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University 2.0

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Presentation from the UOU International ICT Conference held on 28-29 November 2011 in Dehradun

Presentation from the UOU International ICT Conference held on 28-29 November 2011 in Dehradun

Published in: Education, Technology

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  • 1. University 2.0:Participative, Collaborative andSustainable LearningAssoc Prof Daniel TanCentre for Excellence for Learning & Teachinghttp://www.celt.ntu.edu.sg Presentation fore: ethtan@ntu.edu.sg International ICT Conference, Dehradun 1 28 Nov 2011
  • 2. Why?
  • 3. Change Ahead Response to rapid change – Industries are reinventing and renovating – Creating new opportunities
  • 4. Trends, Pull and Push:All Experiencing Change Rapid Change Technology Demography Globalization
  • 5. Demography: Era and People• Traditionalists: born prior to 1946 – Brand and retail store loyal, gone through the depression and war• Baby Boomers: born 1946-64 – Reminded to eat the plate clean. Into home and kitchens upgrade; enjoys gourmet food• Generation X: born 1965-81 – Likes to be educated and informed; no major enduring hard economical times• Net-Geners/Millenials: born 1982-2000 (11 -29) – Live, breath, shop, link up on the web. Well informed.
  • 6. Gen Y, Millennials, Net Generation• Tech savvy • Achievement oriented • Continually connected with IM, • Seek recognition, fame and SMS feedback • Socially connected with • Wants meaningful work and a devices solid learning curve• Cosmopolitan • Team-Oriented • Influenced by peers • Value teamwork and seek the input and affirmation of others • Loyal, committed and wants to• Short attention span be included and involved • Skim text and information quickly
  • 7. Source: http://blogs.ukoln.ac.uk/cultural-heritage/2010/06/28/archives-2-0/
  • 8. What we have done
  • 9. edveNTUre Date of Birth: 17 May 2000• depicts learning as an adventure to explore new frontiers of knowledge and that our NTU students are adventurous, creative and techno-savvy e: electronic, everything! ed: education edveNTUre: our university’s name “NTU” is embedded 10
  • 10. edveNTUre: eLearning Eco-Systemhttp://edventure.ntu.edu.sg
  • 11. Leaps of growth … • Jul 00 (Phase I: Mass buy-in, Efficient Learning) – 870 (51%) courses on-line, 20,000 users – 30,000 – 80,000 page views daily – Saturation levels for adoption number of courses, instructors and students – Critical mass buy-in and adoption • Jul 02 (Phase II: HumaniZing eLearning) – 1,349 (80%) courses on-line, 22,000 users – 100,000 – 300,000 page views daily – Change of content type - Content+ • Jul 04 (Phase III: Effective Learning) – 2,900 (>90%) courses on-line, 24,000 users – 300,000 to 600,000 page views daily – Content management system and re-use of content • Jul 06 (Phase IV: eLearning 2.0) – 3.5M page-views/week – Engaged and interactive learning – Collaborative learning – Learning by discovery: eUreka Project Work 12
  • 12. Leaps of growth … • Jul 09 (Phase VI: Learning Continuity) – eLearning Week to support Learning Continuity in the event of campus closure – Mass notification – Establishment of CELT and Div of Pedagogical Practice • Jul 11 (Phase VII: Learning is Everywhere) – Mobile learning – Sustainable participatory & collaborative learning – Learning spaces – Student wellness 13
  • 13. System Usage:No. of Page Views (or mouse clicks) July 2011 12 million 2 billion cumulative page view hits since July 2000 July 2011 – June 2012 Estimated 0.5B page views per year
  • 14. Features of edveNTUre• Content Creation and Delivery • Community Learning• Online Assessment • eUreka Project Work
  • 15. What we are doing
  • 16. Operational Elements of University2.0@NTU(Today)edveNTUre Ecosystem FrameworkBlackboard Learn Course content delivery and communication Social and community of Learning through Web 2.0 social mediaBlackboard Mobile Learn and Central Mobile learning and servicesBlackboard Connect Campus Emergency Alerts, Outreach and Course NotificationsSafeAssign, Turnitin Plagiarism ManagementPreseNTUr Lecture RecordingaNTUna connect Virtual communities and instant messengingeUreka Project Work Management SystemClickers Audience Response System Participating and active learning in LecturesLAMS Re-usable learning pathways
  • 17. Emerging Campus-wide Projects• Learning space designs• Mobile Learning – Bb Mobile• Mass (emergency) notification – Bb Connect• Student Wellness, Support and Advising – Starfish Retention System
  • 18. What are we thinking… 19
  • 19. Sigma Model 20
  • 20. Unique in EducationPerformance Curve Fact #1: Education : do not No of Students guarantee its products…. Performance Distribution 21
  • 21. Fact #2: Effectiveness of traditional face- to-face learning and eLearningNo of Students is about the same. Performance Distribution -- Traditional -- eLearning 22
  • 22. Effectiveness – the mature model β α - more students doing α better (peak-to-peak) β - better mean student No of Students performance ∂ - higher performance ρ - lower failure rates ρ ∂ Performance Distribution 23
  • 23. If we can reverse engineer the outcome,what can we do? Starting with the end in No of Students mind, what can we do to achieve this desired outcome? Performance Distribution 24
  • 24. if Content is Kingthen Infrastructure is godandInfrastructure is godthen Learning Activities will create the eXperience Redefined roles of instructors using the new pedagogies 25
  • 25. What is the right equation?Equation 1Impact = Content + Infrastructure + LearningEquation 2Impact = (Content + Infrastructure) x Learning
  • 26. You havetaught them; Have they learnt? Thomas C. Reeves Professor Emeritus of Learning, Design, and Technology University of Georgia
  • 27. Quality from Different Perspectives• Quality of content • Quality of the (self- – Usually not the issue directed) learning • Standard textbooks, process derivative material, multimedia courseware – Impact on • Student performance, • Institutional reputation• Quality of teaching • Student value-add process quality – You have taught them; have they learnt? Sigma will answer: Yes/No 28
  • 28. Quality of ContentQuality of TeachingQuality of Learning
  • 29. A story about “Content”
  • 30. Story of Google
  • 31. Perfect Storm:Convergence of independent developments Learning Social Quality Learning • • Uniwood LAMS Learning is • Blackboard LMS Everywhere with Everywhere! • Participative learning Everybody!
  • 32. Implementation:Learning is Everywhere - Social Learning
  • 33. How did you do it? Show me!
  • 34. Blended Learning Think “transform, not transfer” • a learning environment that exploits both, the benefits of face-to-face (F2F) and multiple technologies, to deliver online instruction Effective LearningFace-to-Face: Online instruction:• social interactions • flexibility of delivery in the classroom • high availability of• immediate course content feedback • anytime, anywhere Effective Engagement
  • 35. Blended Learning & HELP Model• HELP: Highly Engaged Learning Pedagogy• Online lessons populated with interactive, participative and collaborative content/activities • Pre-F2F off-class activities • Supplementary resources • Follow-up activities to post-class F2F lessons Advantages • students can access content anytime, anywhere • students enjoy a multimedia experience • instructors can cut back on content delivered in F2F lessons
  • 36. eLearning Tools available in edveNTUre
  • 37. Teach Less, Learn More Night scene of Nanyang Auditorium 40
  • 38. preseNTUr for Self-paced Learning 41
  • 39. Mobile Learning: Lecture Recording(Sample Output)
  • 40. Target: Campus-wide Full CapacityRecording No. of Qty Description Recordings 40 number of LT locations 40 8 hours 320 5 days 1,600 13 week3 20,800 2 semester3 41,600
  • 41. Best Seat Location + Teleprompter
  • 42. Centralized Command Centre for Lecture RecordingCampus-wide Lecture Recording is a key strategic eLearninginitiative endorsed by the University’s management
  • 43. Remote Monitoring atCentralized Command Centre
  • 44. Sample View of Recorded Lecture
  • 45. and the HELP Model• Learning Activities Management System – Open-source software developed by Macquarie University• Easy to use; drag-and-drop interface• Rapid content design development• Many learning activity tools, supporting interactive pedagogy• HELP Model enabled by pedagogically-driven activities• Integrated into edveNTUre
  • 46. Course Materials Presentation Interface Learning Activity Links
  • 47. Course Material Presentation: LAMS
  • 48. Participation and Engagement:Creating Purpose To widen my understanding.
  • 49. Student Engagement , Thoughts, Feedback,Comments and other Responses
  • 50. Teaching Paradigm• Traditional Approach Participative Model – Teacher teach – Teacher teach – Students listen and learn – Students listen and learn – Assignments are given – Assignments are given – Assignments are – Students participates submitted for marking online – Students read their – Students read their own marked assignments and other peer contributions
  • 51. Show meanother example
  • 52. Example: Experimental Aerodynamics • Background: – Professor interested in developing a package to help students better understand wind and water tunnels in exploring aerodynamics – Limitation: wind and water tunnel facility cannot accommodate class of 140 enrolled students – Solution: professor create documentary-style video to induct students to wind and water tunnels
  • 53. An example involving ExperimentalAerodynamics
  • 54. An example involving ExperimentalAerodynamics
  • 55. An example involving ExperimentalAerodynamics
  • 56. An example involving ExperimentalAerodynamics
  • 57. • Multiple varied answers to the same question• Good, poor, incomplete, right, wrong, partial, model answers
  • 58. So?What does all this mean?
  • 59. Findings: Quality of Learning• View video course content segmentation + interactive learning activities + group participation – More engagement as more senses are used – More active participation – More thought – More reflections• More self-directed learning• More peer-peer collaborative learning and assessment and latent feedback• Develops more discerning learners• Professors have a better gauge of students’ learning
  • 60. Findings: Outcomes of Learning Activities• Use of LAMS open-ended questions – Responses read by class-mates Know & enhances students’ learning Share – Students learn from each other - peer learning and peer assessment Learn & Connect – Students compare their responses with other students awareness of different responses to same question Compare – Student develops (higher order thinking skills) judgment on response quality Judgment & Discernment
  • 61. You havetaught them; Have they learnt? Thomas C. Reeves Professor Emeritus of Learning, Design, and Technology University of Georgia Quality in Learning
  • 62. Awards, Achievements and Recognition• POPIA Bronze Award 2011 • EMC Best Practice Award 2004• IMS Learning Impact 2009 for eLearning Services• ascilite Award 2008 • CIO 100 Honouree 2004• SiTF eLearning Organization of • Intelligent20 Award 2003 the Year 2007 • MoA With Blackboard:• ZDNet Asia Smart50 Award establishment of the Certified Education Centre 2006• CIO 100 Honouree 2006 • MoA with LAMS International: establishment of LAMS Training• National Health Group Centre Distinguished Contributor • eLearning Centre of Excellence Award 2005 by Sun Microsystems
  • 63. Students who ask better questions,are independent learners,deep thinkers and ethical leaders of the future 67
  • 64. Assoc Prof Daniel TanCentre for Excellence in Learning & Teachinghttp://www.celt.ntu.edu.sge: ethtan@ntu.edu.sg