<ul><li>Rationale </li></ul><ul><li>Approach </li></ul><ul><li>Aims </li></ul><ul><li>Participants </li></ul><ul><li>Metho...
<ul><li>Overview </li></ul><ul><li>Pilot projects </li></ul><ul><li>http://educationinnovators.ning.com </li></ul>
<ul><li>Rationale </li></ul><ul><li>Bureaucratic: ANU expectations, flexi ble delivery, college-level support </li></ul><u...
<ul><li>Approach: Web 2.0 </li></ul><ul><li>Participation </li></ul><ul><li>Collaboration </li></ul><ul><li>Interactivity ...
yay.
<ul><li>Systems vs tools </li></ul><ul><li>LMSs: clunky, old, trauma, teacher-centred, limiting, inflexible, boring, restr...
Stephen Downes. “Places to Go. Connectivism and connective knowledge.”  http ://innovateonline.info/index.php?view=article...
<ul><li>Aims </li></ul><ul><li>Develop pedagogically sound and sustainable models for the use of various Web 2.0 tools in ...
<ul><li>Methodology </li></ul><ul><li>Pilot projects </li></ul><ul><li>Training/PD of teachers </li></ul><ul><li>Models fo...
<ul><li>Monitoring and evaluation </li></ul><ul><li>EI@ANU network </li></ul><ul><li>Six points of evaluation:  </li></ul>...
<ul><li>Feedback and support for students </li></ul><ul><li>Mostly positive feedback so far </li></ul><ul><li>Main concern...
<ul><li>Risks </li></ul><ul><li>Legal challenges (Privacy, Disability) </li></ul><ul><li>Work for assessment is lost (back...
<ul><li>Mitigating liability: briefing students </li></ul><ul><li>External provider </li></ul><ul><li>Offensive material <...
<ul><li>In-class practicalities </li></ul><ul><li>Bandwidth quotas </li></ul><ul><li>Backups </li></ul><ul><li>Student ide...
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Education Innovation Project

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Education Innovation Project

  1. 2. <ul><li>Rationale </li></ul><ul><li>Approach </li></ul><ul><li>Aims </li></ul><ul><li>Participants </li></ul><ul><li>Methodology </li></ul><ul><li>Monitoring and evaluation </li></ul><ul><li>Feedback and support for students </li></ul><ul><li>Risk analysis and mitigating liability </li></ul>
  2. 3. <ul><li>Overview </li></ul><ul><li>Pilot projects </li></ul><ul><li>http://educationinnovators.ning.com </li></ul>
  3. 4. <ul><li>Rationale </li></ul><ul><li>Bureaucratic: ANU expectations, flexi ble delivery, college-level support </li></ul><ul><li>Educational: Web 2.0 promotes constructivist and connectivist approaches </li></ul>
  4. 5. <ul><li>Approach: Web 2.0 </li></ul><ul><li>Participation </li></ul><ul><li>Collaboration </li></ul><ul><li>Interactivity </li></ul><ul><li>Communication </li></ul><ul><li>Community-building </li></ul><ul><li>Sharing </li></ul><ul><li>Networking </li></ul><ul><li>Creativity </li></ul>
  5. 6. yay.
  6. 7. <ul><li>Systems vs tools </li></ul><ul><li>LMSs: clunky, old, trauma, teacher-centred, limiting, inflexible, boring, restricting, transmission, Reject Shop, watered-down, frustrating, accounting </li></ul><ul><li>Web 2.0 tools: creative, collaborative, flexible, education-centred, powerful, engaging, active, community, easy </li></ul>
  7. 8. Stephen Downes. “Places to Go. Connectivism and connective knowledge.” http ://innovateonline.info/index.php?view=article&id=668&action=article
  8. 9. <ul><li>Aims </li></ul><ul><li>Develop pedagogically sound and sustainable models for the use of various Web 2.0 tools in education that can be shared amongst teachers </li></ul><ul><li>Identify and mitigate against any potential risks associated with the use of externally hosted web services in higher education </li></ul><ul><li>Identify the amount and degree of teacher support required to implement such course innovations </li></ul><ul><li>Develop and sustain a support network for participating lecturers </li></ul><ul><li>Collect and analyse data relating to student attitudes towards and experiences of the use of Web 2.0 tools in their class </li></ul>
  9. 10. <ul><li>Methodology </li></ul><ul><li>Pilot projects </li></ul><ul><li>Training/PD of teachers </li></ul><ul><li>Models for use in class </li></ul><ul><li>Mitigating liability </li></ul><ul><li>Briefing students </li></ul><ul><li>Sharing, networking, discovering </li></ul><ul><li>Assessment: rubrics and instructions </li></ul><ul><li>Academic skills </li></ul>
  10. 11. <ul><li>Monitoring and evaluation </li></ul><ul><li>EI@ANU network </li></ul><ul><li>Six points of evaluation: </li></ul><ul><ul><li>pre-, </li></ul></ul><ul><ul><li>Week 7 </li></ul></ul><ul><ul><li>Week 10 </li></ul></ul><ul><ul><li>Week 13 </li></ul></ul><ul><ul><li>Mini-symposium (9 June) </li></ul></ul><ul><ul><li>Focus groups </li></ul></ul>
  11. 12. <ul><li>Feedback and support for students </li></ul><ul><li>Mostly positive feedback so far </li></ul><ul><li>Main concerns: lack of assignment info, rubrics </li></ul><ul><li>Student workshops </li></ul>
  12. 13. <ul><li>Risks </li></ul><ul><li>Legal challenges (Privacy, Disability) </li></ul><ul><li>Work for assessment is lost (backups) </li></ul><ul><li>Service disappears </li></ul><ul><li>Copyright, IP </li></ul><ul><li>Marketing, spam, monitoring </li></ul>
  13. 14. <ul><li>Mitigating liability: briefing students </li></ul><ul><li>External provider </li></ul><ul><li>Offensive material </li></ul><ul><li>Information provided </li></ul><ul><li>Copyright, IP, privacy </li></ul><ul><li>Monitoring, marketing emails </li></ul><ul><li>Responsibility for work </li></ul>
  14. 15. <ul><li>In-class practicalities </li></ul><ul><li>Bandwidth quotas </li></ul><ul><li>Backups </li></ul><ul><li>Student identification and usernames </li></ul><ul><li>Cross-platform usability </li></ul><ul><li>Due date cut-offs </li></ul>
  15. 16. http://web2survivalguide.wordpress.com
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