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Apple Presentation

  1. 1. VRE-PLE-SN-CoP General Overview 2008 Russell Butson Higher Education Development Centre
  2. 2. <ul><li>Position: Lecturer in Higher Education </li></ul><ul><li>Education: </li></ul><ul><ul><li>Masters (Educ), </li></ul></ul><ul><ul><li>Postgraduate Diploma in Arts (Edu), </li></ul></ul><ul><ul><li>Bachelor of Arts (Psyc), </li></ul></ul><ul><ul><li>Diploma of Teaching </li></ul></ul><ul><li>Educational Experience: </li></ul><ul><ul><li>PreSchool, Primary </li></ul></ul><ul><ul><li>Secondary, </li></ul></ul><ul><ul><li>Higher Education – </li></ul></ul><ul><ul><li>Both Private & Public environments </li></ul></ul><ul><li>ICT Experience: </li></ul><ul><ul><li>Computer Networks - Internal Affairs late1980’s </li></ul></ul><ul><ul><li>Computers in Schools – late 80’s </li></ul></ul><ul><ul><li>Heavily involved in the WWW since 1993 </li></ul></ul><ul><li>Research Interests </li></ul><ul><ul><li>Personalised Learning Environments </li></ul></ul><ul><ul><li>Collaborative Research Environments </li></ul></ul><ul><ul><li>Student Experience in Higher Education </li></ul></ul>Background
  3. 3. <ul><li>Theoretical Framework </li></ul>
  4. 4. Emerging Paradigm - Education Instructional Paradigm Traditional Self-Directed Paradigm Emerging Knowledge Transfer from faculty to students Jointly constructed by students and faculty Students Passive vessel to be filled by faculty’s knowledge Active constructor, discoverer, transformer of own knowledge Faculty Purpose Classify and sort students Develop students competencies and talents Relationships Impersonal relationships among students and between faculty and students Personal transactions among students and between faculty and students Context Competitive and individualistic Collaborative learning involving teams and faculty Assumptions Any expert can teach Teaching is complex and requires considerable training
  5. 6. In higher education the focus has been on content and the delivery of this content to the student. Adopting this new paradigm would see us harnessing the collective intelligence of our students to continually improve the student experience through a more intensive interaction in the educational process. This represents a far more complex environment than is presently in place. Students would be viewed not as receptacles for information but as an integral element of the educational process. In fact, to adopt this approach is to make students an essential part of the educational process in ways that blur the boundaries between our traditional conceptions of teaching and learning. The Potential of the Emerging Model
  6. 8. <ul><li>The Situation </li></ul><ul><li>Undergraduates </li></ul>
  7. 10. The default process we found being employed The Process
  8. 11. The default process we found being employed What they did
  9. 12. The default process we found being employed What we were hoping to find...
  10. 13. <ul><li>International Attempts </li></ul>
  11. 14. Open Networks The Deployment of Web2 Technologies Instructional to Self-Directed Social Software
  12. 15. Social Software – Web2.0 Services / Tools
  13. 21. <ul><li>The Solution </li></ul>
  14. 22. Communities of Practice Networks with a purpose Private Communities Open Networks
  15. 23. Activities... Process Workflow Plans... Achievements Progression Knowledge Management Identity X
  16. 26. <ul><li>Mash-up </li></ul><ul><li>Direct </li></ul><ul><li>Links </li></ul><ul><li>Embedded </li></ul><ul><li>Feeds </li></ul>
  17. 29. Design-Based Research – The Intervention

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