1. Technology Supportfor Active Learning Pedagogies IEE 2011 Post-Conference Workshop on Faculty Development 22 Jan 2011 With permission © CELT, HKUST

2. Quick Review: Effective Pedagogies and Assessment Strategies for Motivating Student Learning What were some of the important points you took away from this morning’s session with Prof Ko? With permission © CELT, HKUST

3. Session Outcomes By the end of this session, you should be able to: describe ways that technology can be used to enhance key learning principles explain how a number of specific technologies can be used to support active learning in: large lectures; and small-groups. It is also hoped that after the session, participants will be willing to experiment with an expanded range of technologies for student learning for different pedagogies With permission © CELT, HKUST

4. Agenda Teaching and Learning Landscape Participants’ Local Technology Landscape Students’ Technology Landscape Globally (developed economies) HKUST Your institutions? Current and future technologies in education Technology-supported Active Learning in Courses A framework for the use of technologies in learning and teaching References and Keeping up-to-date With permission © CELT, HKUST

5. Teaching and Learning Activities With permission © CELT, HKUST

6. KEEP THESE TEACHING AND LEARNING ACTIVITIES IN THE FORFRONT OF YOUR MIND AS WE MOVE FORWARD IN THE WORKSHOP With permission © CELT, HKUST

7. Using technologies in teaching and learning YOUR CONTEXT With permission © CELT, HKUST

8. A Quick Poll 5 out of 16 respondents to survey, so can we do a quick show of hands in the room. With permission © CELT, HKUST

9. Technologies at your university Learning Management System (e.g. Blackboard, WebCT, Moodle, or an in-house system) Clickers or Personal Response System (PRS) Video capture service of lecture Other With permission © CELT, HKUST

10. Learning Management System – typical functions used by teaching staff Syllabus Content function for distributing course materials Assignment function Quizzes function for summative / formal assessment (e.g. grading) Quizzes function for formative / informal assessment (e.g. for learning improvement) Discussions Other With permission © CELT, HKUST

11. Clickers – main reasons for use Promote peer learning Formative / informal assessment (e.g. for learning improvement) Summative / formal assessment (e.g. grading) Take attendance Other With permission © CELT, HKUST

12. Web 2.0 Technologies – know about Forums / Discussion boards Social Networking sites (e.g. Facebook, Ning) Micro-blogging sites (e.g. Twitter) Blogging sites (e.g Blogger, Wordpress) Wikis (e.g. Wikispace) Video Sharing Sites (e.g. Youtube) Photo Sharing sites (e.g. Flickr, Picasa) Slide Sharing Sites (e.g. SlideShare) Bookmark Sharing sites (e.g. Delicious) RSS feeds Other With permission © CELT, HKUST

13. Web 2.0 Technologies – used for yourself Forums / Discussion boards Social Networking sites (e.g. Facebook, Ning) Micro-blogging sites (e.g. Twitter) Blogging sites (e.g Blogger, Wordpress) Wikis (e.g. Wikispace) Video Sharing Sites (e.g. Youtube) Photo Sharing sites (e.g. Flickr, Picasa) Slide Sharing Sites (e.g. SlideShare) Bookmark Sharing sites (e.g. Delicious) RSS feeds Other With permission © CELT, HKUST

14. Web 2.0 Technologies – used for teaching Forums / Discussion boards Social Networking sites (e.g. Facebook, Ning) Micro-blogging sites (e.g. Twitter) Blogging sites (e.g Blogger, Wordpress) Wikis (e.g. Wikispace) Video Sharing Sites (e.g. Youtube) Photo Sharing sites (e.g. Flickr, Picasa) Slide Sharing Sites (e.g. SlideShare) Bookmark Sharing sites (e.g. Delicious) RSS feeds Other With permission © CELT, HKUST

15. Comfort Level Using New Technologies Very uncomfortable Uncomfortable Neutral Comfortable Very comfortable With permission © CELT, HKUST WHY?

16. Using technologies FOR learning STUDENTS’ CONTEXT With permission © CELT, HKUST

17. Digital Natives Study (HKUST, 2007) As we review these data together, please think about the students at your home institution. What similarities and differences with the HKUST results do you think you would see? With permission © CELT, HKUST

18. Digital Natives (Kansas State University) A Vision of Students Today (Prof Michael Wesch and is 200-student class) With permission © CELT, HKUST

19. Digital Natives - Task In your group, discuss in what ways students at your institutions might be similar and different from Hong Kong and US students in their technology use? Please decide on one person in the group who will takes notes online by creating your own Primary Pad at http://primarypad.com/ - you can do this without creating an account for a maximum of five people. Please give the facilitator (Nick), the web address (URL) of your group's Pad With permission © CELT, HKUST

20. Technology-Supported Active Learningin Courses With permission © CELT, HKUST

21. Technology-Supported Active Learningin Courses - Task Instructions: Each group, will be assigned one of the interactions (teacher - students, student-student, student-content) for multiple learning environments to brainstorm ideas on how technologies could be used to support these contexts. One person in the group should create an account at VoiceThread.org and add a photo (from Google images or Flickr) that represents the interaction type you are working on and add the question to start this. The person then shares the URL for this link for this with others in their team and the facilitator (Nick) who will let everyone know this URL at the end. Each person in the group, should then add their ideas / comments in voice and / or text. You will have 15 minutes for this. We will then review each groups at the end. With permission © CELT, HKUST

22. Framework for Technology Use in Learning and Teaching With permission © CELT, HKUST

23. Framework for Technology Use in Learning and Teaching(only if time allows) Instructions: With the group at your table, you will be assigned one of the following three Web 2.0 technologies: online mindmapping, social bookmarking, Google reader One person in the group should create an account in the online mindmapping software called MindMeister This person will type for the group. Review the example you are assigned and together decide which of the 4 Time/Place quadrants the learning tool could be used for (it could be more than one quadrant). As you do this, keep in mind the list of teaching and learning activities for both large lecture and small group teaching that you collectively provided at the beginning of the session Discuss and decide the pros and cons of the tool for each quadrant and for large lecture and small group teaching contexts. Be prepared to present a summary of these points to the class using the online mindmapping tool . The teacher will tell you at the end which person in the group will be the presenter. IF you finish quickly, your group can extend this activity by choosing another technology to work on. With permission © CELT, HKUST