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Enhancing Teaching Through e-Learning
- 2. Main Qs What are the key challenges that schools are facing? How far can they be addressed by e-learning? Some ideas about Teaching load
- 6. e-learning Technology enhanced learning The development and effective use of digital technologies to support learning, teaching and research Web-based training, computer-based training, web-based learning, and online learning
- 8. Key principles for successful policy
- 9. Strategies for Implementing E-Learning Learning Level Knowledge Reproduction Comprehension Application Analysis Synthesis Evaluate Learning approach Surface Strategic Deep Learning activity Behavioural Scaffolded Constructivist Level of Autonomy Procedural Strategic Critical Delivery method Transmission Transaction Transformation define, describe, Identify, label, list, name, recall, write, match… translate, justify, defend, explain solve, use, modify, illustrate… assemble, plan, design, invent, create, judge, assess… Learning Outcomes
- 10. What are Open Educational Resources? “digitised materials offered freely and openly for educators, students and self-learners to use and reuse for teaching, learning and research”
- 11. How might OER be useful? Identifying as a collective Types of resources that are in use by staff and students in your institution on daily basis Occasions and opprtunities for using Open Educational Resources
- 12. Challenges and Opportunities 1. Making eLearning core to school Teaching and Learning 2. Improving eLearning Collaboration and Sharing within eLearning Sector 3. Researching and Improving educational quality of eLearning experience 4. Adoption of Standards and improve interoperability
Editor's Notes
- Global knowledge based economies Population Broaden Access Increased flexibility Widen student engagement Improving overall Quality Pedagogical approach Research led teaching Assessment based learning Motivation for staff & students Cutting Cost Return on Value Redesign of traditional courses Remaining innovative and relevant
- Key challenges continued…. Must adapt to the creation of knowledge-based economies operating globally whilst providing: Large scale or Mass HE and wider access to education Basic and Applied Research Lifelong learning (especially continuing professional development) Direct economic impact (especially locally) Improving social inclusion in a climate of rising pressure from increasing (transnational) competition (HECTIC Report 2002)
- General situationTrends affecting education and training systems in Europe Growing and more articulated demand Different expectations, motivations, skills and learning models Incorporation for courses, by regular students, from providers other than their own university Increase demand for life long learning - giving rise to ‘for profit new providers’ Expansion of University role to accommodate policy for economic development and social inclusion Consequences of globalisation and LLL agenda => modified role of certification Tension retain core nature and value set of University education - ‘graduateness’, ‘transformative nature of university experience’
- ....E-learning is simply a medium for delivering learning and like any other medium advantages and disadvantages. covers a wide array of activities 2 min Podcast interview with Catherine Kane – eLearning or Technology enhanced learning is the development and effective use of digital technologies to support learning, teaching (and research) Lots of different terms but they all mWeb-based training, computer-based training or web-based learning, and online ....Each of this implies a "just-in-time" instructional and learning approach. Ranges from: supported learning blended / hybrid learning learning that occurs 100% online. Sound e-learning is founded on instructional design principles pedagogical elements that take into account learning theories. Given its nature, online distance education is well matched with e-learning and flexible learning but is also used for in-class teaching and blended learning.
- A holistic, pedagogically led approach to enhancing learning with digital technologies Sound e-learning is founded on instructional design principles pedagogical elements that take into account learning theories. Integration within the university’s academic community and organisational infrastructure. 'pedagogy first, technology second' approach is essential for success (Wade, 2002). integration of the support needed by an aspiring academic within a university (e.g. technology assistance, pedagogic advice/training, materials design and development assistance, and administration). ‘Soft’ factors are also required for effective innovation, such as time and reward for Academics to develop e-learning resources and cultural change to list a few (Somekh, 1998). Should be developed according to course and learner needs Inline with current teaching methods
- Ethos Encouraging and Supporting student responsibility for learning Increasing flexibility for student participation Increasing student engagement and interactivity in learning Accommodating diverse range of learners Organisation of eLearning Support Integrated (pedagogy and technology) support centres Technologies and Platforms Virtual learning Environments (WebCT, Blackboard Moodle, SAKAI), Student Portals, Assessment Tools, Plagiarism Tools (Turn-It-In), Design and Development Tools (DreamWeaver, Flash, Articulate, Camtasia, Adobe Presenter, etc
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- Open Access The Open Access research literature is composed of free, online copies of peer-reviewed journal articles and conference papers as well as technical reports, theses and working papers. In most cases there are no licensing restrictions on their use by readers. They can therefore be used freely for research, teaching and other purposes. But not repurposed – so tension / difference with OERs Open Source Licenses that grant of the right to freely redistribute the software, access to the source code, and the permission to modify that source code and distribute the modified version of the software. Open Licensing Access, Redistribution, Source, Reuse, Absence of technological restrictions, Attribution, Integrity, No discrimination, Distribution of licence, Independence, No restriction on other works (This list is based on definitions of “open knowledge” and “open source software”). Open Standards Support sharing, reuse and repurposing by enabling tools to be developed that can interoperate. “’resources’ are not limited to content- comprise three areas, these are (OECD, 2007): Learning content: Full courses, courseware, content modules, learning objects, collections and journals. Tools: Software to support the development, use, reuse and delivery of learning content, including searching and organisation of content, content and learning management systems, content development tools, and online learning communities. Implementation resources: Intellectual property licenses to promote open publishing of materials, design principles of best practice and localise content” from “Giving Knowledge for Free: The Emergence of Open Educational Resources” OECD, 2007, http://tinyurl.com/62hjx6 Quoted on p4 http://wiki.cetis.ac.uk/images/0/0b/OER_Briefing_Paper.pdf Open Educational Resources – Opportunities and Challenges for Higher Education, Li Yuan; Sheila MacNeill; Wilbert Kraan, JISC CETIS Types of resources (teaching, learning & research) Post – its needed
- “’resources’ are not limited to content- comprise three areas, these are (OECD, 2007): Learning content: Full courses, courseware, content modules, learning objects, collections and journals. Tools: Software to support the development, use, reuse and delivery of learning content, including searching and organisation of content, content and learning management systems, content development tools, and online learning communities. Implementation resources: Intellectual property licenses to promote open publishing of materials, design principles of best practice and localise content” from “Giving Knowledge for Free: The Emergence of Open Educational Resources” OECD, 2007, http://tinyurl.com/62hjx6 Quoted on p4 http://wiki.cetis.ac.uk/images/0/0b/OER_Briefing_Paper.pdf Open Educational Resources – Opportunities and Challenges for Higher Education, Li Yuan; Sheila MacNeill; Wilbert Kraan, JISC CETIS Types of resources (teaching, learning & research) Post – its needed