Operationalising Good Practice   in Technology-enhanced    Learning and TeachingProfessor Mike Keppell, Associate Professo...
OVERVIEWIntroductionsOverview of GPRApproachOutcomesGroup work - outcomesRecommendationsNNIAccess to report               ...
SCHEDULE9:00 - 10:30Morning Tea10:45 - 12:00                   3
INTRODUCTIONSPersonal introductions (University?; Role? One goal?Number of ascilite conferences attended?)My background (U...
GUIDING QUESTIONSHow do we recognise Good Practice intechnologically-enhanced learning and teaching?How do we communicate/...
ALTC GOOD PRACTICE         REPORTSALTC awarded 264 projects, 52 fellowships (1stDecember, 2010)Commissioned 11 GPRsAssurin...
ALTC GOOD PRACTICE         REPORTSWork-integrated learningAssessment of science, technology, engineering andmathematicsInn...
WHAT IMPORTANT AREAS    ARE MISSING?         8
TECHNOLOGY-ENHANCEDLEARNING AND TEACHING GOOD      PRACTICE REPORT25 complete projects (including three fellowships)8 ongo...
HOW DO YOU DEFINETECHNOLOGY-ENHANCEDLEARNING AND TEACHING?          10
WHAT IS TECHNOLOGY-ENHANCED          LEARNING ?Laurillard, Oliver, Wasson & Hoppe (2009) suggest thatthe “role of technolo...
WHAT IS TECHNOLOGY-ENHANCED           LEARNING ?Laurillard et al. (2009) also suggest that “the route fromresearch to inno...
WHAT IS TECHNOLOGY-ENHANCED          LEARNING ? •	teachers having time to reflect on their beliefs   about learning and tea...
WHAT IS TECHNOLOGY-ENHANCED          LEARNING ? •	education leaders need more support   for the radical change of institut...
APPROACHMeta-analysis of                   Thematically                     Matrix 33 projects                        Anal...
Matrix   16
OUTCOMESA focus on learning design allows academics tomodel and share good practice in learning and teachingAuthentic lear...
OUTCOMESEngaging teaching approaches are key to studentlearningTechnology-enhanced assessment provides flexibleapproaches f...
OUTCOMESAcademics require sophisticated online teachingstrategies to effectively teach in technology-enhancedhigher educat...
GROUP WORKRead the project outlineList the outcomes that relate to each projectExamine 2 projects for each groupWithin you...
CURRICULUMOutline three strategies you have used tointegrate a technology-enhanced learning and teachinginitiative into th...
LEARNING DESIGNHow do we encourage academics to model and sharetheir learning designs?                        22
ACADEMIC DEVELOPMENTWhat types of academic development activities aremost useful for creating sustainable change in higher...
MULTI-LITERACIESWhat types of literacies do both staff and studentsneed to communicate and interact in the digital age?   ...
SENIOR MANAGEMENTHow do we involve and engage senior managementin technology-enhanced learning and teaching initiatives?  ...
RECOMMENDATIONS       26
NATIONAL NETWORKING      INITIATIVEACODE and ascilite have been successful in obtainingfunding from the ALTC to establish ...
NATIONAL NETWORKING       INITIATIVEThe overarching vision for the National NetworkingInitiative (NNI) is to facilitate a ...
NATIONAL NETWORKING       INITIATIVE The aim of the NNI is to develop a comprehensivenetwork for promoting, disseminating ...
NATIONAL NETWORKING      INITIATIVEThere are four goals for the NNI.The first goal is to create a network of highereducatio...
NATIONAL NETWORKING      INITIATIVEThe third goal is to facilitate the sharing of highereducation ‘best practice’, and the...
NAVIGATING THE GPRHyperlinked contents pageOverviewOutcomesLiterature reviewRecommendationsOne page reportsConcept mapsDow...
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Ascilite 11 workshop_gpr

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Workshop on technology-ennhanced learning

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  • Ascilite 11 workshop_gpr

    1. 1. Operationalising Good Practice in Technology-enhanced Learning and TeachingProfessor Mike Keppell, Associate Professor Gordon Suddaby*, Ms Natasha Hard Charles Sturt University & Massey University* 1
    2. 2. OVERVIEWIntroductionsOverview of GPRApproachOutcomesGroup work - outcomesRecommendationsNNIAccess to report 2
    3. 3. SCHEDULE9:00 - 10:30Morning Tea10:45 - 12:00 3
    4. 4. INTRODUCTIONSPersonal introductions (University?; Role? One goal?Number of ascilite conferences attended?)My background (University?; Role? One goal? Number ofascilite conferences attended?) 4
    5. 5. GUIDING QUESTIONSHow do we recognise Good Practice intechnologically-enhanced learning and teaching?How do we communicate/disseminate GoodPractice in technologically-enhanced learning andteaching?How do we integrate Good Practice into learningand teaching? 5
    6. 6. ALTC GOOD PRACTICE REPORTSALTC awarded 264 projects, 52 fellowships (1stDecember, 2010)Commissioned 11 GPRsAssuring graduate outcomesBlended learningCurriculum renewalSupporting students’ transition into higher education 6
    7. 7. ALTC GOOD PRACTICE REPORTSWork-integrated learningAssessment of science, technology, engineering andmathematicsInnovative Indigenous learning and teachingRevitalising the academic workforceTechnology-enhanced learning and teachingClinical teachingSupport for international students . 7
    8. 8. WHAT IMPORTANT AREAS ARE MISSING? 8
    9. 9. TECHNOLOGY-ENHANCEDLEARNING AND TEACHING GOOD PRACTICE REPORT25 complete projects (including three fellowships)8 ongoing projects (including one fellowship) 9
    10. 10. HOW DO YOU DEFINETECHNOLOGY-ENHANCEDLEARNING AND TEACHING? 10
    11. 11. WHAT IS TECHNOLOGY-ENHANCED LEARNING ?Laurillard, Oliver, Wasson & Hoppe (2009) suggest thatthe “role of technology [is] to enable newtypes of learning experiences and to enrichexisting learning scenarios” (p. 289).They also suggest that “interactive andcooperative digital media have an inherenteducational value as a new means ofintellectual expression” and creativity (p. 289). 11
    12. 12. WHAT IS TECHNOLOGY-ENHANCED LEARNING ?Laurillard et al. (2009) also suggest that “the route fromresearch to innovation, then to practice, through tomainstream implementation requires the following: • an understanding of the authentic professional contexts that will influence the curriculum, pedagogy and assessment practices that need technology enhancement • congruence between innovation and teacher values 12
    13. 13. WHAT IS TECHNOLOGY-ENHANCED LEARNING ? • teachers having time to reflect on their beliefs about learning and teaching because TEL requires a more structured and analytical approach to pedagogy teachers and practitioners need a sense of ownership through their involvement in co- development of the TEL products and environments. TEL research must be conducted to reflect the interdependence between researchers and users 13
    14. 14. WHAT IS TECHNOLOGY-ENHANCED LEARNING ? • education leaders need more support for the radical change of institutional teaching and learning models needed, if technology is to be exploited effectively. • teachers need to be more closely engaged in the design of teaching that uses technology, collaborating with peers and exchanging ideas and practices” (Laurillard et al. 2009, p. 304). 14
    15. 15. APPROACHMeta-analysis of Thematically Matrix 33 projects Analysed 10 Themes/ Literature Recommendations outcomes review 15
    16. 16. Matrix 16
    17. 17. OUTCOMESA focus on learning design allows academics tomodel and share good practice in learning and teachingAuthentic learning provides a means of engagingstudents through all aspects of curricula, subjects,activities and assessmentSuccessful academic development focuses onengaging academics over sustained periods of timethrough action learning cycles and the provision ofleadership development opportunities 17
    18. 18. OUTCOMESEngaging teaching approaches are key to studentlearningTechnology-enhanced assessment provides flexibleapproaches for academics to provide feedback tostudentsIntegrating technology-enhanced learning andteaching strategies across curriculum, subjects,activities and assessment results in major benefits to thedisciplineKnowledge and resource sharing are central to avibrant community of practice 18
    19. 19. OUTCOMESAcademics require sophisticated online teachingstrategies to effectively teach in technology-enhancedhigher education environmentsAcademics need a knowledge of multi-literacies toteach effectively in contemporary technology-enhancedhigher educationExemplar projects focused on multiple outcomesacross curricula integration, sustainable initiatives,academic development and community engagement. 19
    20. 20. GROUP WORKRead the project outlineList the outcomes that relate to each projectExamine 2 projects for each groupWithin your group discuss the main outcomes for eachprojectReport back to whole group 20
    21. 21. CURRICULUMOutline three strategies you have used tointegrate a technology-enhanced learning and teachinginitiative into the curriculum. 21
    22. 22. LEARNING DESIGNHow do we encourage academics to model and sharetheir learning designs? 22
    23. 23. ACADEMIC DEVELOPMENTWhat types of academic development activities aremost useful for creating sustainable change in highereducation learning and teaching? 23
    24. 24. MULTI-LITERACIESWhat types of literacies do both staff and studentsneed to communicate and interact in the digital age? 24
    25. 25. SENIOR MANAGEMENTHow do we involve and engage senior managementin technology-enhanced learning and teaching initiatives? 25
    26. 26. RECOMMENDATIONS 26
    27. 27. NATIONAL NETWORKING INITIATIVEACODE and ascilite have been successful in obtainingfunding from the ALTC to establish the NationalNetworking Initiative (NNI). Partners: ACODE, ascilite, HERDSA, CADAD, ODLAAtogether with AARNet, NetSpot and DEEWR to guidethe direction of the NNI. 27
    28. 28. NATIONAL NETWORKING INITIATIVEThe overarching vision for the National NetworkingInitiative (NNI) is to facilitate a sustainablecollaborative network between highereducation professional associations with theintent of fostering best practice in Australian highereducation learning and teaching. 28
    29. 29. NATIONAL NETWORKING INITIATIVE The aim of the NNI is to develop a comprehensivenetwork for promoting, disseminating andenhancing the outcomes of Australian Learning andTeaching Council (ALTC) funded projects in order tocontinue within the higher education community thecritical roles of facilitating the sharing of best practice;promoting collaboration and collegiality; engagingacademic staff in the scholarship of learning andteaching; and fostering, encouraging and supportingfurther collaborative initiatives. 29
    30. 30. NATIONAL NETWORKING INITIATIVEThere are four goals for the NNI.The first goal is to create a network of highereducation organizations to progress the promotion,dissemination, and enhancement of best practice inhigher education learning and teaching.The second goal is to develop a sustainablenetwork of higher education organizations that is ableto champion the scholarship of learning and teachingbeyond the current project funding. 30
    31. 31. NATIONAL NETWORKING INITIATIVEThe third goal is to facilitate the sharing of highereducation ‘best practice’, and theThe fourth goal is to foster and encourageresearch into higher education.The project will be widely communicated throughoutthe higher education sector in Australia. 31
    32. 32. NAVIGATING THE GPRHyperlinked contents pageOverviewOutcomesLiterature reviewRecommendationsOne page reportsConcept mapsDownloading a copy - http://www.slideshare.net/mkeppell 32

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