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.
 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.
 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.
 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.
 MOOCS
 OERS – OERUni; Merlot
 Mobile, and BYOD
 external technologies/social media

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.
 course and subject design
 emerging pedagogies focuses on
◦ connected/social
◦ Blended
◦ Engagement
◦ Interaction
◦ Active
◦ students as contributors
◦ flipped classroom (f2f and online)

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.
 Professional learning/development options
 bottom-up and top-down
 LASO model

10.
LASO ModelLASO Model

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.
 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.
 Role of educational designers and educational
technologists
 Role of teaching staff: facilitation
 Position descriptions
 Induction
 New appointments: digital literacy

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.
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.
 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.
 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.
Photograph: Alamy
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19.
www. globe-online.com
Slides at
http://www.slideshare.net/puys/the-use-of-educational-technologies-in-higher-education

20.
..I wish you well on your travels as
you climb the hills of success!

21.
www. globe-online.com
Slides at
http://www.slideshare.net/puys/the-use-of-educational-technologies-in-higher-education