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Designing e-Learning in Higher Education: Practice Cases


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5 March 2010 (Friday) | 11:00 - 12:30 | | Dr. Diane SALTER, Associate Professor, Centre for the Enhancement of Teaching and Learning, HKU

Published in: Education, Technology
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Designing e-Learning in Higher Education: Practice Cases

  1. 1. Award Winning Teachers <br />Approaches to Using Technology <br />March 5, 2010 <br />CITE Research Symposium <br />Diane Salter, CETL<br />
  2. 2. Who Where How <br />36 Award Winning Teachers <br />4 Discipline Areas (Humanities and Social Sciences, Science and Technology, Business and Law, Health Science)<br />3 Countries (Hong Kong, Canada, Australia)<br />Online Questionnaires and Face to Face Interviews<br />
  3. 3. The Research Questions<br />Approaches to teaching of the award winning teachers? <br /> Information Transmission/Teacher Focused (ITTF) <br /> Conceptual Change Student Focused (CCSF)<br />Approaches to using technology of the award winning teachers?<br />
  4. 4. Approaches to Teaching Inventory (ATI)<br /> Prosser & Trigwell, 1999<br />ITTF Information Transmission / Teacher Focused <br /> Focused on contentof the material to be learned and<br /> subsequent transmission of information (lecturing/telling)<br />CCSF Conceptual Change / Student Focused <br />Student focused, changing students conceptions <br />Linked to improvement of student learning outcomes <br />(Hanbury et al 2008) <br />
  5. 5. Biggs and Tang (2007) suggest a shift from:<br />From To<br />Coverage mode Assignment/Task Centred Mode<br />What am I going to teach? What do I want the students to learn?<br />I must cover …They must do… <br />Teaching TasksLearning Tasks<br />Monologue Dialogue <br />Teach contentEngagement with content/class as<br />assess for masterydialogue/assess for deep learning<br />
  6. 6. Award Winning Teachers Approaches to Teaching<br />Balanced – if the difference between two scores less than 5 <br /> (Hendry et al, 2007) <br />
  7. 7. Trend to adopt a CCSF approach was <br />evident across country and discipline<br />No significant differences between <br />countries or discipline areas<br />P<0.001<br />
  8. 8. Approaches to Teaching … and will approach to teaching influence how teachers use technology?<br />
  9. 9. When the ‘traditional’ didactic model goes ‘online’ – tendency is to focus on content vs engagement ..<br />How do <br />we increase <br />Engagement <br />IN CLASS <br />And <br />OUT?<br />
  10. 10. AW Teachers Approaches to Using Technology<br />Doing old things in new ways?<br />Doing new things in new ways?<br />‘Rethinking’ old and new things <br /> to use new tools in new ways?<br />What do my students need to do to <br />learn? <br />
  11. 11. Types of Technology Use (ITTF?)<br />Use of course web site <br /> HSS 100%, HS 100%, ST 90%, BL 80%<br /> (CAN 100%, AUS 93%, HK78%)<br />
  12. 12. Lecture Notes Online<br />Country<br />Discipline<br />
  13. 13. PP’s Online<br />Country<br />Discipline<br />
  14. 14. Is there also evidence of incorporating a student focused approach?<br />From To<br />Coverage mode Assignment/Task Centred Mode<br />What am I going to teach? What do I want the students to learn?<br />I must cover …They must do… <br />Teaching TasksLearning Tasks<br />Monologue Dialogue <br />Teach contentEngagement with content/class as<br />assess for masterydialogue/assess for deep learning<br />
  15. 15. Types of Technology Use (CCSF?)<br />- Send questions to teacher via website<br /> ST 70%, HSS 63%, HS 63%, BL 60%<br /> (HK 67%, AUS 67%, CAN 58%)<br />- Send questions to teacher via email<br /> HSS 100%, HS 100%, ST 90%, BL 80%<br /> (HK 100%, CAN 92%, AUS 87%)<br />
  16. 16. Types of Technology Use (CCSF?)<br />- Provide peer feedback online <br /> HSS 50%, BL 50%, HS 50%, ST 30%<br /> (HK 56%, AUS 47%, CAN 33%)<br />
  17. 17. Online tasks to prepare for class<br />Country<br />Discipline<br />
  18. 18. Online Discussion Areas<br />Country<br />Discipline<br />
  19. 19. Use of Personal Laptops in Class <br />Country<br />Discipline<br />
  20. 20. Types of Technology Use<br />Use of Visuals <br />- such as Youtube in class or out for homework tasks, use of CD’s that accompany text books to enhance understanding of concepts <br /><ul><li>In class – 3 data projectors – content/concepts/applications
  21. 21. PP’s with images vs words
  22. 22. Already created soft-ware to have students practice concepts out of class </li></li></ul><li>Types of Technology Use<br />Dialogic <br /><ul><li>Virtual office hours
  23. 23. Discussion Forums
  24. 24. Blogs
  25. 25. Camtasia </li></li></ul><li>From Monologue toDialogue <br />You get feedback from students – they find it much easier to then absorb concepts and principles (Biological Sciences HK) <br />I am really having a conversation with them and it’s exciting (Earth Sciences, Australia) <br />We can use these technologies to communicate more effectively with our students.. ..My class becomes interactive and we share information back and forth in that environment (Hospitality and Tourism, Canada)<br />
  26. 26. Online Discussion Areas<br />Country<br />Discipline<br />
  27. 27. Assignment/Task Centred Mode<br />I post hypothetical questions on the course web site .. later, I will provide what could be considered a model answer or a guideline … the students measure their work against the guideline. (Law, HK)<br />Using visuals, (such as youtube, google maps) the students can see how a virus actually moves .. In 30 seconds they get more of an understanding than I could give in 5 minutes of lecturing (Biological Sciences, HK) <br />
  28. 28. Online Assignments<br />Country<br />Discipline<br />
  29. 29. Outcome-based Approach<br />Assessment<br />Teaching<br />& Learning<br />Activities<br />Technology?<br /> Why?<br /> What type?<br /> When?<br />Content<br />Intendedoutcome<br />(Consider alignment)<br />
  30. 30. Course Planning <br />What is the desired Learning Outcome?<br />What is the Learning Challenge?<br />What types of Learning Activities might be appropriate to <br />help the student achieve the outcome? <br /> Audio Visual Presentations<br /> Field Trips/guests/panels <br /> Demonstration and Practice <br /> Small group Discussions <br /> Case Studies <br /> Interviews <br /> Lectures <br /> Other<br />Then – consider online options to support student learning<br />ALL OF THE ABOVE CAN BE REAL OR VIRTUAL<br />
  31. 31. Mapping<br />Content (Topic)<br />Activity:<br />- what does the learner do?<br />- what does the teacher do?<br />- what are the deliverables?<br /><ul><li> what is the feedback?</li></ul> (how deliverable <br /> evaluated)<br />Unit of Study<br />content<br />content<br />content<br />Unit of Study<br />Unit of Study<br />Timeline<br />
  32. 32.
  33. 33. ‘I’m early adopter of technology’<br />Country<br />Discipline<br />
  34. 34. There is no doubt that technology in and of itself is neither a good thing nor a bad thing. Like more traditional modes, effectiveness depends very much on the teacher and how it is used. <br />
  35. 35. For the effective use of technology in the classroom and for the subject websites, it is critically important that the university spend time investing in IT and academic development to support pedagogically sound use.<br />
  36. 36. Questions and Comments<br />Thank you! <br />