, templates and examples in new situations.
    • Evaluation mechanism (1)
      • Evaluation and Redevelopment Framework (ERF) is adopted to assess:
      • Learning designs - if the designs can support students’ learning experiences at the level of a whole subject, subject component or learning resource
      • 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.
      • Flexible learning - an educational approach that meets the diverse needs of students and how ICT can be used to design flexible opportunities for students.
    • Evaluation mechanism (2)
      • Flexible learning - an educational approach that meets the diverse needs of students and how ICT can be used to design flexible opportunities for students.
    • What are high quality learning activities?
      • High quality learning activities should:-
      • Engage learners
      • Acknowledge context
      • Challenge learners
      • Involve practice
    • Implementation of the project