Shark introduction Morphology and its behaviour characteristics
Educational technology essentials at viu
1. Educational Technology
Essentials at VIU
Michael Paskevicius
Learning Technologies Application Developer
Centre for Innovation and Excellence in Learning
2. What is your experience in integrating
technology into teaching and learning?
by dkscully
3. Basic principles of Educational Technology at VIU
Unified login
Integration
Mobile
accessibility
Security and
confidentiality
Compliance
with FIPPA
Technical and
pedagogical
support
4. Educational technology tools at VIU
VIULearn – a collection of tools
VIUTube – video/audio streaming engine
Blogs – faculty and student blogging service
Collaborate – online meeting spaces
Clickers – classroom response system
Open educational resources (OER) directory
5. TECHNOLOGICAL AFFORDANCES
PSYSC613 - Gibson : taken from -
http://psysc613.wikispaces.com/Gibsonhttp://www.creativecommons.org/licenses/by-sa/3.0
6. • Secure spaces for interaction
with class groups
• Class lists created from student
information system
• Deliver content, media, readings,
news, deadlines
• Engage in discussions
• Accept student assignment
submissions
• Maintain gradebooks
• ePortfolios
• Enable asynchronous
connections to your class
https://d2l.viu.ca/
7. • Allows faculty and students to
upload and share video/audio
on the internet
• Record video directly from
webcam
• Media is stored on campus
• Videos private by default
• Embed video on websites, D2L
or social media
https://viutube.viu.ca/
8. • Faculty and students can easily set
up blogs and websites
• Blogs can be used to ‘tie the web
together’
• Invite external social participation
• Provide reflective
spaces/eportfolios
• Develop media/technical literacies
Faculty blogs: http://wordpress.viu.ca/
Student blogs: http://studentblogs.viu.ca/
9. • Synchronous voice and
video communication
• Collaborative whiteboard
• Conduct presentations
• Share documents
• Share applications
• Conduct polls
• Text chat
https://mediawiki.viu.ca/wiki/Colla
borate_Web_Conferencing
10. Classroom Response Systems
• Take anonymous polls
• Display polling results
immediately to
participants
https://mediawiki.viu.ca/wiki/Tablets,_Re
cording_Devices_and_Hardware#Classroo
m_Response_Systems
11. • A growing body of openly
licensed educational content
available on the internet
• No need to reinvent the
wheel when designing new
curriculum
• Less often do we need to
breach copyright
Search & Create LicenseRemix Share
0
50,000,000
100,000,000
150,000,000
200,000,000
250,000,000
300,000,000
350,000,000
400,000,000
450,000,000
Minimum Total Creative Commons Licensed Works
http://wiki.creativecommons.org/Metrics
http://wordpress.viu.ca/open
educationalresources/
13. DESIGNING FOR LEARNING
Planning Your Online Course v2 | from http://www.flickr.com/photos/gforsythe/8186356402/in/photostream/
http://creativecommons.org/licenses/by-nc-sa/2.0/deed.en_CA
14. Instructional Strategies
(e.g., collaboration, articulation,
reflection, exploration,
problem solving)
Learning
Technologies
(e.g., asynchronous & synchronous
communication tools, blogs, video, LMS)
Pedagogical Models
(e.g. open/flexible learning, distributed
learning, social constructivism, knowledge
building communities, peer to peer
learning)
eLearning
Dabbagh, N. (2005). Pedagogical models for E-Learning: A theory-based design framework.
International Journal of Technology in Teaching and Learning, 1(1),25-44
http://www.learningdomain.com/MEdHOME/WEB-BASED/Pedagogy2.pdf
Theory-based Design Framework for eLearning
15. Considering Social and Cultural Context
Universal
Design
Accessibility
Appropriate
technologies
Access to
prerequisite tools
and resources
Language and
terminology
Prior learning
and experience
Roles and
responsibilities
17. Instructional examples
• An instructor designs a learning activity which
will require them to create an article in their
academic discipline which will be reviewed
and edited by two peers. The instructor
wants the students’ to be able to see the edits
of their work. The instructional goal to is
encourage writing about the subject matter as
well as improve writing and editing skills.
http://frst351.wikispaces.com
18. Instructional examples
• An instructor notes that students consistently
struggle with a given topic or concept in their
course. The instructor decides to record short
videos which explain and demonstrate the
concept which can be accessed at any time
and replayed as needed.
http://wordpress.viu.ca/key2chem/category/video-tutorials/
19. Instructional examples
• An instructor wants to develop students’
public speaking ability but time in class for
student presentation is not available. The
instructor gets students to film themselves
making the presentations which are then
viewed by the instructor on VIUTube.
20. Coming soon
• Wikis – collaborative documents
• Lecture casting – recording of classroom
lectures
• Mobile collaboration – connecting multiple
devices for real time collaboration
• VIU Communities - Private social
networks, CoP’s
21. This work is licensed under the Creative Commons Attribution-ShareAlike
2.5 Canada License. To view a copy of this license, visit
http://creativecommons.org/licenses/by-sa/2.5/ca/
Prepared by: Michael Paskevicius
Learning Technologies Application Developer
Centre for Innovation and Excellence in Learning
michael.paskevicus@viu.ca
Follow me: http://twitter.com/mpaskevi
Blog: http://wordpress.viu.ca/edtechdev/
Presentations: http://www.slideshare.net/mpaskevi
Editor's Notes
What sorts of keywords or themes come to mind? How has your experience been?
Principles we strive to attain when launching any new educational technology initiative from CIEL Strive for unified login for all services Integrate separate services whenever possibleEnsure mobile accessibility whenever possibleMaintain security and confidentiality of all information Ensure compliance with FIPPA Provide direct technical and pedagogical support for all educational technology services
An affordance is a quality of an object, or an environment, which allows an individual to perform an action. For example, a knob affords twisting, and perhaps pushing, while a cord affords pulling. Affordances are the possibilities of action with a tool. Not all of the affordances available in software systems are immediately visible to the users, and are often driven by users’ goals, plans, values, beliefs, and past experiences. My role here at VIU is to know the affordances of educational technologies and to help you match the technologies to your instructional goals.
Deliver content, Engage in discussions Accept student assignment submissionsMaintain gradebooksePortfolios
Video can be used for: Short demonstrations Incorporate video from experts Incorporate video developed by other institutions/organizations as open educational resources Add recorded presentations of conferences (like TED Talks) as curricular resources Pre-class videos to place future lectures into context Use videos to review key concepts discussed in class (for learner review or to augment lectures)
Educators might use a blogto update students on course activities, post reflections on in-class or online conversations, or to share journal articles and related course resources. Learners can use blogs to reflect, connect with others, create an e-portfolio or journal, or comment on postsmade by other their colleagues.Users can now have private blogs, blogs that require invitation or blogs which only the VIU community can access.
Webconferencing software has numerous uses: Group meetings Virtual classes VirtualOffice Hours Guest lectures Online conferences
Now lets shift from talking about the affordances of learning technologies to thinking about how we design for learning with appropriate tools.
There are three key components working collectively to foster meaningful learning and interaction. pedagogical models or constructs, pedagogical models are cognitive models or theoretical constructs derived from knowledge acquisition models or views about cognition and knowledge, which form the basis for learning theory.(2) instructional and learning strategies, Instructional strategies are what instructors or instructional systems do to facilitate student learning. (3) learning technologies Tools used to actualize our instructional strategies These three components form an iterative relationship in which pedagogical models inform the design of instructional strategies that are subsequently enabled or enacted through the use of learning technologies As learning technologies become ubiquitous and new technologies continue to emerge bringing forth new affordances (possibilities for action), pedagogical practices and social structures are transformed. Therefore, the three-component model in Figure 1 implies a transformative interaction affecting E-Learning. Educators and instructional designers can think of this model as a theory-based or grounded design framework that guides the design of E-Learning. Let us consider an example perhaps we believe in social constructivism as a pediogical model for how students learn, we may then choose to have students work in groups, these groups can be coordinated in class or online Ask participants about their pedagogical beliefs in relation to their instructional strategies – small groups?
Always consider the broader context when planning instructional strategies and selecting learning technologies. This will help you design appropriate and contextualized interventions.
One model for contextualizing learning technology activities is to ask, is the activity:Individual – Where the individual is the focus of learning.ORSocial – learning is explained through interaction with others (such as a tutor or fellow students), through discourse and collaboration and the wider social context within which the learning takes place.Asynchronous ORSynchronousNon-reflective – Where learning is explained with reference to processes such as conditioning, preconscious learning, skills learning and memorisation (Jarvis, Holford, & Griffin, 1998).ORReflective – Where conscious reflection on experience is the basis by which experience is transformed into learning.Based on Information – Where an external body of information such as text, artefacts and bodies of knowledge form the basis of experience and the raw material for learning.OR Experience – Where learning arises through direct experience, activity and practical application.
What kinds of instructional strategies do you use? (Get ideas down on Google Doc, then map to in class versus online activities? Weigh pros and cons of each) Some other ideas:cooperative learning group discussion independent study portfolio development journals and learning logs role-playing cognitive organizers literature response service learning issue-based inquiry
Real stories from VIU staff, talk through pedagogic model underpinning instructional strategy, then options for doing online/in class.
