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Changing learning methods and
approaches, their assessment and
quality assurance
Charalambos Vrasidas, Executive Director,...
2
www.cardet.org
Overview
• Trends
• Designs for learning
• Case Studies
• Possibilities
• Challenges
INTRODUCTION
• 1986: Teachers and
machines: the classroom
use of technology since
1920
• 1993: Technology meets
classroom: Classroom wi...
"The No Significant Difference
Phenomenon"
A lot of research reports document no significant
differences in student outcom...
• Society more
connected but
conflict rife
• World changing,
education must too
• New literacies
needed for society of
tom...
Challenges
Engagement Interaction Authenticticy
Needs
Knowledge
Information
21st Century
Skills
ELEARNING POSSIBILITIES
http://thumbnails-visually.netdna-ssl.com/reaching-50-million-users_502917b399a44_w1500.jpg
https://pbs.twimg.com/media/CEbKM5lUMAAPUv3.jpg:large
http://elearninginfographics.com/tag/moocs-infographic/
What does it mean for
curricula design and delivery?
Characteristics of elearning
• Personalized
• Access
• Collaboration
• Immediacy
• Connections
• Communication
• Presence
...
What does it mean for the kinds
of skills we need to help our
students develop?
Life Skills
Collaboration Communication Empathy
Reflection Resilience
Problem
Solving
Global
Citizenship
Critical
Thinking...
New Media Literacies (Jenkins)
Performance Play Simulation
Appropriation Multitasking
Distributed
Cognition
Collective
Int...
• “Literacy as I am
using the term is
definitely a skill. But
solitary skills are not
enough today.
Literacy now means
ski...
Play: The ability to capacity to experiment and
explore various solutions to problems.
http://tinyurl.com/po9ry3v http://t...
Performance: The capacity to embrace new
identities and to explore and discover new worlds.
http://tinyurl.com/nay45jq
Multitasking: The ability to engage in multiple
scans simultaneously.
http://tinyurl.com/owwgg3t
http://tinyurl.com/owyz8ar
Judgment: The ability to access, evaluate and
decide on the use of various sources of information.
http://tinyurl.com/otgg...
For the Love of Reading …
http://boysreading.org
LEARNING DESIGN
Characteristics of Design Practice
• Creative process
• Human centered
• Situated and contextualized
• Culture and people ...
Design thinking as a framework
encourages us to act as
LEARNING ARCHITECTS
LEARNING DESIGN
Pedagogy and Assessment
Learners Learn Best When …
• They engage in active intentional learning
• Represent knowledge in multiple ways
• Participa...
TEACHERS LEARN
THE SAME WAY!
Professional Development Issues
• Holistic approach
• Authentic and situated
• Active and engaged
• Collaborative
• Contin...
Linking Theory & Praxis 1
THEORY PRAXIS
Promote ownership, commitment,
and a shared vision among
participants
Provide oppo...
Linking Theory & Praxis 2
THEORY PRAXIS
Choose the right technology
tools
Make sure that the online communication
tools yo...
Linking Theory & Praxis 3
THEORY PRAXIS
Provide regular feedback to
participant’s work
Provide opportunities for feedback ...
Quality Assurance
Management
Processes
Products
• Institutional
policies, aims,
strategy, resources
• Teaching &learning,
...
CASE STUDIES
UNic Online
http://education.cardet.org
45
http://e-reflect.wix.com/e-reflect
48
http://www.hiponproject.eu/
http://eathink2015.org/
http://www.seop-project.eu/
WAY FORWARD
Successful elearning initiatives
• Systemic Approach
• Participatory – Collective
• Quality course materials
• Local and V...
Research
QA, Evaluation
Reflection
E-learning
Adoption
Teacher
practice
Ongoing
support
Technology &
Infrastructure
Policy...
Changing learning methods and approaches, their assessment and quality assurance
Changing learning methods and approaches, their assessment and quality assurance
Changing learning methods and approaches, their assessment and quality assurance
Changing learning methods and approaches, their assessment and quality assurance
Changing learning methods and approaches, their assessment and quality assurance
Changing learning methods and approaches, their assessment and quality assurance
Changing learning methods and approaches, their assessment and quality assurance
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Changing learning methods and approaches, their assessment and quality assurance

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Presentation given at the HERE seminar in Petra Jordan on October 26, 2015. The event was co-organized by Al-Hussein bin Tala University and SPHERE.

Published in: Education
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Changing learning methods and approaches, their assessment and quality assurance

  1. 1. Changing learning methods and approaches, their assessment and quality assurance Charalambos Vrasidas, Executive Director, CARDET Professor & Associate Dean for e-learning, UNic www.vrasidas.com www.cardet.org pambos@cardet.org
  2. 2. 2 www.cardet.org
  3. 3. Overview • Trends • Designs for learning • Case Studies • Possibilities • Challenges
  4. 4. INTRODUCTION
  5. 5. • 1986: Teachers and machines: the classroom use of technology since 1920 • 1993: Technology meets classroom: Classroom wins • 2001: Oversold and Underused • 2015: The rhetoric of Reform and Teachers use of ICT Technology and Reform
  6. 6. "The No Significant Difference Phenomenon" A lot of research reports document no significant differences in student outcomes between different modes of education delivery. Method – context – tools – teacher - capabilities of technology…. Are more important
  7. 7. • Society more connected but conflict rife • World changing, education must too • New literacies needed for society of tomorrow • Learning throughout life in a complex and changing world
  8. 8. Challenges Engagement Interaction Authenticticy Needs Knowledge Information 21st Century Skills
  9. 9. ELEARNING POSSIBILITIES
  10. 10. http://thumbnails-visually.netdna-ssl.com/reaching-50-million-users_502917b399a44_w1500.jpg
  11. 11. https://pbs.twimg.com/media/CEbKM5lUMAAPUv3.jpg:large
  12. 12. http://elearninginfographics.com/tag/moocs-infographic/
  13. 13. What does it mean for curricula design and delivery?
  14. 14. Characteristics of elearning • Personalized • Access • Collaboration • Immediacy • Connections • Communication • Presence • Support
  15. 15. What does it mean for the kinds of skills we need to help our students develop?
  16. 16. Life Skills Collaboration Communication Empathy Reflection Resilience Problem Solving Global Citizenship Critical Thinking Creativity
  17. 17. New Media Literacies (Jenkins) Performance Play Simulation Appropriation Multitasking Distributed Cognition Collective Intelligence Judgment Networking Transmedia Navigation Negotiation http://www.newmedialiteracies.org/
  18. 18. • “Literacy as I am using the term is definitely a skill. But solitary skills are not enough today. Literacy now means skill plus social competency in using that skill collaboratively” – (Rheingold, 2013, p. 4)
  19. 19. Play: The ability to capacity to experiment and explore various solutions to problems. http://tinyurl.com/po9ry3v http://tinyurl.com/oh7p6ct
  20. 20. Performance: The capacity to embrace new identities and to explore and discover new worlds. http://tinyurl.com/nay45jq
  21. 21. Multitasking: The ability to engage in multiple scans simultaneously. http://tinyurl.com/owwgg3t http://tinyurl.com/owyz8ar
  22. 22. Judgment: The ability to access, evaluate and decide on the use of various sources of information. http://tinyurl.com/otgggjx
  23. 23. For the Love of Reading …
  24. 24. http://boysreading.org
  25. 25. LEARNING DESIGN
  26. 26. Characteristics of Design Practice • Creative process • Human centered • Situated and contextualized • Culture and people roles (not with ICT) • A participatory system
  27. 27. Design thinking as a framework encourages us to act as LEARNING ARCHITECTS
  28. 28. LEARNING DESIGN Pedagogy and Assessment
  29. 29. Learners Learn Best When … • They engage in active intentional learning • Represent knowledge in multiple ways • Participate in real-world authentic activities • Receive frequent feedback • Collaborate with others in solving problems. • Have access to tools for meaningful learning
  30. 30. TEACHERS LEARN THE SAME WAY!
  31. 31. Professional Development Issues • Holistic approach • Authentic and situated • Active and engaged • Collaborative • Continuous and long term • Incentives • Application and reflection • Feedback • Technology www.cardet.org
  32. 32. Linking Theory & Praxis 1 THEORY PRAXIS Promote ownership, commitment, and a shared vision among participants Provide opportunities to participants to shape the structure, goals, and assessment components of the program Promote interaction by structuring collaboration Require participants to work in groups to prepare projects, moderate discussions, etc. Quality Assurance: Constantly evaluate and revise In addition to regular project evaluations, collect data from all stakeholders to ensure all voices are heard and reflected in future revisions.
  33. 33. Linking Theory & Praxis 2 THEORY PRAXIS Choose the right technology tools Make sure that the online communication tools you use are usable, reliable, and appropriate for your target audience Design for cognitive apprenticeship Pair expert learners with less experienced learners to work on collaborative projects Choose authentic tasks and activities Use real world, authentic tasks and activities which will help participants make the direct connection to their professional practice
  34. 34. Linking Theory & Praxis 3 THEORY PRAXIS Provide regular feedback to participant’s work Provide opportunities for feedback to participants work via a variety of mechanisms such as teacher feedback, automatic grading procedures, and peer reviews Use a variety of assessment methods Collect information from participants’ work, moderations of online discussions, postings in online conferences, and other artefacts developed and shared within the online community Promote reflection Design activities that encourage participants to act as reflective practitioners and establish connections between the content of their studies and their professional practice
  35. 35. Quality Assurance Management Processes Products • Institutional policies, aims, strategy, resources • Teaching &learning, student & teacher support • Curricula, courses, learning activities
  36. 36. CASE STUDIES
  37. 37. UNic Online
  38. 38. http://education.cardet.org
  39. 39. 45 http://e-reflect.wix.com/e-reflect
  40. 40. 48 http://www.hiponproject.eu/
  41. 41. http://eathink2015.org/
  42. 42. http://www.seop-project.eu/
  43. 43. WAY FORWARD
  44. 44. Successful elearning initiatives • Systemic Approach • Participatory – Collective • Quality course materials • Local and Virtual support networks • Balanced Blended mix tools • Appropriate staff numbers • QA, Monitoring & Evaluation • Vibrant research activity • A culture of life long learning communities »CARDET, 2002, 2004, 2005, 2009
  45. 45. Research QA, Evaluation Reflection E-learning Adoption Teacher practice Ongoing support Technology & Infrastructure Policy - sustainability Systemic-systematic Involve stakeholders Curriculum Pedagogy Assessment Linking Academia – Industry | Education Culture Technology Integration Framework Adoption of e-Learning

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