2. Why use technology?
• Interactivity
• Content delivery/revision
• Managing learning and resources
• Collaboration
• Communication
• Sense of cohort
• Variety of teaching and learning preferences
• Formative and summative assessment
3. How does this help?
• Allows students more control of their own learning
• Allows lecturers to guide more, teach less
• Allows student to build up knowledge, and become
part of the teaching process
• Can provide some really engaging learning
experiences
• Teachers can provide “scaffolding” and safety nets
• “At risk” students can be identified more quickly
• Collaborating can be very well supported
4. Students’ Experiences (1998)
‘We have excellent hardware and software but the
lecturers don’t use it much for teaching. Some of
them put their lecture notes on the Web.’ (Multimedia
Student)
‘All Computing Science subjects have lecture notes
on the Web, but none of the other subjects use
computers at all, which is just as well because the
machines crash all the time.’ (Computing Science Student)
5. Students’ Experiences (1998)
‘I expected to have to use computers all the time. In
fact, we rarely use them, not even in subjects like
accounting, where we have to do everything
manually.’ (Commerce Student)
6. Students’ Experiences (2008)
‘Computer use is essential in all courses. We have
access to course notes, essays, past exams,
electronic journals, the course handbook and course
overview. We often use email to communicate with
other students, lecturers and tutors.’ (History Student)
7. Students’ Experiences (2008)
‘Blackboard, PowerPoint, emails and electronic
journals are used very effectively, but nothing very
innovative happens. There was some online
assessment in first year.’ (Commerce Student)
‘Smaller class sizes in Science meant less use of
PowerPoint than in some of my other courses. There
is very mixed use of technology, depending on the
skills of the lecturer. Some lecturers are useless and
upload the wrong files, or their files don’t work.’
(Science Student)
9. Technology Development Cycle
• What’s the problem?
• What’s the best way of tackling it? (Can technology
help?)
• Planning
• Development
• Testing
• Evaluation
• Improving
13. Educational Design
• To support use of the newer “social” websites —
– Facebook:
http://www.facebook.com/
– MySpace:
http://www.myspace.com/
– YouTube:
http://www.youtube.com/
– Second Life:
http://secondlife.com/
14. Maintenance
• How is it possible to maintain your technology once
you’re involved in it?
• How much time are you expected to put in?
• How (and to whom) can you share this?
• Shelf-life
• Life of product/project after YOU
16. Warnings…
• Time to plan
• Time to develop
• Time to evaluate
• Time to be involved
• Obsession/addiction
• Use of students’ private, social spaces
• Authenticity/authority of web content…
17. Authenticity of web content…
Minke whale population is estimated to be:
a) 880,000 (Library of Congress)
b) 550,000 (Marine Mammal Research Program HIMB, University of
Hawaii at Manoa)
c) 760,000 (International Whaling Commission)
Editor's Notes
Interactivity: REAL interactivity, not just communication.
Content delivery/revision: identifying important points.
Managing learning and resources: keeping it all in the one place.
Collaboration: student/student; across universities, faculties, campuses, industry etc.
Communication: students/tutors/lecturers/others.
Sense of cohort: especially useful when not as many F2F lectures held, or some students are distance
Variety of teaching and learning preferences: Students can manipulate information easily to create their own learning notes
Formative and summative assessment: marked by computer. BrainZone example, using quizzes to learn and study.
Allows students more control of their own learning: students can keep going back to info provided; more support can be built up over years by teacher, more interactivity.
Allows lecturers to guide more, teach less: teacher can provide places to go for more info;
Allows student to build up knowledge, and become part of the teaching process: Teachers can get students to do real research for them which adds to the body of knowledge in the course, and keep it there online.
Can provide some really engaging learning experiences: interactivity again.
Teachers can provide “scaffolding” and safety nets: knowing where there might be pitfalls and difficulties for some, teachers can add good support for all.
“At risk” students can be identified more quickly: through better collaboration; support from peers; social networking software, and with open and somewhat voluntary groups (almost like PASS online). See BA stuff of Inge’s.
Collaborating can be very well supported: and less demanding on the teacher.
Computer use seem far more usual, and used efficiently, but not for actual, planned LEARNING. More for organisationn, management, and communication.
An indication here of the need for more support for lecturers.
Trying to resolve an issue is the best place to start.
Meet with TEDI staff — IDs and Academics, depending on your need.
We help with the planning.
We do the development, with your involvement
We do thorough testing
We can work with you on the evaluation and improvement.
Discussion: BA stuff, use of students, tutors. Make stuff that doesn’t require your input. Trust your students.
