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Deanz 12 workshop_gpr

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    • 1. Operationalising Good Practice in Technology-enhanced Learning and TeachingProfessor Mike Keppell, Associate Professor Gordon Suddaby*, Ms Natasha Hard Charles Sturt University & Massey University* 1
    • 2. OVERVIEWIntroductionsOverview of GPRApproachOutcomesRecommendationsNNIAccess to report 2
    • 3. INTRODUCTIONSPersonal introductions (University?; Role? One goal?Number of DEANZ conferences attended?)My background (University?; Role? One goal? Number ofDEANZ conferences attended?) 3
    • 4. GUIDING QUESTIONSHow do we recognise Good Practice intechnologically-enhanced learning and teaching?How do we communicate/disseminate GoodPractice in technologically-enhanced learning andteaching?How do we integrate Good Practice into learningand teaching? 4
    • 5. ALTC GOOD PRACTICE REPORTSALTC awarded 264 projects, 52 fellowships (1stDecember, 2010)Commissioned 11 GPRsAssuring graduate outcomesBlended learningCurriculum renewalSupporting students’ transition into higher education 5
    • 6. ALTC GOOD PRACTICE REPORTSWork-integrated learningAssessment of science, technology, engineering andmathematicsInnovative Indigenous learning and teachingRevitalising the academic workforceTechnology-enhanced learning and teachingClinical teachingSupport for international students . 6
    • 7. WHAT IMPORTANT AREAS ARE MISSING? 7
    • 8. TECHNOLOGY-ENHANCEDLEARNING AND TEACHING GOOD PRACTICE REPORT25 complete projects (including three fellowships)8 ongoing projects (including one fellowship) 8
    • 9. HOW DO YOU DEFINETECHNOLOGY-ENHANCEDLEARNING AND TEACHING? 9
    • 10. WHAT IS TECHNOLOGY-ENHANCED LEARNING ?Laurillard, Oliver, Wasson & Hoppe (2009) suggest thatthe “role of technology [is] to enable newtypes of learning experiences and to enrichexisting learning scenarios” (p. 289).They also suggest that “interactive andcooperative digital media have an inherenteducational value as a new means ofintellectual expression” and creativity (p. 289). 10
    • 11. WHAT IS TECHNOLOGY-ENHANCED LEARNING ?Laurillard et al. (2009) also suggest that “the route fromresearch to innovation, then to practice, through tomainstream implementation requires the following: • an understanding of the authentic professional contexts that will influence the curriculum, pedagogy and assessment practices that need technology enhancement • congruence between innovation and teacher values 11
    • 12. WHAT IS TECHNOLOGY-ENHANCED LEARNING ? • teachers having time to reflect on their beliefs about learning and teaching because TEL requires a more structured and analytical approach to pedagogy teachers and practitioners need a sense of ownership through their involvement in co- development of the TEL products and environments. TEL research must be conducted to reflect the interdependence between researchers and users 12
    • 13. WHAT IS TECHNOLOGY-ENHANCED LEARNING ? • education leaders need more support for the radical change of institutional teaching and learning models needed, if technology is to be exploited effectively. • teachers need to be more closely engaged in the design of teaching that uses technology, collaborating with peers and exchanging ideas and practices” (Laurillard et al. 2009, p. 304). 13
    • 14. APPROACHMeta-analysis of Thematically Matrix 33 projects Analysed 10 Themes/ Literature Recommendations outcomes review 14
    • 15. Matrix 15
    • 16. OUTCOMESA focus on learning design allows academics tomodel and share good practice in learning and teachingAuthentic learning provides a means of engagingstudents through all aspects of curricula, subjects,activities and assessmentSuccessful academic development focuses onengaging academics over sustained periods of timethrough action learning cycles and the provision ofleadership development opportunities 16
    • 17. OUTCOMESEngaging teaching approaches are key to studentlearningTechnology-enhanced assessment provides flexibleapproaches for academics to provide feedback tostudentsIntegrating technology-enhanced learning andteaching strategies across curriculum, subjects,activities and assessment results in major benefits to thedisciplineKnowledge and resource sharing are central to avibrant community of practice 17
    • 18. OUTCOMESAcademics require sophisticated online teachingstrategies to effectively teach in technology-enhancedhigher education environmentsAcademics need a knowledge of multi-literacies toteach effectively in contemporary technology-enhancedhigher educationExemplar projects focused on multiple outcomesacross curricula integration, sustainable initiatives,academic development and community engagement. 18
    • 19. QUESTIONSOutline three strategies you have used tointegrate a technology-enhanced learning and teachinginitiative into the curriculum.How do we encourage academics to model and sharetheir learning designs? 19
    • 20. QUESTIONSWhat types of academic development activities aremost useful for creating sustainable change in highereducation learning and teaching?What types of literacies do both staff and studentsneed to communicate and interact in the digital age?How do we involve and engage senior managementin technology-enhanced learning and teaching initiatives? 20
    • 21. RECOMMENDATIONS 21
    • 22. NATIONAL NETWORKING INITIATIVEACODE and ascilite have been successful in obtainingfunding from the ALTC to establish the NationalNetworking Initiative (NNI). Partners: ACODE, ascilite, HERDSA, CADAD, ODLAAtogether with AARNet, NetSpot and OLT to guide thedirection of the NNI. 22
    • 23. NATIONAL NETWORKING INITIATIVE - VISIONThe overarching vision for the National NetworkingInitiative (NNI) is to facilitate a sustainablecollaborative network between established highereducation associations with the intent of fosteringbest practice in networks to engage members morestrongly with Australasian higher education learning andteaching. 23
    • 24. NATIONAL NETWORKING INITIATIVE - MISSIONThe mission of the NNI is to improveengagement and practice throughnetwork leadership. 24
    • 25. NATIONAL NETWORKING INITIATIVE - OBJECTIVESImprove the effectiveness of communication andengagement with NNI members at largeEnable and support network leaders of collaborativepartners to encourage collaboration and increasemembership engagementReview the utilisation of technologies to support bestpractice in network engagementFoster, encourage and support further network-basedcollaborative initiatives 25
    • 26. NATIONAL NETWORKING INITIATIVEPromote, disseminate and enhance the outcomes ofAustralian Learning and Teaching Council (ALTC), OLTand selected Good Practice Reports.Conduct research into the NNIManage the project in an effective and efficient way 26
    • 27. NAVIGATING THE GPRHyperlinked contents pageOverview - Outcomes - Literature reviewRecommendationsOne page reports - Concept mapsDownloading a copy - http://www.slideshare.net/mkeppellhttp://www.slideshare.net/mkeppell/final-report-10-good-practice-report 27