How do we develop part-time distance teaching staff in best practices for usi...BlackboardEMEA
Designing appropriate online staff development for part-time distance teaching staff presents many challenges. Traditionally, much of what is learnt happens ‘on the job’, as staff try out new approaches or meet each other for a chat over coffee (Clus, 2011). In a geographically distributed institution such as The Open University, this sort of situated and social learning is unlikely to take place often, particularly for its part-time staff. In addition, staff often will have the time and motivation to participate only in development or training which is directly relevant to their own working practices and is very timely for them (Ottenbreit-Leftwich, 2010). To encourage staff to make the best use of technologies and to adopt them enthusiastically, we need to make development engaging and attractive. In this presentation we discuss how we address these challenges when designing and developing training and development opportunities in the use of Blackboard Collaborate for part-time distance teaching staff in
The Open University. An overview of the various resources and courses we have produced will be discussed, alongside participant perspectives. Our development pathways include experiential and peer learning in cohort groups, exploiting the potential of short online courses (Campbell & Macdonald, 2011), as well as supported self-study routes using online resources. Each of the development pathways we provide allows staff the opportunity to participate in shared reflection, fostering a sense of community (Baran and Correia, 2014; Perry and Edwards, 2009). As well as these main development pathways, ongoing support, for those not presently participating in one of our development pathways, is provided through online communities of practice (Kear, 2011).
Slides from our Learning Design workshop in Nairobi, Kenya on 9 June 2017. An output from the ESRC-funded International Distance Education and African Students (IDEAS) project, in coodination with the African Network for Internationalization of Education.
Presented at Sloan-C Blended, Milwaukee, WI, July 8th, 2013
With the increase in the diffusion of blended and online programming across higher educational institutions, stakeholders are looking for ways to ensure the quality of the student experience. Quality of blended programs can be ensured through faculty and instructional development and training, faculty and instructor evidence of competence and recognition for excellence, constructive evaluation and feedback on blended and online course design and delivery, and community-building opportunities among instructors and staff. Blended learning is becoming a prominent mode of programming and delivery in education. It is swiftly emerging and transforming higher education to better meet the needs of our students providing them with more effective learning experiences. This movement is leading to a renovation in the way courses are taught and programs support their students. Instructional and faculty development provides the core foundation to institutional programming in providing a framework for implementing blended and online learning pedagogy in the classroom. This student-centered, active learning pedagogy has the potential to alter the traditional classroom by enhancing course effectiveness through increased interactivity leading to superior student outcomes.
A recent study reported that "Respondents ... anticipated that the number of students taking online courses will grow by 22.8% and that those taking blended courses will grow even more over the next 2 years" (Picciano, Seamen, Shea, & Swan, 2012, p. 128). As the demand for blended learning opportunities increases, so does the need for development of instructors to teach and design blended courses and mechanisms to ensure the quality of courses and programs. The University of Wisconsin - Milwaukee (UWM) has been providing instructional development and blended learning opportunities to students for over a decade. Since 2001, UWM has developed 8 blended degree programs. In the fall of 2012, UWM offered approximately 100 blended courses and enrolled 7,655 students (26%) in at least one blended course. UWM continues to see growth, as the nation does, and continues to provide opportunities for students to best meet their needs.
A Workshop provided to the Singapore Institute of Management, on 25 August 2021.
Abstract: Technology has changed the way we now teach, particularly as we have now moved much of our teaching online. But that poses some challenges for us, as many of us know how to teach in a face-to-face mode, but it’s not the same when we move online. At least it shouldn’t be, as there is so much more we can do to make it better for our students. This workshop looks at how lecturers can decide on which tools to use when looking to enhance their teaching with technology. Which means, it is about choosing the best teaching techniques within the context of your technology environment. Essentially it is looking to engage students through active, collaborative and authentic learning experiences and choosing the corresponding technology tools to match.
Abstract
This presentation aims to inform stakeholders in Africa so they support instructors by meeting their online basic needs because online instruction cannot be carried out in isolation. The report is based on a piece of research which was carried out from 2010 to 2013 in Rwanda. It will focus on a teacher training institute in Rwanda, Central Africa, where instructors have been trained on how to create, develop, and manage online courses in Moodle.
Firstly, the study will lay down background information which, in addition to literature review, highlights a needs analysis that was carried out by the institution and which found out that there was a great need to raise the effectiveness of instruction through Information and Communication Technology (ICT). Also, the institution wanted to meet the professional development needs of a growing teaching and student population by developing and using online educational materials beyond the classroom. Afterwards, the paper will evaluate the training, based on the project’s expected outcomes i.e. development of training materials and introduction and use of online learning materials. It will draw on instructors’ own Moodle experience, including online courses they have created on the platform and challenges they have faced during the implementation process. It will then recommend Moodle because it’s an open source and is free to customise to any context. Furthermore, though there may be low hosting cost, it has a lot of potential to reach out and educate more people , develop learning and teaching beyond the classroom. Finally, it will make suggestions to stakeholders as to what needs to be done to support instructors and learners with a view to adopt Moodle, a growing online learning environment across the world.
How do we develop part-time distance teaching staff in best practices for usi...BlackboardEMEA
Designing appropriate online staff development for part-time distance teaching staff presents many challenges. Traditionally, much of what is learnt happens ‘on the job’, as staff try out new approaches or meet each other for a chat over coffee (Clus, 2011). In a geographically distributed institution such as The Open University, this sort of situated and social learning is unlikely to take place often, particularly for its part-time staff. In addition, staff often will have the time and motivation to participate only in development or training which is directly relevant to their own working practices and is very timely for them (Ottenbreit-Leftwich, 2010). To encourage staff to make the best use of technologies and to adopt them enthusiastically, we need to make development engaging and attractive. In this presentation we discuss how we address these challenges when designing and developing training and development opportunities in the use of Blackboard Collaborate for part-time distance teaching staff in
The Open University. An overview of the various resources and courses we have produced will be discussed, alongside participant perspectives. Our development pathways include experiential and peer learning in cohort groups, exploiting the potential of short online courses (Campbell & Macdonald, 2011), as well as supported self-study routes using online resources. Each of the development pathways we provide allows staff the opportunity to participate in shared reflection, fostering a sense of community (Baran and Correia, 2014; Perry and Edwards, 2009). As well as these main development pathways, ongoing support, for those not presently participating in one of our development pathways, is provided through online communities of practice (Kear, 2011).
Slides from our Learning Design workshop in Nairobi, Kenya on 9 June 2017. An output from the ESRC-funded International Distance Education and African Students (IDEAS) project, in coodination with the African Network for Internationalization of Education.
Presented at Sloan-C Blended, Milwaukee, WI, July 8th, 2013
With the increase in the diffusion of blended and online programming across higher educational institutions, stakeholders are looking for ways to ensure the quality of the student experience. Quality of blended programs can be ensured through faculty and instructional development and training, faculty and instructor evidence of competence and recognition for excellence, constructive evaluation and feedback on blended and online course design and delivery, and community-building opportunities among instructors and staff. Blended learning is becoming a prominent mode of programming and delivery in education. It is swiftly emerging and transforming higher education to better meet the needs of our students providing them with more effective learning experiences. This movement is leading to a renovation in the way courses are taught and programs support their students. Instructional and faculty development provides the core foundation to institutional programming in providing a framework for implementing blended and online learning pedagogy in the classroom. This student-centered, active learning pedagogy has the potential to alter the traditional classroom by enhancing course effectiveness through increased interactivity leading to superior student outcomes.
A recent study reported that "Respondents ... anticipated that the number of students taking online courses will grow by 22.8% and that those taking blended courses will grow even more over the next 2 years" (Picciano, Seamen, Shea, & Swan, 2012, p. 128). As the demand for blended learning opportunities increases, so does the need for development of instructors to teach and design blended courses and mechanisms to ensure the quality of courses and programs. The University of Wisconsin - Milwaukee (UWM) has been providing instructional development and blended learning opportunities to students for over a decade. Since 2001, UWM has developed 8 blended degree programs. In the fall of 2012, UWM offered approximately 100 blended courses and enrolled 7,655 students (26%) in at least one blended course. UWM continues to see growth, as the nation does, and continues to provide opportunities for students to best meet their needs.
A Workshop provided to the Singapore Institute of Management, on 25 August 2021.
Abstract: Technology has changed the way we now teach, particularly as we have now moved much of our teaching online. But that poses some challenges for us, as many of us know how to teach in a face-to-face mode, but it’s not the same when we move online. At least it shouldn’t be, as there is so much more we can do to make it better for our students. This workshop looks at how lecturers can decide on which tools to use when looking to enhance their teaching with technology. Which means, it is about choosing the best teaching techniques within the context of your technology environment. Essentially it is looking to engage students through active, collaborative and authentic learning experiences and choosing the corresponding technology tools to match.
Abstract
This presentation aims to inform stakeholders in Africa so they support instructors by meeting their online basic needs because online instruction cannot be carried out in isolation. The report is based on a piece of research which was carried out from 2010 to 2013 in Rwanda. It will focus on a teacher training institute in Rwanda, Central Africa, where instructors have been trained on how to create, develop, and manage online courses in Moodle.
Firstly, the study will lay down background information which, in addition to literature review, highlights a needs analysis that was carried out by the institution and which found out that there was a great need to raise the effectiveness of instruction through Information and Communication Technology (ICT). Also, the institution wanted to meet the professional development needs of a growing teaching and student population by developing and using online educational materials beyond the classroom. Afterwards, the paper will evaluate the training, based on the project’s expected outcomes i.e. development of training materials and introduction and use of online learning materials. It will draw on instructors’ own Moodle experience, including online courses they have created on the platform and challenges they have faced during the implementation process. It will then recommend Moodle because it’s an open source and is free to customise to any context. Furthermore, though there may be low hosting cost, it has a lot of potential to reach out and educate more people , develop learning and teaching beyond the classroom. Finally, it will make suggestions to stakeholders as to what needs to be done to support instructors and learners with a view to adopt Moodle, a growing online learning environment across the world.
TLC2016 - Online language courses in BlackboardBlackboardEMEA
Presenter: Jeroen van Engen
Organisation: University of Groningen
Description: The University of Groningen Language Centre is offering fully online Dutch language courses since April 2015. Participants come from all around the world. They are expected to learn the language up to a certain level in period of two months under the guidance of a few instructors.
In my presentation I would like to show the approach taken (structure, planning, tools) to offer and support online language courses in Blackboard at the University of Groningen for a worldwide audience.
Flipped learning occurs when key learning materials are provided for study and review outside the traditional classroom environment, through audio, video, screen casts, online forums or reading.
What does good course design look like to you - Alex Wu, BlackboardBlackboard APAC
Course design is undoubtedly a critical element of any online or blended learning environment. As academics and instructional designers, we often associate course design with teaching and learning outcomes that are course- and program-specific and are aligned specifically to graduate attributes or goals. In this session, we will instead take a deconstructive approach to analyse each of the main tool groups within Blackboard Learn and Collaborate, and showcase some unique tool deployment use-cases from clients around the globe. We will also touch on using the same tools in research and grant management to discuss how both teaching and research departments could cross benefit from using the same platform within an institution.
Sponsored by SJSU's ECampus, Katherine D. Harris (Professor, English) presents a workshop for all faculty to dive into or upgrade their use of digital methods, skills, and tools in their courses. For definitions within this slide deck, please cite:
Frost Davis, Gold, Harris, DRAFT - Introduction, *Digital Pedagogy in the Humanities,* MLA (forthcoming 2019). Accessed April 9, 2019.
How Student Game Designers Design Learning into GamesCharlotteLarke
This investigation examined how to support students in creating learning designs for specific learning goals in analogue and digital games as a means of learning. The study also explored the learning trajectories that emerged in the digital games created by the student learning-game designers. The DBR study was developed through three iterations over two years, involving teachers and students in co-design processes. Together with the teachers, an overall learning design supported the learning process for students by inviting them to be their own learning designers as they designed digital learning games for specific learning goals in cross-disciplinary subject matters. The findings were that the students succeeded in developing and implementing specific learning goals in their games. The students also developed learning trajectories through the games by designing various learning and evaluation opportunities for the player/learner playing the game.
Games Learning Society Conference, Madison, Wisconsin. August 2016
TLC2016 - Online language courses in BlackboardBlackboardEMEA
Presenter: Jeroen van Engen
Organisation: University of Groningen
Description: The University of Groningen Language Centre is offering fully online Dutch language courses since April 2015. Participants come from all around the world. They are expected to learn the language up to a certain level in period of two months under the guidance of a few instructors.
In my presentation I would like to show the approach taken (structure, planning, tools) to offer and support online language courses in Blackboard at the University of Groningen for a worldwide audience.
Flipped learning occurs when key learning materials are provided for study and review outside the traditional classroom environment, through audio, video, screen casts, online forums or reading.
What does good course design look like to you - Alex Wu, BlackboardBlackboard APAC
Course design is undoubtedly a critical element of any online or blended learning environment. As academics and instructional designers, we often associate course design with teaching and learning outcomes that are course- and program-specific and are aligned specifically to graduate attributes or goals. In this session, we will instead take a deconstructive approach to analyse each of the main tool groups within Blackboard Learn and Collaborate, and showcase some unique tool deployment use-cases from clients around the globe. We will also touch on using the same tools in research and grant management to discuss how both teaching and research departments could cross benefit from using the same platform within an institution.
Sponsored by SJSU's ECampus, Katherine D. Harris (Professor, English) presents a workshop for all faculty to dive into or upgrade their use of digital methods, skills, and tools in their courses. For definitions within this slide deck, please cite:
Frost Davis, Gold, Harris, DRAFT - Introduction, *Digital Pedagogy in the Humanities,* MLA (forthcoming 2019). Accessed April 9, 2019.
How Student Game Designers Design Learning into GamesCharlotteLarke
This investigation examined how to support students in creating learning designs for specific learning goals in analogue and digital games as a means of learning. The study also explored the learning trajectories that emerged in the digital games created by the student learning-game designers. The DBR study was developed through three iterations over two years, involving teachers and students in co-design processes. Together with the teachers, an overall learning design supported the learning process for students by inviting them to be their own learning designers as they designed digital learning games for specific learning goals in cross-disciplinary subject matters. The findings were that the students succeeded in developing and implementing specific learning goals in their games. The students also developed learning trajectories through the games by designing various learning and evaluation opportunities for the player/learner playing the game.
Games Learning Society Conference, Madison, Wisconsin. August 2016
This presentation provides a definition for software affordances and introduces affordances that can prove useful in modules for Visual Arts education.
Towards Blended Learning; Strategies and Roles of TeachersNashwa Ismail
Agenda
What is blended learning?
Models of blended learning
Benefits of blended learning
Challenges of blended learning
Role of teacher in a blended classroom
Management of large class number
Towards an effective blended learning environment
Emerging, innovative practices of Teacher Professional development - How are ...Riina Vuorikari
Our study is descriptive and the 30 examples were chosen not because they are the best of all available ones, but because they exemplify well these new emergent features at a general level. Framework underpinning the analysis by Darling-Hammond et al., 2017. JRC will publish a report with 1-page descriptions of all 30 examples and first analysis of the main features (by end 2018)
Preparing Instructors to Teach Online: Two Faculty Development ModelsKathy Keairns
Two directors of online learning, one from a Colorado Community College and one from a private university in Denver, share their faculty development models. Presented at the 2013 eLearning Consortium of Colorado annual conference in Breckenridge, Colorado.
Facilitating in and with the Fully Online Learning Community (FOLC) Modelrolandv
Participants will explore how fully online facilitation assists learners in the construction of new
procedural and declarative knowledge.
Concepts discussed will include:
● Constructivism-informed Education Processes
● Reduction of transactional distance
● Collaborative processes
● Principles of PBL Online Facilitation (Savin-Baden, 2007)
Re-inventing Project Based Learning in the 21st centuryAmmar A. ElMerhbi
This is a presentation of PBL workshop for k12 teachers. The sessions starts with teachers's views of PBL, the backgroudn experience of PBL, shows them the difference between project based learnign and project oreinted learning, engages teachers in analyzing the success factors of a good pbl lesson via video, then they are presented with elements of pbl that need to be in place. Teachers then were engaged in activity to plan an interdisciplinary pbl lesson.
Teacher Professional Development with a wow-factor: Innovative and emerging p...Riina Vuorikari
Presentation on emerging and innovative models of teacher professional development and other forms of professional learning. The study is conducted by the JRC, the European Commission.
Tools for Administrators of Blended Learning ProgramsiNACOL
iNACOL, in partnership with the New York City Schools iLearnNYC program, developed administrative tools to assist administrators in support of blended learning teachers.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Unit 8 - Information and Communication Technology (Paper I).pdf
Global Classroom VUC - Phd-Project so far Winter 2013
1. Forandring og forankring af
innovative og motiverende it‐
støttede og digital videomedierede
undervisningsforløb, med fokus på
de lærendes motivation
Case: VUC Storstrøm, Global
Classroom
2. •
•
•
•
What is Global Classroom?
The PhD-projekt
Research method
Findings
• Students
• Teachers
• Organisation
• Teamdevelopment
• Teacher workshops
• Spring 2014
Agenda
5. "They [the teachers]need to ask as if I was sitting in
class, and then they should not feel, you know like..
this thing about that you feel a little like an alien
once you get to say something, because then: ”Oh was there a sound from out there?” - and then you
become like, completely – ”oh then I don’t want to
say anything”. But I don’t think that the way of
teaching should be different from when I sit there [in
class]."
”… It also gives some great
opportunities if people have
family, ... The fact that you still
have the ability to follow [the
teaching] at the video
conference”
Experiences
”…you might feel a little bit
outside when there is some cool
discussion, and you can’t
participate – then the sound
doesn’t work - and then you’re
just frustrated.”(student sitting at
home).
6. • VUC Storstrøm - Adult Learning Center
• 2011 Campus-to-campus video streaming
• 2012 Hybrid campus and videoconference model - new territory for adult
learning centers.
• HF - Higher Preparatory Examination Course (upper secondary general
education program) 2 years.
• Attendance required
• Starts bottom-up
• Paper: How do students, teachers, and the organization experience a
start-up-project applying video conferences between campus and home?
• Focus on pedagogical innovativeness, collaborative and technological
issues.
VUC Storstrøm
– HF Fulltime Course
7.
8.
9. • Formålet med nærværende PhD projekt er: Gennem
aktionsforskning og kvalitative analyser på virksomhedscasen
VUC Storstrøm, at danne teori og udvikle retningslinjer for:
• Problemformulering: Hvordan kan man skabe innovative
metoder, praksisser og evaluerings-værktøjer ift. den fortsatte
udvikling af anvendelse af IT i undervisningssammenhænge,
primært indenfor digitalt medierede undervisningsformer, med et
fokus på at kunne foretage kvalificerede valg i forhold til at skabe
motiverende og kvalificeret læring for de studerende.
• Der foretages et praksisnært studie af hvordan og med hvilke
midler innovation og kompetenceudvikling kan forandre og
forankre IT-baserede og digitalt videomedierede
undervisningsforløb. Dette sker ved at undersøge undervisningens
aktører enkeltvis og relationelt. Mere specifikt undersøges
potentialer og barrierer i forhold til følgende:
PhD-Projektets målsætning
10. • 1) Uddannelsesorganisationens muligheder og ansvar ift. forandring og
forankring af IT-baserede og digitalt videomedierede
undervisningsforløb.
• 2) At udvikle et refleksivt, innovativt og kompetenceudviklende redskab
til underviseren, så denne kan foretage kvalificerede og relevante valg af
undervisningsteknologi samt gennemføre kvalificeret og relevant
planlægning, udførelse og teoretiseren over egen undervisning i ITbaserede og digitalt videomedierede undervisningsforløb omfattende
læringsdesign, relevante læringstyper og pædagogik i en
professionsfaglig kontekst.
• 3) Effekten på elevens læring og motivation i forbindelse med at lære
med og gennem IT, og hvorledes eleven evt. kan medvirke i den videre
innovative inddragelse af IT i undervisningen.
• Her tages udgangspunkt i at en innovativ implementering af IT i et
undervisningsforløb sker i et samspil mellem forskellige aktører
(organisationen, underviserne og eleverne), og i dette PhD-projekt skal
innovation forstås indenfor rammen af læring på offentlige
undervisningsinstitutioner. PhD-projektet foregår i tæt samarbejde med
VUC Storstrøm og forskere fra ILD-lab på AAU med udgangspunkt i
både nationale og internationale projekter.
Undersøgelsesområder
12. • Action research studies with a user-centered approach
• Focus of action research
• Students experience
• The continued development of the teachers’ educational designs
• Organizational issues related to the transition to the Global
Classroom Model
• Overall Research Objective for the PhD-study: “to investigate
the design of innovative methods, practices and evaluation
tools in relation to the use of IT in Global Classroom
settings, with a focus on how to enable teachers to create
motivating and qualified learning design for the students”
Improve GC ?
Method
13. Teams
Student evaluation workshop – a qualitative workshop,
14 participants
February 2013
Meetings and ongoing conversation with project owners, Spring 2013 management and (IT) pedagogical consultants
Ongoing participation in ”Pedagogical udviklingsgruppe” at VUC
Spring 2013 -
Observations and semistructured interviews with
teachers
Spring 2013
Informal conversation with teachers
Spring 2013 -
Course developed
August 2013
8 Team workshops lasting 3 hours
August-October 2013
Global Classroom workshop talk
24th of October 2013
Exams Team-workshops
October-November 2013
Empirical data
14. • Use of ICT in Global Classroom – inspires further
• Motivation contributes to learning
• Motivational elements
•
•
•
•
Own choise of learning environment
Shorter day – no transport
Intermediate solutions
Also
• Teachers use more innovative and motivating technology
The Students
15. • Bottom-up approach – from scratch (Technology and
pedagogy)
• A traditional classroom?
• Noise, silence and delay
• Virtual “logistic problems”/communication – returning to class
• Procedures for technological help?
The Students
- Technological -pedagogical issues
16. • Teachers have different approaches
• Difference in attention – towards home-students
• Result: frustration
• Asks for strategy
• Develops workarounds
• Students have different approaches!
• On-line access to learning material
• On-line assignments
The Students
– learning design
17. • Rules
• Have been developed bottom-up
• Could be developed further
• Pedagogical innovation
• Working on the internet – Glogster
• No innovative visions – so far – traditional thinking
• Mostly positive impressions conc. videoconference
The Students
– rules and pedagogical innovation
18. •
•
•
•
Not employed for on-line learning
Short seminars and innovative workshops w. researchers
Working without role models - frustrating
Not resisting innovation in pedagogical practice
• but – we have to learn
• We are embedded in an educational culture
• Involves the entire organization
The teachers
19. •
•
•
•
For now: mostly beneficial for students
Have developed new ways of teaching
Future: possibility for new innovations
Also
• Now we are looking for innovation in teams
• That’s motivating
The teachers
- Motivational elements
20. • Start: A lot of trouble – now it’s better
• Cognitive demands
•
•
•
•
•
Interruptions
Many points of attention
After class: very tired
Too many media at play
Chat – no thanks!
The teachers
- Pedagogical-Technological issues
21. • Facial decoding
• Cannot read facial expressions
• Easier to read faces in class - easier to act
• Visual attendance
• “Disappears" from the screen
• 80% attendance – how to interpret?
• Extra responsibility - additional point of focus
The teachers
- Pedagogical-Technological issues
22. • Rules
• New rules on the basis of:
• Facial decoding and visual attendance
• Pedagogical innovation
• Difficult to be innovative
• Doesn’t use pedagogical and academic possibilities lying in front
of them
• Attendance – how to interpret?
• Need for
• Work with IT learning tools
• Support for the process of innovation and for the development of
innovative thinking
The teachers
– rules and pedagogical innovation
23. • Classical issues in the change processes:
• Project managers are ahead of the rest of the
organization
• Teachers lacked of insight into and influence on the
process
• Teachers: Frustration because of challenges in
technology, pedagogy, and the organizational setup
• Contrast to the project owners view
The organizasion
24. • Tripartite role
• 1) Visionary designers for future learning,
• 2) Helping implementation process in cooperation with the
department managers and teachers
• 3) Contributing to the evaluation and anchoring of the many IT-ineducation-initiatives
• Organizational challenges (de gør alt det her: støtter med
processer)
• The teachers – a kind of hostages? Innovation -implementation
• Asked to redefine their teaching role
• Demand for a new GC framework
The organizasion
- IT-pedagogical roles & organisational change
25. • Transition was challenging
• Still technical difficulties.
• Organization gained more consciousness of needed skills
in supporting innovative developments.
• Need for an enrollment culture
• Framework for “how we do Global Classroom at VUC”.
Conclusion to first evaluations
26. • The flexibility of Global Classroom is motivating
• Often traditional teaching is ok - but the acquired changes
are difficult
• High expectations to the communicative "flow” – but
difficulties
• Difference in teachers and students views on active
participation.
• More knowledge about which pedagogical and learning
design activities should be supported
• Teachers: opportunity to practice new designs in safezones
Conclusion to first evaluations
27. • Focus on: innovative IT-pedagogical elements - could
provide new opportunities.
• Play and gamification and bodily activation
• Learning games, students’ digital productions, role
playing, complex multimodal presentation forms etc.
• Next step research: implement activities with workshops
and design-based research approaches.
• Team- workshops – innovative pedagogical competence
development
Further perspectives
29. •
•
•
•
•
•
Difficult to be innovative – IT – Global Classroom
Difficult to distinguish the new needs
The teachers feel a bit ”victimized”
Difficult time-wise in daily life
Lack of the needed knowledge
Lack of methods to approach the problems
Improvements –
where and how?
30. • To bridge the gap: teachers vs. administrative
organisation
• Let the teachers take ownership of the process
• To make an ”innovative tool”
• To have the possibility to use theory and reflection
• You learn more – knowledge sharing
• You can see each others strengths and weaknesses
• You can challenge each other – in a good way
• It is more fun
Why Teams ?
31. • Innovative learning designs - innovation
• Competence development model as action research
• Knowledge development and knowledge sharing
platform as action research - anchoring
• Exam - and where do we take it next?
Team workshops - focus
32. • K3
”How do we make good
classdiscussions in Global
Classroom”
• K2
• K1
”How do I activate the
students at home in
Global Classroom”
• Erling Lars Dale
Pedagogical
professionalism
”How can I use a learning
game in Global Classroom
to motivate my students”
33. • Initial Findings
• Brainstorm
• Central places in the
interaction between
students and teachers
• We have our issues
defined!
Team - start
36. • How do we enable good class discussions?
• How do we activate students at home?
• Can the learning design be more motivating and creative?
Examples of
new learning designs
38. • How do we enable good class discussions?
•
•
•
•
•
•
•
Chat
Rules
Forum
Glogster
Google docs
Writing/talking?
Etc.
Examples of
new learning designs
39. • How do we activate students at home?
• Socrative
• Potential: ” I tested Socrative on a class, and the students
were quite excited, ... They liked that they could follow the
voting process (I had chosen to make it anonymous), and it
created a lot of debate and explanation across the room,
where everyone either listened or talked - ABOUT THE
TOPIC!! So the tool is at least good at activating all and
they thought it was fun.”
Examples of
new learning designs
44. • Prompt
• Discussion
• Reflection
• Documentation – knowledge sharing
platform
• New “assignment” – for next time
Pedagogical professionalism Innovative reflections in teams
45. • Work with current problems
• Creating a common language
• Development and later refinement of the
Global Classroom model
Potentials of this model
46. •
•
•
•
•
•
•
Innovation is necessary in Global classroom
Reflective teams can increase innovative learning designs
Teamwork is very useful
Motivating
Generates many ideas
Working on ”a good shape”
Exams -
Team development status?
54. • Student evaluation
• Motivating to be able to choose learning environment
• Wish for strategy for activation of the virtual students
• Teacher interviews and observations
• Traditional teaching
• Difficulties in discussions – labs etc.
• 8 Team workshops
• Innovative pedagogy
• Reflection on own practise
• Team development model
The results of
the research-project
- in short
55. • Nu har jeg undersøgt ”rundt om Global Classsroom” –
samt motivation hos lærerne
• Næste – ledere skal lære konceptet at kende
• Hvordan ser det ud ift. OK – 13?
• Spørgeskemaer til elever om motivation
NU – foråret 2014
56. • Nu: ”i Global Classroom” – samt motivation hos eleverne
og lærerne
• Lærings-spil design for lærere og elever i fællesskab
• Eleverne designer læringsspil til hinanden
• Et forsøg på at udvikle koncepter og derefter
implementere dem i spil
• - ”gerne lidt smarte apps”
• 3-4 ugers forløb i marts
NU – foråret 2014