The document summarizes the key findings from an ALTC Good Practice Report on technology-enhanced learning and teaching. It identifies 10 main themes or outcomes from analyzing 33 relevant projects. These include a focus on learning design, authentic learning, engaging teaching approaches, and the need for academics to develop sophisticated online teaching strategies and multi-literacies. The document also outlines recommendations for establishing a National Networking Initiative to disseminate the Good Practice Report findings and foster collaboration around technology-enhanced learning and teaching practices.
Promoting Inclusivity through Universal Design for Learning, Karen Buckley, DCU.Karen Buckley
National Forum Seminar Series presentation by Karen Buckley, Academic Developer, DCU.
Wednesday 6th November, University of Limerick
Promoting Inclusivity through Universal Design for Learning
Promoting Inclusivity through Universal Design for Learning, Karen Buckley, DCU.Karen Buckley
National Forum Seminar Series presentation by Karen Buckley, Academic Developer, DCU.
Wednesday 6th November, University of Limerick
Promoting Inclusivity through Universal Design for Learning
European Grundtvig Project LEADLAB aims to support european NVEA system by developing a new andragogic approach integrating personalization and self-learning methodologies on the basis of the model and practices developed and applied in the partner countries; it also aims to introduce a new professional, a teacher/trainer in possession of the strategic competences to guide and scaffold adult learners, the "Learning Personalization Trainer" (LPT).
Envisioning sustainable design and ecodesign in welsh universities presentati...Info EDCW
Presentation by Jamie Longhurst at the Ecodesign Centre event 17th April 2015 in Cardiff Bay. Sustainability and Ecodesign in higher education in Wales
Here are the conferences at which I presented recently. I hope to present new findings based on a project underway currently at a conference in Hong Kong in December. This example, “‘The more we get together, the happier we’ll be’: promoting shared practice through curriculum initiatives” was created for the Orientations: Language, Learning and Translation – a conference held at Sohar University, Sultanate of Oman in 2008.
Developing academic practice in Foundation DegreesJo Smedley
Presentation given at HEA/QAA event at Glamorgan Conference Centre, Treforest Campus, University of South Wales on November 27th 2013. Focus of input was to provide examples from the HEA Graduates for our Future initiative which could be used to develop practice in Foundation Degrees across Wales.
Ecodesign and Sustainable Design Education in WalesInfo EDCW
Slides from the Ecodesign and Sustainable Design Education in Wales event held on the 17th April 2015 in Cardiff. The Ecodesign Centre Wales hosted this event in order to bring together Welsh Higher Education design educators to discuss current practice and future prospects for eco and sustainable design. Here we have shared EDC's presented findings from the peparatory research.
Matthew Bates, Aoife Breheny, David Brown, Andy Burton and Penny Standen
Using a blended pedagogical framework to guide the applications of games in non-formal contexts
Interactive Technologies and Games (ITAG) Conference 2014
Health, Disability and Education
Dates: Thursday 16 October 2014 - Friday 17 October 2014
Location: The Council House, NG1 2DT, Nottingham, UK
Act 00025 expérimentations d’un géoradar (gpr) pour des levés d’arpentage et ...ACSG - Section Montréal
Présentation des résultats d'expérimentations pour la détection d'objets enfouis, à partir d'un géoradar. L’intérêt et la possibilité pour les arpenteurs-géomètres d’utiliser ce type d’instrument géophysique ou de participer à des projets de cette nature seront discutés.
European Grundtvig Project LEADLAB aims to support european NVEA system by developing a new andragogic approach integrating personalization and self-learning methodologies on the basis of the model and practices developed and applied in the partner countries; it also aims to introduce a new professional, a teacher/trainer in possession of the strategic competences to guide and scaffold adult learners, the "Learning Personalization Trainer" (LPT).
Envisioning sustainable design and ecodesign in welsh universities presentati...Info EDCW
Presentation by Jamie Longhurst at the Ecodesign Centre event 17th April 2015 in Cardiff Bay. Sustainability and Ecodesign in higher education in Wales
Here are the conferences at which I presented recently. I hope to present new findings based on a project underway currently at a conference in Hong Kong in December. This example, “‘The more we get together, the happier we’ll be’: promoting shared practice through curriculum initiatives” was created for the Orientations: Language, Learning and Translation – a conference held at Sohar University, Sultanate of Oman in 2008.
Developing academic practice in Foundation DegreesJo Smedley
Presentation given at HEA/QAA event at Glamorgan Conference Centre, Treforest Campus, University of South Wales on November 27th 2013. Focus of input was to provide examples from the HEA Graduates for our Future initiative which could be used to develop practice in Foundation Degrees across Wales.
Ecodesign and Sustainable Design Education in WalesInfo EDCW
Slides from the Ecodesign and Sustainable Design Education in Wales event held on the 17th April 2015 in Cardiff. The Ecodesign Centre Wales hosted this event in order to bring together Welsh Higher Education design educators to discuss current practice and future prospects for eco and sustainable design. Here we have shared EDC's presented findings from the peparatory research.
Matthew Bates, Aoife Breheny, David Brown, Andy Burton and Penny Standen
Using a blended pedagogical framework to guide the applications of games in non-formal contexts
Interactive Technologies and Games (ITAG) Conference 2014
Health, Disability and Education
Dates: Thursday 16 October 2014 - Friday 17 October 2014
Location: The Council House, NG1 2DT, Nottingham, UK
Act 00025 expérimentations d’un géoradar (gpr) pour des levés d’arpentage et ...ACSG - Section Montréal
Présentation des résultats d'expérimentations pour la détection d'objets enfouis, à partir d'un géoradar. L’intérêt et la possibilité pour les arpenteurs-géomètres d’utiliser ce type d’instrument géophysique ou de participer à des projets de cette nature seront discutés.
A geomatics approach to the interpretation of Ground Penetrating Radar (GPR)Stuart Glenday
Presentation to Dept. of Geogrpahy, Queen Mary University of London. Use of 3d visualisation and Geomatics techniques to support interpretation of GPR data.
Insights from international work on innovative learning environmentsEduSkills OECD
Presentation on the Innovative Learning Environments (ILE), which gives general overview of the ILE project, its key findings to date. Outlining the ILE framework and how ICT and digital learning enters the learning environment in numerous ways and at different levels; though noting that there is no single technology effect or means through which it might reshape the nature of learning environments. ILE’s position that learning should not be ‘technology focused’ but instead above all be ‘learning focused’.
Open educational resources sharing content and knowledge differently is a dri...EduSkills OECD
Why have ICT and the internet – which profoundly changed production and distribution in so many sectors and improved productivity – not had the same impact on education so far?
• Open Educational Resources (OER) can be seen as a social innovation (not a technological one) with the potential of reforming (not revolutionising) education if they are linking to what we know about learning and to what teachers need
Strategic Visions & Values: Inclusive Curricula and Leadership in Learning an...Richard Hall
Presentation for the Leadership in Learning and Teaching event at Durham University on 1 May 2019.
Project resources:
Universal Design for Learning: Evaluation Interim Report: https://www.dora.dmu.ac.uk/handle/2086/17106
A Literature Review of Universal Design for Learning: https://www.dora.dmu.ac.uk/handle/2086/17059
Freedom to Achieve: Project Evaluation Report: https://www.dora.dmu.ac.uk/handle/2086/16793
Presentation by Patricia Wastiau.
Presentazione di Patricia Wastiau, Consigliere principale per studi e ricerche di EUN, in occasione del Convegno internazionale "Migliorare la scuola" (Napoli 14-15 Maggio), organizzato dall'Indire.
Faculty Learning Communities: A Model for Faculty DevelopmentMatt Lewis
Dr. Nancy Pawlyshyn, Dr. Braddlee, and Dr. Laurette Olson co-authored this presentation. On Feb. 16, 2011 Dr. Olson and I presented this to the ELI Educause event in Washington DC.
Presentation made at OE Global 2021 Virtual Conference - Day 3: Webinar 12 Inclusive and Equitable OER, Building Capacity.
"Reengineering Open Educational Practices for Systemic Change"- Shironica P. Karunanayaka and Som Naidu
Current issues and approaches in developing digital literacyjisc-elearning
Slides for webinar 12 Feb 2013. This webinar discussed what digital literacies are and why it is important for universities and colleges to develop the digital literacies of their students and staff. We will look at some of the issues to consider when planning an institutional approach to developing digital literacies, and projects from Jisc’s Developing Digital Literacies programme will highlight some of the approaches that they have found effective in their own contexts.
Empowering active learning of higher education students through space, pedago...Mike KEPPELL
Learning spaces need to encompass formal teaching spaces, informal learning spaces and virtual learning and teaching spaces. The combination of space, pedagogy and technology needs to be seamlessly integrated to support 21st Century learning. Learning spaces must utilise new technology and flexibility to enable active learning and meet student expectations and accommodate different teaching approaches. In this session, Professor Mike Keppell will reflect on different institutional approaches in addressing student learning by choreographing space, technology and pedagogy to achieve Institutional goals. Professor Keppell is an internationally respected academic and has held leadership roles across six universities. In this session he will to discuss his experience in transformational teaching and learning spaces that require the blend of technological tools and pedagogical practices to meet teacher and learner expectations. Case studies from different universities will be presented in the points below:
" Pedagogy, space and technology: What's new? How have the three elements evolved? How do they all relate
" Swinburne University of Technology Learning Space Case Study
" European Learning space Case study
" Malaysian University Case Study
Assuring Best Practice in Learning and Teaching: Priorities for Institutions,...Mike KEPPELL
Assuring Best Practice in Learning and Teaching: Priorities for Institutions, Teachers and Learners in a Connected World
This presentation will focus on learning and teaching in a connected world within the Higher Education context. Knowledge is now co-created, disseminated via networks, and personalised. It has moved from being described as “explaining some part of the world” and “used in some type of action” to involving ecologies and networks (Siemens, 2006, p. vi). The presentation will focus on:
• How learning and teaching has changed in a connected world
o Active learning
o Learning spaces
o Central role of technology
• Innovative teaching in a connected world
o Blended learning
o Authentic assessment
o Professional development
• The knowledge, skills and attitudes teachers need to thrive in a connected world
o Digital fluency
o Seamless teaching
o Assuring best practice in technology-enhanced environments
o Technology affordances
o Scholarship
o Learning analytics
• The knowledge, skills and attitudes learners need to thrive in a connected world
o Learners will need a toolkit encompassing digital literacies, seamless learning, self-regulated learning, learning-oriented assessment, lifelong learning, and flexible learning pathways. This toolkit will enable the learner to tackle the complexities of the learning landscape that is becoming increasingly digital, connected, and ambiguous.
Keynote Bogata, Colombia: Innovative Pedagogies in a Connected world: Strateg...Mike KEPPELL
Innovative Pedagogies in a Connected world: Strategies for Teaching in a Digital Age
This presentation will focus on learning and teaching in a connected world within the Higher Education context. Knowledge is now co-created, disseminated via networks, and personalised. It has moved from being described as “explaining some part of the world” and “used in some type of action” to involving ecologies and networks (Siemens, 2006, p. vi). The presentation will focus on:
• How learning and teaching has changed in a connected world
o Diversity of students
o Wide range of learning spaces
o Greater need to connect with students
o Technology moving to a central role
• Innovative teaching in a connected world
o Blended learning
o Authentic assessment
o Personalised learning
o Open education
• The knowledge, skills and attitudes teachers need to thrive in a connected world
o Digital fluency
o Technology affordances
o Seamless teaching
o Scholarship
o Learning analytics
o Feedback as feed-forward
• The knowledge, skills and attitudes learners need to thrive in a connected world
o Learners will need a toolkit encompassing digital literacies, seamless learning, self-regulated learning, learning-oriented assessment, lifelong learning, and flexible learning pathways. This toolkit will enable the learner to tackle the complexities of the learning landscape that is becoming increasingly digital, connected, and ambiguous.
References:
1. Bates, A.W. (2015). Teaching in a Digital Age. https://opentextbc.ca/teachinginadigitalage/
2. Keppell, M.J. (2015). The learning future: Personalised learning in an open world. In Curtis J. Bonk, Mimi Miyoung Lee, Thomas C. Reeves, and Thomas H. Reynolds. MOOCs and Open Education around the World. Routledge/Taylor and Francis.
3. Keppell, M., Suddaby, G. & Hard, N. (2015). Assuring best practice in technology-enhanced learning environments. Research in Learning Technology. 2015, 23: 25728 - http://dx.doi.org/10.3402/rlt.v23.25728
Keppell, M., Au, E., Ma, A. & Chan, C. (2006). Peer learning and learning-oriented assessment in technology-enhanced environments. Assessment and Evaluation in Higher Education, 31(4), 453-464.
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This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
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Deanz 12 workshop_gpr
1. Operationalising Good Practice
in Technology-enhanced
Learning and Teaching
Professor Mike Keppell, Associate Professor Gordon
Suddaby*,
Ms Natasha Hard
Charles Sturt University & Massey University*
1
4. GUIDING QUESTIONS
How do we recognise Good Practice in
technologically-enhanced learning and teaching?
How do we communicate/disseminate Good
Practice in technologically-enhanced learning and
teaching?
How do we integrate Good Practice into learning
and teaching?
4
6. ALTC GOOD PRACTICE
REPORTS
Work-integrated learning
Assessment of science, technology, engineering and
mathematics
Innovative Indigenous learning and teaching
Revitalising the academic workforce
Technology-enhanced learning and teaching
Clinical teaching
Support for international students
.
6
9. HOW DO YOU DEFINE
TECHNOLOGY-ENHANCED
LEARNING AND TEACHING?
9
10. WHAT IS TECHNOLOGY-ENHANCED
LEARNING ?
Laurillard, Oliver, Wasson & Hoppe (2009) suggest that
the “role of technology [is] to enable new
types of learning experiences and to enrich
existing learning scenarios” (p. 289).
They also suggest that “interactive and
cooperative digital media have an inherent
educational value as a new means of
intellectual expression” and creativity (p. 289).
10
11. WHAT IS TECHNOLOGY-ENHANCED
LEARNING ?
Laurillard et al. (2009) also suggest that “the route from
research to innovation, then to practice, through to
mainstream implementation requires the following:
•
an understanding of the authentic professional
contexts that will influence the curriculum,
pedagogy and assessment practices that need
technology enhancement
•
congruence between innovation and teacher
values
11
12. WHAT IS TECHNOLOGY-ENHANCED
LEARNING ?
•
teachers having time to reflect on their beliefs
about learning and teaching because TEL requires
a more structured and analytical approach to
pedagogy
teachers and practitioners need a sense of
ownership through their involvement in co-
development of the TEL products and
environments.
TEL research must be conducted to reflect the
interdependence between researchers
and users
12
13. WHAT IS TECHNOLOGY-ENHANCED
LEARNING ?
•
education leaders need more support
for the radical change of institutional
teaching and learning models needed, if
technology is to be exploited effectively.
•
teachers need to be more closely
engaged in the design of teaching that
uses technology, collaborating with peers and
exchanging ideas and practices” (Laurillard et al.
2009, p. 304).
13
14. APPROACH
Meta-analysis of Thematically
Matrix
33 projects Analysed
10 Themes/ Literature
Recommendations
outcomes review
14
16. OUTCOMES
A focus on learning design allows academics to
model and share good practice in learning and teaching
Authentic learning provides a means of engaging
students through all aspects of curricula, subjects,
activities and assessment
Successful academic development focuses on
engaging academics over sustained periods of time
through action learning cycles and the provision of
leadership development opportunities
16
17. OUTCOMES
Engaging teaching approaches are key to student
learning
Technology-enhanced assessment provides flexible
approaches for academics to provide feedback to
students
Integrating technology-enhanced learning and
teaching strategies across curriculum, subjects,
activities and assessment results in major benefits to the
discipline
Knowledge and resource sharing are central to a
vibrant community of practice
17
18. OUTCOMES
Academics require sophisticated online teaching
strategies to effectively teach in technology-enhanced
higher education environments
Academics need a knowledge of multi-literacies to
teach effectively in contemporary technology-enhanced
higher education
Exemplar projects focused on multiple outcomes
across curricula integration, sustainable initiatives,
academic development and community engagement.
18
19. QUESTIONS
Outline three strategies you have used to
integrate a technology-enhanced learning and teaching
initiative into the curriculum.
How do we encourage academics to model and share
their learning designs?
19
20. QUESTIONS
What types of academic development activities are
most useful for creating sustainable change in higher
education learning and teaching?
What types of literacies do both staff and students
need to communicate and interact in the digital age?
How do we involve and engage senior management
in technology-enhanced learning and teaching initiatives?
20
22. NATIONAL NETWORKING
INITIATIVE
ACODE and ascilite have been successful in obtaining
funding from the ALTC to establish the National
Networking Initiative (NNI).
Partners: ACODE, ascilite, HERDSA, CADAD, ODLAA
together with AARNet, NetSpot and OLT to guide the
direction of the NNI.
22
23. NATIONAL NETWORKING
INITIATIVE - VISION
The overarching vision for the National Networking
Initiative (NNI) is to facilitate a sustainable
collaborative network between established higher
education associations with the intent of fostering
best practice in networks to engage members more
strongly with Australasian higher education learning and
teaching.
23
24. NATIONAL NETWORKING
INITIATIVE - MISSION
The mission of the NNI is to improve
engagement and practice through
network leadership.
24
25. NATIONAL NETWORKING
INITIATIVE - OBJECTIVES
Improve the effectiveness of communication and
engagement with NNI members at large
Enable and support network leaders of collaborative
partners to encourage collaboration and increase
membership engagement
Review the utilisation of technologies to support best
practice in network engagement
Foster, encourage and support further network-based
collaborative initiatives
25
26. NATIONAL NETWORKING
INITIATIVE
Promote, disseminate and enhance the outcomes of
Australian Learning and Teaching Council (ALTC), OLT
and selected Good Practice Reports.
Conduct research into the NNI
Manage the project in an effective and efficient way
26
27. NAVIGATING THE GPR
Hyperlinked contents page
Overview - Outcomes - Literature review
Recommendations
One page reports - Concept maps
Downloading a copy - http://www.slideshare.net/
mkeppell
http://www.slideshare.net/mkeppell/final-report-10-good-
practice-report
27