A Flipping Better Way to Teach: Building a 21st Century Technology Enhanced Learning (TEL) Course

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This presentation is a response to the question “How do I build an online course, how do I use technology in my teaching?” First presented Nov 2012

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A Flipping Better Way to Teach: Building a 21st Century Technology Enhanced Learning (TEL) Course

  1. 1. A Flipping Better Way to Learn This presentation is a response to the question “How do I build an online course, how do I use technology in my teaching?” http://tinyurl.com/flippingbetter Friday, 13 September 13
  2. 2. A Flipping Better Way to Learn PDF Handout http://tinyurl.com/fbwlearnhandout Friday, 13 September 13
  3. 3. A Flipping Better Way to Learn Building a 21st Century Technology Enhanced Learning (TEL) Course Nov 2012 Friday, 13 September 13
  4. 4. Introducing Allan University of Adelaide, eLearning Team Adelaide South Australia Telephone: +61 8 8303 8085 Email: allan.carrington@adelaide.edu.au • Learning Designer and Apple Distinguished Educator • Two Masters - Education (online) & Interactive Multimedia • Awarded 2012 OLT National Citation for Outstanding Contributions to Student Learning • Awarded 2011 University of Adelaide Award for Excellence in Support of the Student Experience • Background in printing, publishing, web development & educational multimedia • Worked in corporate & VET sectors • 20+ countries & led schools in Hawaii, Texas & Paraguay • Taught communications, market research, print production & using the internet for education • Passion for online collaboration & facilitation Friday, 13 September 13
  5. 5. It’s All About the Students The eLearning Team The University of Adelaide Australia The Continuum of Shift The Pedagogical Challenge ahead for Higher Education Their engagement, their learning, their outcomes and their future success Friday, 13 September 13
  6. 6. You know... Shift Happens! "The illiterate of the 21st century will not be those who cannot read and write, but those who cannot learn, unlearn, and relearn". Alvin Toffler "When you are through changing, you are through." Will Rogers Friday, 13 September 13
  7. 7. A Continuum of Shift Activity Centred Paradigm Content Centred Paradigm Adapted from teaching by Professor Cindy Russell, The University of Tennessee Memphis USA in an eLearning Guild presentation with Allan Carrington, University of Adelaide Aug 2007 • Behaviourist • Instructivist • Skinner • Primary of content • Instructor-centred • Constructivist • Adult Learning • Dewy, Kolb, Vggotsky • Primary of context • Learner centred Friday, 13 September 13
  8. 8. Activity Centred Background Content Centred Background A Continuum of Shift Adapted from teaching by Professor Cindy Russell, The University of Tennessee Memphis USA in an eLearning Guild presentation with Allan Carrington, University of Adelaide Aug 2007 • Detached approach • Focus on teaching • Learner memorisation • Instruction framed by what instructor deems necessary to know • Absolutism - one way of knowing something • Information equals knowledge; instruction equals learning; detached approach • Situated approach • Focus on Learning • Construct meaning • Learning framed by what learners must do to achieve an outcome • Various ways of knowing something • Learning achieved by active engagement in meaningful and authentic activities that require learners to build versions of their learning Friday, 13 September 13
  9. 9. Activity Centred Instructor Role Content Centred Instructor Role A Continuum of Shift • Help students make tacit knowledge explicit • Draw out learners’ latent knowledge • Midwife-teacher - assist students in birthing ideas • Praxis orientation • Content integration • Frame material to support learners Adapted from teaching by Professor Cindy Russell, The University of Tennessee Memphis USA in an eLearning Guild presentation with Allan Carrington, University of Adelaide Aug 2007 • Transmit information • Impart instructor’s own knowledge • Banker-teacher: deposit knowledge into students • Theoretical orientation • Disjointed content • Frame material to cover content Friday, 13 September 13
  10. 10. Activity Centred Learner Role Content Centred Learner Role A Continuum of Shift Adapted from teaching by Professor Cindy Russell, The University of Tennessee Memphis USA in an eLearning Guild presentation with Allan Carrington, University of Adelaide Aug 2007 • Learning by reading • Primarily individual in focus • Disjointed content • Learn about the content with plans to incorporate it later • Learning through doing • Participatory, Cooperative, Collaborative, Group learning • Content integration • Use information to solve problem & achieve learner-centered outcome Friday, 13 September 13
  11. 11. A Continuum of Shift Activity Centred Assessment Content Centred Assessment Adapted from teaching by Professor Cindy Russell, The University of Tennessee Memphis USA in an eLearning Guild presentation with Allan Carrington, University of Adelaide Aug 2007 • Surface Learning • Typical right or wrong application • Multiple choice examinations • Deep Learning • Some openness regarding “solution” • Projects, portfolios, peer or self- evaluation Friday, 13 September 13
  12. 12. Technologies and Methodologies to help you shift •How can I easily focus on activity centred learning when needed? • LAMS: learning sequences or lessons •How can I increase student engagement with my workload? • Engaging Interactions more than just MCQ’s •How can I deliver content more efficiently and student centred than a lecture? • Use JiTT with Interactive Learning Modules •How can I best use valuable face-to-face- times to help students learn? • Use elearning technologies like Zebra and LAMS Friday, 13 September 13
  13. 13. The teaching team needs to flip: •Their thinking - because shift happens! Use sound educational modelling •Their planning - start with the graduate finish with content •Their syllabus - assessment first then plan activities with LAMS •Their pedagogy - content delivered online via JiTT, frees up interactive face-to-face Building a 21st Century Technology Enhanced Learning (TEL) Course Friday, 13 September 13
  14. 14. http://tinyurl.com/alsltblog Podcast Programme In Support of Excellence Friday, 13 September 13
  15. 15. Flipping the Curriculum Design 1. Graduate Attributes: What do you want your graduate to look like? Also ask students. 2. Learning Outcomes: When they finish course what do you want students to have learnt? 3. Authentic Assessment: How will you know they have? 4. Learning Activities: What do they need to do to ensure they are ready for the assessment? 5. Contextual Content: Which content to use and where it goes in the learning sequences? Friday, 13 September 13
  16. 16. Flip and Start at the End Graduate Attributes http://tinyurl.com/gradattributes1http://tinyurl.com/gradattributes2 Friday, 13 September 13
  17. 17. Flip and Design Outcomes First Learning Outcomes •Explain the revised Blooms Digital Taxonomy •Use the Padagogy Wheel to develop learning outcomes using action verbs, activities and apps •Apply the SAMR and TPaCK models to your learning outcomes to integrate the technology and promote innovation By the time you finish this presentation you should be able to : Friday, 13 September 13
  18. 18. The Revised Bloom’sTaxonomy Bloom, B., Englehart, M. Furst, E., Hill, W., & Krathwohl, D. (1956). Taxonomy of educational objectives: The classification of educational goals. Handbook I: Cognitive domain. New York, Toronto: Longmans, Green. Benjamin S. Bloom 1913-1999 1956 2001 Anderson, L. & Krathwohl (Eds.). (2001). A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives. New York: Longman. Friday, 13 September 13
  19. 19. The Taxonomy Wheel Friday, 13 September 13
  20. 20. Bloom’s Digital Taxonomy Andrew Churches Curriculum Manager Computer Studies & Senior School Learning Innovator Kristin School, Albany Auckland Email: achurches@kristin.school.nz Blog: http://edorigami.edublogs.org Twitter: @achurches The Educational Origami Wiki http://edorigami.wikispaces.com/ Friday, 13 September 13
  21. 21. Friday, 13 September 13
  22. 22. The Padagogy Wheel This Taxonomy wheel was first discovered on the website of Paul Hopkin’s educational consultancy website mmiweb.org.uk That wheel was produced by Sharon Artley and was an adaption of Kathwohl and Anderson’s (2001) adaption of Bloom (1956). The idea to further adapt it for the pedagogy possibilities with mobile devices, in particular the iPad, I have to acknowledge the creative work of Kathy Schrock on her website Bloomin’ Apps Standing on the Shoulders of Giants Developed by Allan Carrington University of Adelaide Last Updated: 110712 Friday, 13 September 13
  23. 23. SAMR: the Process View - Ruben R. Puentedura, Ph.D. ICTintheclassroom SAMR ... it’s all about innovation Enhancement Transformation Friday, 13 September 13
  24. 24. Create & Redefinition 3.11 mins Activities: Storytelling • TV/Radio Program • ePub or iBook • Song • Cartoon • Rap • Mixing • A New Game • Animating • Videocasting • Multimedia Presentation • Video Editing • Podcasting Anderson and Krathwohl’s Taxonomy 2000 Creating: Putting elements together to form a coherent or functional whole; reorganising elements into a new pattern or structure through generating, planning, or producing. Creating requires users to put parts together in a new way or synthesise parts into something new and different a new form or product. This process is the most difficult mental function in the new taxonomy. Aurasma Activities: Storytelling • TV/Radio Program • ePub or iBook • Song • Cartoon • Rap • Mixing • A New Game • Animating • Videocasting • Multimedia Presentation • Video Editing • Podcasting Friday, 13 September 13
  25. 25. The Great Race Frederick Chew Learning Designer University of Adelaide Roseworthy Campus School of Veterinary Science O week student activity to get to know the campus and each other The “race” was actually a way to get the students to learn their way around the campus on their own. We created a digital tour by using apps that we had them download onto their iPads. The students were in groups of 5 and worked together to solve clues to get them to all of the race sites. Many of the sites had tasks they had to perform or questions they had to answer. We had them tweet their answers along the way on an open channel. Another objective was to get them comfortable using their iPads. All new 1st year students in the Faculty of Science receive iPads and some instructors incorporate their use into the classroom. The last objective was to get students to meet other students and to get them to work together toward a goal. To encourage participation we gave out prizes for the team with the most correct clues and the team with the most creative team picture. Friday, 13 September 13
  26. 26. SAVS “Great Race” O Week 20122.40 mins Friday, 13 September 13
  27. 27. TPaCK ... it’s all about integration Friday, 13 September 13
  28. 28. 11.47 mins Understanding TPaCK Friday, 13 September 13
  29. 29. Flip and Design to Measure the Learning before the Event Authentic Assessment http://www.transformingassessment.com/index.php “A form of assessment in which students are asked to perform real-world tasks that demonstrate meaningful application of essential knowledge and skills” ... Jon Mueller Friday, 13 September 13
  30. 30. CLPD Raptivity Trial Think outside the box Friday, 13 September 13
  31. 31. Flip and identify the Doing Stuff First Learning Activities Friday, 13 September 13
  32. 32. It’s All About the Students The eLearning Team The University of Adelaide Australia Their engagement, their learning, their outcomes and their future success Introducing LAMS Learning Design for Time Strapped Academics who want good learning outcomes for their students Friday, 13 September 13
  33. 33. LAMS helps you shift •Develops collaborative lesson plans •Digital equivalent to F2F collaboration •Enables global collaboration •Ways of capturing lesson plans with a digital interface •Huge time saver •Learning Design made easy Learning Activity Management System Friday, 13 September 13
  34. 34. •Collaboration and activity driven •Analogue is the classroom •Captures lesson plans •Allows for storage, reuse and sharing of lessons What is LAMS December 2010 •The activity planner available in Lessonlams •Introduction of Lessonlams Friday, 13 September 13
  35. 35. Introduction to Lesson LAMS Friday, 13 September 13
  36. 36. http://www.lessonlams.com Free Resource for a teacher and 30 students - a curriculum design resource Friday, 13 September 13
  37. 37. Activity Planner Friday, 13 September 13
  38. 38. •Teaching Styles (Learning models) •New Ideas - e.g.adding interactivity to lectures •Online teaching approaches Friday, 13 September 13
  39. 39. Teaching Strategies Friday, 13 September 13
  40. 40. Introducing New Ideas Friday, 13 September 13
  41. 41. Virtual Patient: Buster Developed by: Laura Hardefeldt, Lecturer in Equine Medicine, School of Veterinary Science, University of Adelaide Editing View Friday, 13 September 13
  42. 42. Buster: Learner View Developed by: Laura Hardefeldt, Lecturer in Equine Medicine, School of Veterinary Science, University of Adelaide Friday, 13 September 13
  43. 43. Content in Context Flip the Curriculum Design Friday, 13 September 13
  44. 44. Introducing Just in Time Teaching (JiTT) and Interactive Learning Modules (ILMs) When good pedagogy frees up valuable face to face time It’s All About the Students The eLearning Team The University of Adelaide Australia Their engagement, their learning, their outcomes and their future success Friday, 13 September 13
  45. 45. JiTT a Web Based Teaching Approach Just-in-Time Teaching (JiTT for short) is a teaching and learning strategy based on the interaction between web-based study assignments and an active learner classroom. Students respond electronically to carefully constructed web-based assignments which are due shortly before class, and the instructor reads the student submissions "just-in-time" to adjust the classroom lesson to suit the students' needs. JUST-IN-TIME TEACHING: Blending Active Learning with Web Technology by Novak G.M., Patterson E.T., Gavrin A.D. and Christian W. (c) 1999 Friday, 13 September 13
  46. 46. The Pedagogical Benefits of JiTT 1.Encourages students to spend more time reading assignments and preparing for a class 2.Increases student-to-student interaction 3.Increases contact between student and instructor 4.Provides prompt feedback to students 5.Facilitates the development of student meta-cognition Just-in-Time Teaching: A Web-Based Teaching Approach Benedict J.O. and Apple K.J. © 2004 http://teachpsych.org/resources/e-books/eit2004/eit04-07.html Friday, 13 September 13
  47. 47. Using JiTT in ILM’s - Rapid Deployment eLearning • Helps teacher find out students learning needs before F2F • Uses today’s elearning technologies to package and deliver content • Interactive Learning Modules (ILMs) also deliver formative assessment interactions • Just in time for teacher to adjust what and how they teach F2F • Manages and offsets the content load of the F2F - enables quality time for interactive lecturing Friday, 13 September 13
  48. 48. Anupholsteraphobia • Interactive Learning Modules are curriculum and can manage the content load but they enable so much more • Assessment & feedback first - content second • Free up valuable F2F time for interactive learning “The fear of not covering the material ... Anupholsteraphobia cannot be cured but it can be controlled.” Stan Brimberg Friday, 13 September 13
  49. 49. Winners of the 2010-2011 Team Teaching Award for the Stephen Cole the Elder Prize for Excellence in Teaching and the Vice-Chancellor's teaching prize Pioneers of JiTT using ILM’s Ms Sophie Karanicolas and Cathy Snelling Senior Lecturers School of Dentistry University of Adelaide Friday, 13 September 13
  50. 50. We Flipped Law in 2007 Friday, 13 September 13
  51. 51. •Both are highly awarded teachers and support JiTT as a positive systemic change to teaching at the University of Adelaide •Prof. Maier has published about his use of JiTT and ILMs to support PBL. He introduced this pedagogical approach to colleagues in the Faculty of ECMS •Assoc. Prof. Jaksa is using the pedagogy and recently got 80% positive feedback from his students that the ILMs helped learning. In Jul 2011 Mark and some colleagues won an ALTC grant of $199,000 to develop the concept further. Multipliers of JiTT using ILM’s Prof. Holger Maier School of Civil Environmental & Mining Engineering Assoc. Prof. Mark Jaksa School of Civil Environmental & Mining Engineering Friday, 13 September 13
  52. 52. http://ajax.acue.adelaide.edu.au/~allan/embrology/player.html Interactive Learning Modules Using Articulate Software creating audio narrated presentations with formative assessment Friday, 13 September 13
  53. 53. ILM Checkpoints: Live MyUni Quizzes Friday, 13 September 13
  54. 54. Interactive Lectures Enable the lecturer to: •Find out student’s starting point •Challenge students •Check assumptions •Include structured student activity and participation : individually, in pairs or small groups •Link session throughout a unit/ module What are Interactive Lectures?: http://serc.carleton.edu/introgeo/interactive/ Friday, 13 September 13
  55. 55. Interactive Lectures Will help change the culture of learning by: • Making learning mutual • Accessing student knowledge • Giving the message that learning is the students’ responsibility • Mobilising collective learning • Creating a group climate for learning • Enabling students to take some control/power in the learning process What are Interactive Lectures?: http://serc.carleton.edu/introgeo/interactive/ Friday, 13 September 13
  56. 56. Resident Mad Scientist http://www.thiagi.com/interactive-lectures.html Thiagi’s 36 Formats Friday, 13 September 13
  57. 57. Friday, 13 September 13

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