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Innovation technology
- 1. Using Technology to Improve Teaching and Learning Beth Cavallari Acting Associate Director
- 2. Why use technology? • Interactivity • Content delivery/revision • Managing learning and resources • Collaboration • Communication • Sense of cohort • Variety of teaching and learning preferences • Formative and summative assessment
- 3. How does this help? • Allows students more control of their own learning • Allows lecturers to guide more, teach less • Allows student to build up knowledge, and become part of the teaching process • Can provide some really engaging learning experiences • Teachers can provide “scaffolding” and safety nets • “At risk” students can be identified more quickly • Collaborating can be very well supported
- 4. Students’ Experiences (1998) ‘We have excellent hardware and software but the lecturers don’t use it much for teaching. Some of them put their lecture notes on the Web.’ (Multimedia Student) ‘All Computing Science subjects have lecture notes on the Web, but none of the other subjects use computers at all, which is just as well because the machines crash all the time.’ (Computing Science Student)
- 5. Students’ Experiences (1998) ‘I expected to have to use computers all the time. In fact, we rarely use them, not even in subjects like accounting, where we have to do everything manually.’ (Commerce Student)
- 6. Students’ Experiences (2008) ‘Computer use is essential in all courses. We have access to course notes, essays, past exams, electronic journals, the course handbook and course overview. We often use email to communicate with other students, lecturers and tutors.’ (History Student)
- 7. Students’ Experiences (2008) ‘Blackboard, PowerPoint, emails and electronic journals are used very effectively, but nothing very innovative happens. There was some online assessment in first year.’ (Commerce Student) ‘Smaller class sizes in Science meant less use of PowerPoint than in some of my other courses. There is very mixed use of technology, depending on the skills of the lecturer. Some lecturers are useless and upload the wrong files, or their files don’t work.’ (Science Student)
- 8. Students’ Experiences • http://www.youtube.com/watch?v=dGCJ46vyR9o
- 9. Technology Development Cycle • What’s the problem? • What’s the best way of tackling it? (Can technology help?) • Planning • Development • Testing • Evaluation • Improving
- 10. What can Teachers do? • CDs • Websites • Blackboard sites • Web-CD combinations • DVDs • Print • Planning, educational advice, Project Management • http://www.tedi.uq.edu.au/edResources/what-cd.html
Editor's Notes
- Interactivity: REAL interactivity, not just communication. Content delivery/revision: identifying important points. Managing learning and resources: keeping it all in the one place. Collaboration: student/student; across universities, faculties, campuses, industry etc. Communication: students/tutors/lecturers/others. Sense of cohort: especially useful when not as many F2F lectures held, or some students are distance Variety of teaching and learning preferences: Students can manipulate information easily to create their own learning notes Formative and summative assessment: marked by computer. BrainZone example, using quizzes to learn and study.
- Allows students more control of their own learning: students can keep going back to info provided; more support can be built up over years by teacher, more interactivity. Allows lecturers to guide more, teach less: teacher can provide places to go for more info; Allows student to build up knowledge, and become part of the teaching process: Teachers can get students to do real research for them which adds to the body of knowledge in the course, and keep it there online. Can provide some really engaging learning experiences: interactivity again. Teachers can provide “scaffolding” and safety nets: knowing where there might be pitfalls and difficulties for some, teachers can add good support for all. “At risk” students can be identified more quickly: through better collaboration; support from peers; social networking software, and with open and somewhat voluntary groups (almost like PASS online). See BA stuff of Inge’s. Collaborating can be very well supported: and less demanding on the teacher.
- Computer use seem far more usual, and used efficiently, but not for actual, planned LEARNING. More for organisationn, management, and communication.
- An indication here of the need for more support for lecturers.
- Trying to resolve an issue is the best place to start. Meet with TEDI staff — IDs and Academics, depending on your need. We help with the planning. We do the development, with your involvement We do thorough testing We can work with you on the evaluation and improvement.