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Technology-enhanced Learning and Teaching Report

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An online presentation given as part of the ascilite live webinar series. February 26th 2013. By Mike Keppell, Gordon Suddaby and Natasha Hard

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Technology-enhanced Learning and Teaching Report

  1. 1. Good Practice in Technology-enhanced Learning andTeaching The ALTC Good Practice Reports Mike Keppell, NATA, Co-leader Gordon Suddaby, NATA Co-leader Natasha Hard, NATA Project Manager and Research Assistant
  2. 2. Question Have you ever read or engaged with an ALTC Good Practice Report? Please select either: Yes OR No
  3. 3. Webinar Overview  Webinar facilitators  Good Practice Reports (GPRs)  GPR - Technology-Enhanced Learning and Teaching Approach Outcomes & Recommendations Accessing the Report  Network of Australasian Tertiary Associations  GPR „E‟ Resources
  4. 4. Facilitators Mike Keppell Gordon Suddaby Natasha Hard
  5. 5. Questions to Considerthroughout Webinar  How do we recognise Good Practice in technologically-enhanced learning and teaching?  How do we communicate/disseminate Good Practice in technologically-enhanced learning and teaching?  How do we integrate Good Practice into learning and teaching?
  6. 6. Number of GPRs? How many Good Practice Reports have been developed? A. 3 B. 5 C. 8 D. 11 Show of hands for your response
  7. 7. ALTC Good Practice Reports 11 GPRs were commissioned to provide a summative evaluation of useful outcomes and good practices from the 264 ALTC projects and 52 ALTC fellowships on key topics in higher education (as at 1st Dec 2010). The GPRs were also designed to include recommendations of areas in which further work or development were appropriate.
  8. 8. Reports Commissioned  Assessment of Science, Technology, Engineering and Mathematics (STEM) students (2011)  Assuring graduate outcomes (2011)  Blended learning (2011)  Curriculum renewal (2011)  Learning and teaching across cultures (2011)
  9. 9. Reports (Cont.)  Revitalising the academic workforce (2012)  Supporting students‟ transition into higher education (2011)  Work integrated learning (2011)  Technology enhanced learning and teaching (2011)
  10. 10. Question Have you read or engaged with the Technology-Enhanced Learning and Teaching Report prior to participating in this webinar? Please select either: Yes OR No
  11. 11. Technology-Enhanced Learningand Teaching Report Covered 25 complete projects (including three fellowships) and 8 ongoing projects (including one fellowship) in the area of technology- enhanced learning and teaching. For example:  Learning to teach online (LTTO): developing high-quality video and text resources to help educators teach online (CG9-1091)  Virtual microscopy for enhancing learning and teaching (CG7-398)
  12. 12. Defining Technology-EnhancedLearning and Teaching  Our perspective of technology-enhanced learning (TEL) and teaching aligned with Laurillard, Oliver, Wasson & Hoppe (2009) who suggest that the “role of technology [is] to enable new types of learning experiences and to enrich existing learning scenarios” (p. 289).  In addition, they also suggest that “interactive and cooperative digital media have an inherent educational value as a new means of intellectual expression” and creativity (p. 289).
  13. 13. Approach Meta • Key themes Analysis • Matrix Project • Detailed reviews Summaries • Key resources 10 • Literature Outcomes • Concept maps
  14. 14. Project Summaries
  15. 15. Project Example
  16. 16. Outcomes 1-41. A focus on learning design allows academics tomodel and share good practice in learning and teaching2. Authentic learning provides a means of engagingstudents through all aspects of curricula, subjects,activities and assessment3. Successful academic development focuses onengaging academics over sustained periods of timethrough action learning cycles and the provision ofleadership development opportunities4. Engaging teaching approaches are key to studentlearning
  17. 17. Outcomes 5-7 5. Technology-enhanced assessment provides flexible approaches for academics to provide feedback to students 6. Integrating technology-enhanced learning and teaching strategies across curriculum, subjects, activities and assessment results in major benefits to the discipline 7. Knowledge and resource sharing are central to a vibrant community of practice
  18. 18. Outcomes 8-10 8. Academics require sophisticated online teaching strategies to effectively teach in technology-enhanced higher education environments 9. Academics need a knowledge of multi- literacies to teach effectively in contemporary technology-enhanced higher education 10. Exemplar projects focused on multiple outcomes across curricula integration, sustainable initiatives, academic development
  19. 19. We considered the followingquestion… How can I find a project that is relevant to the specific areas of TEL that I am interested in without having to read through every summary?
  20. 20. Concept Maps • Definition of Academic Development • Recommended Reading in this area with link where possible
  21. 21. Exemplar Projects Exemplar projects focused on multiple outcomes across curricula integration, sustainable initiatives, academic development and community engagement.
  22. 22. Recommendations 1. Senior management support 2. Sustainability of initiatives 3. Curriculum-wide approaches 4. Update websites & repositories 5. Rigorous evaluation 6. Consider relevant assessment 7. Academic development 8. Share learning designs 9. Support multi-literacies 10. Postgraduate student involvement
  23. 23. Using the Report Hyperlinks to Learning design, authentic •Specific details all sections of learning, academic development, •Resource links the report engaging teaching, assessment, •Project including integration, CoPs, online outcomes & individual teaching strategies, multi- findings reports. literacies. •Project teamContents Literature Recommendation Project Concept Overview Pages Review s Summaries Maps Includes: Guidelines that may be Groups projects around the 10 key •Background considered when outcomes based on their strength •TEL definition implementing strategies in the relevant area. Also includes •Approach on both a macro and a definition & recommended reading •Outcomes micro scale within the on the outcome area. university & HE sector.
  24. 24. Network of Australasian Tertiary Associations (NATA)www.nataonthenet.blogspot.com
  25. 25. About the Networkwww.nataonthenet.blogspot.com
  26. 26. www.nataonthenet.blogspot.com
  27. 27. GPR ‘E’ Resources  Good Practice Report ‘E’ Resource  To develop e-resources from the GPR‟s that can be used asynchronously by the Australasian Tertiary sector;  To publicise the existence of the Good Practice Report and their themes more widely;  To enhance understandings of the value and lessons that the Good Practice Reports afford;  To enhance the dissemination of the Good Practice Reports.
  28. 28. Revisiting the Initial Questions  How do we recognise Good Practice in technologically-enhanced learning and teaching?  How do we communicate/disseminate Good Practice in technologically-enhanced learning and teaching?  How do we integrate Good Practice into learning and teaching?
  29. 29. What can I do to help integrateGood Practice into learning and teaching?
  30. 30. Links To download the Technology-Enhanced Learning and Teaching Report: http://www.olt.gov.au/system/files/resources/G PR_Technology_Enhanced_Keppel.pdf To access the GPRs: http://www.olt.gov.au/resource-library/good- practice-reports To access the NATA blog: www.nataonthenet.blogspot.com
  31. 31. References  Laurillard, D, Oliver, M, Wasson, B & Hoppe, U 2009, „Implementing technology-enhanced learning‟ in N Balacheff, S Ludvigsen, T De Jong, A Lazonder & S Barnes (eds.), Technology-enhanced learning, Springer.

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