Acode 240807

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Brief presentation for ACODE meeting 24th August, 2007.

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Acode 240807

  1. The Web 2.0 Challenge <ul><ul><li>Jenny McDonald and Russell Butson </li></ul></ul><ul><ul><li>Higher Education Development Centre </li></ul></ul><ul><ul><li>University of Otago </li></ul></ul><ul><ul><li>Dunedin </li></ul></ul><ul><ul><li>New Zealand </li></ul></ul><ul><ul><li>http://hedc.otago.ac.nz </li></ul></ul>
  2. Outline <ul><li>The Challenge: Student engagement </li></ul><ul><li>Student engagement with personal environments - ePortfolio </li></ul><ul><li>Student engagement for language learning with Web 2.0 services </li></ul><ul><li>Student engagement with instructional materials – Interactive Heart Animation </li></ul><ul><li>Are we meeting the challenge? </li></ul>
  3. Student ePortfolios: Rosemary Kardos, School of Dentistry <ul><li>Essentially we are introducing ePortfolios to explore the merits of situating students at the centre of their learning experiences, observing how they manage and control their own records and information in order to make sense of and map out their academic and professional goals, experiences and outcomes. </li></ul>
  4. Rationale - educational
  5. Rationale - Professional <ul><li>Health Practitioners Competence Assurance Act (HPCAA) 2003 (New Zealand) saw the establishment of the combined Dental Council of New Zealand (DCNZ) in 2004.  The DCNZ is a self-regulatory body for the dental professions, responsible for ensuring the continuing professional competence and fitness to practise in the field of dentistry.  All dental practitioners are required to hold an annual practicing certificate (APC) issued by the DCNZ.  A professional portfolio approach is recommended for this process. </li></ul>
  6.  
  7. File Repository /Admin Area
  8. Data CaptureTemplate
  9. Portfolio Documents
  10. Selecting Files for a Portfolio
  11. Sharing a Portfolio Section
  12. Presenting the Portfolio
  13. What we hoped for... <ul><li>That students would see the relevance of linking their educational experiences to career development and preparation </li></ul><ul><li>And </li></ul><ul><li>That students would take responsibility to understand, structure and organise what they are learning and present this in a professional manner. </li></ul>
  14. What we are finding... <ul><li>While students can see the importance of portfolios to their professional career. They don’t believe they have the time to deal with them while they are studying. </li></ul>
  15. Students saw no reason to move to the new paradigm finding...
  16. Further research ... finding...
  17. Web 2.0 for language learning: Antonie Alm, Department of Languages and Culture <ul><li>Reflective writing in blogs </li></ul><ul><li>Collaborative writing in wikis </li></ul><ul><li>Publishing in YouTube </li></ul>
  18. Excerpts from a learner blog <ul><li>Blogging allows language learners to practice writing in the foreign language. Their written thoughts can be shared with classmates and native speakers. Other Web 2.0 tools, such as podcasts, can be easily integrated. </li></ul>
  19. A wiki for a class project <ul><li>Wikis are a fabulous tool for collaborative writing projects. </li></ul><ul><li>Here, students work on a dialogue of a soap opera scene to be published on YouTube. </li></ul><ul><li>In the last sentence a previous writer askes xxx directly how they should continue. </li></ul>
  20. Publishing on YouTube <ul><li>Video projects are always fun, but sharing them on YouTube with friends, family and the world gives learners a real feeling of recognition and achievement. </li></ul><ul><li>Over 14,000 people have watch this docu on learning German at Otago. </li></ul>
  21. HUBS: Cardiac Cycle Animation Justine Dallimore, Department of Physiology <ul><li>Large numbers of students </li></ul><ul><li>Difficult conceptually </li></ul><ul><li>Limited laboratory time </li></ul><ul><li>Supplement with self-study </li></ul><ul><li>3D model => reuse resources </li></ul>
  22. Cardiac cycle: Evaluation <ul><li>36% of a class of 1810 students have accessed the animation during the period of CVS study (25/7-19/8) </li></ul><ul><li>Just over 10% have accessed the animation more than twice. </li></ul><ul><li>Questionnaire distributed in labs received 123 responses out of 288 (43%) </li></ul><ul><li>Of those who used the animation the responses were very positive (1-2 on 5 pt Likert) in terms of accessibility, useability and use for learning. Questions relating to advanced features of the animation received fewer responses. </li></ul>
  23. Cardiac cycle: Evaluation <ul><li>“ I found the cardiac cycle animation very helpful as it is often hard to visualise how the heart works in real life, as we only ever look at models and pictures. It definately enhanced my understanding of how the heart works.” </li></ul><ul><li>“ I couldn't get it to go so didn't do it.” </li></ul><ul><li>“ Brilliant.” </li></ul><ul><li>“ Pretty neat, another way to learn for some people. - Maybe can add some boxes to fill in to test understanding.” </li></ul><ul><li>“ It would be good to be able to see the entire screen so you don't have to keep shifting the screen around to push all the buttons.” </li></ul>
  24. Are we meeting the challenge? <ul><li>Good teachers doing good things </li></ul><ul><li>Good students doing good things </li></ul><ul><li>Strong engagement seems to occur when strong links to student drivers. </li></ul><ul><li>Increasing examples of 'wild' Web 2.0 use or willingness to experiment...Humanities, Business, Health Sciences.... </li></ul><ul><li>Limited/ad hoc (and sometimes at a cost) Web 2.0 services from the institution </li></ul>
  25. Institutional barriers? <ul><li>Inertia, false trails.....serendipity </li></ul><ul><li>Legacy systems </li></ul><ul><li>Early IAM </li></ul><ul><li>Copyright, DRM worries </li></ul><ul><li>Straight-jacket thinking..LMS, enterprise systems. </li></ul><ul><li>Camps and tribal zones </li></ul>
  26. Vision <ul><li>Collection of lightweight services </li></ul><ul><li>Teachers and students mix 'n' match services according to learning and teaching needs </li></ul><ul><li>Seamless access through robust IAM </li></ul><ul><li>Seamless levels of support for students and staff </li></ul>
  27. Contacts <ul><li>[email_address] </li></ul><ul><li>[email_address] </li></ul><ul><li>Dentistry: [email_address] </li></ul><ul><li>Languages: </li></ul><ul><li>[email_address] </li></ul><ul><li>Physiology: </li></ul><ul><li>[email_address] </li></ul>
  28. Further Information <ul><li>CALL for autonomy, competence and relatedness: Motivating language learning environments in Web 2.0. The JALT CALL Journal 2(3), (2006) 29-38 </li></ul>

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