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The Use of Educational Technologies in Distance and Higher Education

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The Use of Educational Technologies in Distance and Higher Education - presentation at Bangladesh Open University 30th April 2015

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The Use of Educational Technologies in Distance and Higher Education

  1. 1. Bangladesh Open University Prof Dr Philip Uys 30th April 2015 www. globe-online.com http://www.slideshare.net/puys/the-use-of-educational-technologies-in-higher-education
  2. 2.  COL RIM visit as Commenwealth of Learning consultant  Personal: ◦ Director, Globe Consulting (www.globe-online.com) and ◦ Director, Learning Technologies at Charles Sturt University, Australia  Lived in SA, NZ, Botswana and Australia and worked at tertiary institutions in these countries  2004 EU feasibility study through the British Council for the government of Botswana to develop a national eLearning plan
  3. 3.  Long history: chalk board – TV – audiovisual – online – mobile etc! Elearning is just another technology  Why educational technology: to extend and compliment the capacity of people e.g. Cars/emails  Technology is not neutral – it impacts positively of negatively on learning and teaching  Is F2F or elearning better? Wrong question: blended learning based on affordances
  4. 4.  suite: LMS, subject and course design; ePortfolio; EASTS; Turnitin; online meetings; discipline-based technologies; paperless marking; external ed techs; learning analytics software; asynchronous and synchronous comms  Infrastructure  LMS vs PLE  FOSS (Free Open Source Software) e.g. Linux/Moodle/Google software/Yahoo software/blogs; wikis etc.
  5. 5.  MOOCS  OERS – OERUni; Merlot  Mobile, and BYOD  external technologies/social media
  6. 6.  Start with learning outcomes and student needs/characteristics  Constructive alignment (Biggs)  Understand the rationale and affordances of learning technologies e.g mobile learning ◦ mLearning supports the mobility of the learner (anywhere, anytime) ◦ It also integrates other uses of mobile devices (e.g. polls in the classroom) ◦ Supports the following pedagogies: personalised learning (par excellence); authentic, situated, contingent and contextualised learning; emergent learning; social constructivist learning via direct communication and social media.
  7. 7.  course and subject design  emerging pedagogies focuses on ◦ connected/social ◦ Blended ◦ Engagement ◦ Interaction ◦ Active ◦ students as contributors ◦ flipped classroom (f2f and online)
  8. 8.  1. start with the learning outcomes  2. student needs/characteristics  3. evaluation  4. assessment  5. learning experiences: activities + content + technologies  6. additional resources  Not: “what content do I need to cover?”
  9. 9.  Professional learning/development options  bottom-up and top-down  LASO model
  10. 10. LASO ModelLASO Model
  11. 11. Vision Reward Structure Strategic Framework LEADERSHIP ACADEMIC AND STUDENT OWNERSHIP & READINESS Workgroups Pilots Training Teams Dr Philip Uys philip.uys@globe-online.com http://www.globe-online.com/philip.uys *LASO: Leadership, Academic & Student Ownership and Readiness September 2001 © Copyright Philip Uys Student Interest … …
  12. 12.  Strategies: workshops; 1-1; CoP; online resources  Students – critical gap  Academics; tutors; educational support staff; school administrative staff; sessional staff  Educational designers play a critical role
  13. 13.  Role of educational designers and educational technologists  Role of teaching staff: facilitation  Position descriptions  Induction  New appointments: digital literacy
  14. 14.  Learning analytics is the measurement, collection, analysis and reporting of data about learners and their contexts, for purposes of understanding and optimizing learning and the environments in which it occurs  Note that the learner context referred to above includes relevant computer systems, learning experience design, the role of teaching staff as well as learning and teaching support staff.
  15. 15. Focus of analytics Who Benefits? “learning analytics” Subject-level: alignment with learning experience design, social networks, conceptual development, language analysis Learners, teaching staff, support staff Aggregate (big data) predictive modeling, patterns of success/failure Learners, teaching staff, support staff “academic analytics” Institutional: learner profiles, performance of teaching staff, quality of course and subject design, resource allocation Administrators, IR, funders, marketing, learners Regional & National (state/provincial): comparisons between systems Governments, administrators International: ‘world class universities’ National governments (OECD)
  16. 16.  Quality: see some of the 49 COL-RIM indicators – many related to educational technology (next slides)  Student access is a critical issue  Accessibility issues  Intellectual property and copyright  Ethics  BYOD  Storage in the cloud  Scholarship of learning and teaching - changing nature of publication
  17. 17.  BOU is making good progress  Link to national initiatives such as “Digital Bangladesh” and “Access to Education”  Understand the rationale, benefits and affordances of technologies  Make friends with technology  Be practical and do what is possible – take the next step!
  18. 18. Photograph: Alamy More like this... Not like this...
  19. 19. www. globe-online.com Slides at http://www.slideshare.net/puys/the-use-of-educational-technologies-in-higher-education
  20. 20. ..I wish you well on your travels as you climb the hills of success!
  21. 21. www. globe-online.com Slides at http://www.slideshare.net/puys/the-use-of-educational-technologies-in-higher-education

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