2016 Twente: New Generation Learning SpacesMike KEPPELL
This document discusses new approaches to learning space design and pedagogy. It defines learning spaces as physical, blended, or virtual environments that enhance learning. It discusses trends like blended learning and challenges in designing learning ecosystems. It advocates for guiding pedagogies like authentic and personalized learning. Principles of learning space design include comfort, aesthetics, flow and blending physical and digital resources. The goal is to empower learners through developing knowledge, skills and attitudes to continue learning.
Educational technology is the application of technology to enhance instruction. It involves using devices that extend our capabilities for communicating and learning, from chalk and blackboards to computers and tablets. While the concept of educational technology is broad and evolving, it fundamentally involves using resources to satisfy our needs and wants in education. November proposes encouraging students to take on roles as researchers, reflectors and writers by giving them more control over their assignments and work, in order to foster contribution and participation - an approach that aligns with the concept of technology as extending human capabilities.
This document provides an overview of developing instructional materials. It discusses that the designer may also take on the roles of materials developer and instructor. When the designer is not the instructor, different individuals may be assigned different functions on an instructional design team. The delivery method and media selection may be influenced by the availability of existing materials, production constraints, and the level of instructor facilitation. Key components of an instructional package include the instructional materials, assessments, and course management materials. Formative evaluation through methods like rapid prototyping and rough drafts can help improve the instructional materials. Learner participation is also important.
Educational technology is broader than educational media and technology integration as it includes the learning environment and systems, not just materials. Instructional technology uses technology as a key aid to effectively provide education through devices, tools, equipment, activities, procedures, and processes. Educational media and technology integration focuses more on software applications like videos, PDF files, movies, emails, websites, search engines, PowerPoint, sounds, and the internet. Educational technology emphasizes communication skills, approaches, and uses technology as a tool in the educative process and operation of educational institutions.
This document provides an overview of educational technology from the perspective of a student. It begins by introducing the student, Christian B. Lucero, and their interest in educational technology. It then defines educational technology as the application of tools and processes to improve teaching and learning. The rest of the document outlines various educational technology concepts like the roles it can play, systematic approaches to teaching, different learning resources and activities, models for experiential learning, and how to make the most of field trips and community resources.
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.
2016 Twente: New Generation Learning SpacesMike KEPPELL
This document discusses new approaches to learning space design and pedagogy. It defines learning spaces as physical, blended, or virtual environments that enhance learning. It discusses trends like blended learning and challenges in designing learning ecosystems. It advocates for guiding pedagogies like authentic and personalized learning. Principles of learning space design include comfort, aesthetics, flow and blending physical and digital resources. The goal is to empower learners through developing knowledge, skills and attitudes to continue learning.
Educational technology is the application of technology to enhance instruction. It involves using devices that extend our capabilities for communicating and learning, from chalk and blackboards to computers and tablets. While the concept of educational technology is broad and evolving, it fundamentally involves using resources to satisfy our needs and wants in education. November proposes encouraging students to take on roles as researchers, reflectors and writers by giving them more control over their assignments and work, in order to foster contribution and participation - an approach that aligns with the concept of technology as extending human capabilities.
This document provides an overview of developing instructional materials. It discusses that the designer may also take on the roles of materials developer and instructor. When the designer is not the instructor, different individuals may be assigned different functions on an instructional design team. The delivery method and media selection may be influenced by the availability of existing materials, production constraints, and the level of instructor facilitation. Key components of an instructional package include the instructional materials, assessments, and course management materials. Formative evaluation through methods like rapid prototyping and rough drafts can help improve the instructional materials. Learner participation is also important.
Educational technology is broader than educational media and technology integration as it includes the learning environment and systems, not just materials. Instructional technology uses technology as a key aid to effectively provide education through devices, tools, equipment, activities, procedures, and processes. Educational media and technology integration focuses more on software applications like videos, PDF files, movies, emails, websites, search engines, PowerPoint, sounds, and the internet. Educational technology emphasizes communication skills, approaches, and uses technology as a tool in the educative process and operation of educational institutions.
This document provides an overview of educational technology from the perspective of a student. It begins by introducing the student, Christian B. Lucero, and their interest in educational technology. It then defines educational technology as the application of tools and processes to improve teaching and learning. The rest of the document outlines various educational technology concepts like the roles it can play, systematic approaches to teaching, different learning resources and activities, models for experiential learning, and how to make the most of field trips and community resources.
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.
Portfolio in Educational Technology 1&2siendojudylyn
This document outlines Judylyn L. Siendo's portfolio in educational technology. It discusses key topics like the role of students, definitions of educational technology, technology as both a boon and bane, the various roles of technology in learning from both traditional and constructivist perspectives, and Judylyn's experiences learning about educational technology through two courses. The portfolio demonstrates Judylyn's understanding of how information and communication technologies have changed learning and how educational technology can be an essential tool for teachers to engage 21st century students, if implemented properly.
Authentic Assessment and Student EngagementMike KEPPELL
The document discusses authentic assessment and its role in empowering student engagement. It defines authentic assessment as engaging students in real-world tasks that simulate real life situations. The key points are:
1) Authentic assessment empowers students by engaging them in complex tasks over time that simulate real work environments.
2) An example of implementing ePortfolios in a Bachelor of Education program is described, where students reflected on their skills and learning over the degree.
3) Characteristics of effective authentic assessment include aligning learning outcomes, content and assessment, distributing student time, and relating tasks to real-world work.
This document discusses redesigning formal and informal learning spaces at universities to create a consistent student experience. It outlines trends in learning space design including blended learning and guiding pedagogies like authentic and peer learning. The document also describes principles of learning space design focusing on comfort, aesthetics, blending technology and face-to-face interactions. Both formal classroom spaces and informal spaces are addressed, with informal spaces needing power access, natural light, and comfortable seating. The goal is an ecosystem providing consistent, high-quality learning experiences across all university spaces.
This document outlines Jeracel E. Superales' portfolio in educational technology. It begins with an introduction of Jeracel, who is a 19-year-old third year student studying elementary education. It then discusses key topics like the roles of educational technology in learning, how technology can be both a boon and bane, and the roles technology plays in supporting knowledge construction, acting as an information vehicle, context for learning, and social media. Jeracel discusses learning through educational technology courses and emphasizes that as a future teacher, they must engage students with technology, which can be an essential tool for teaching when implemented well.
This document is a topic outline from a third year Bachelor of Elementary Education student at Cebu Technological University-Moalboal Campus. It outlines the following topics: the student, educational technology, technology as boon or bane, the roles of educational technology in learning, learning through EdTech 1 and EdTech 2, and the student after EdTech. It provides brief definitions and descriptions of these topics, with a focus on how technology can enhance learning when used properly but can also be detrimental when misused.
Portfolio in Educational Technology 1 & 2learedoble
This document discusses educational technology and its role in learning. It defines educational technology as using educational methods and resources to analyze and solve problems in human learning. It notes that technology can be both a "boon" and "bane" to education, as it allows for collaboration but risks students accepting information without verification. The roles of technology in learning are described as serving as a teacher that presents knowledge, and as a partner that students learn with through interaction. Different levels of the cone of experience are explained as representing different degrees of abstraction in learning experiences. The document stresses that as future teachers, engaging students with technology is important for education in the 21st century.
This presentation looks at different types of learning spaces in relation to the teaching and learning needs of teachers and students. Every educational space needs to meet a particular need and this presentation looks at the physical needs, curriculum and pedagogical affordances and issues and the key areas of importance for teachers and students, of each space.
Portfolio in Educational Technology 1 & 2alolorivy
This document outlines the key topics in the author's educational technology portfolio, including an introduction to the student, definitions and roles of educational technology, and how technology can benefit or hinder learning. It discusses how educational technology courses (EdTech 1 and 2) teach students to use instructional media and technology appropriately to engage learners and enhance the learning process. The document suggests that after taking these courses, students will understand how to effectively apply technology in their own learning as 21st century learners.
This document discusses a study that explored English teachers' perceptions of autonomous language learning (ALL) in Malaysian secondary schools. A survey of 35 teachers found that the current state of ALL among students is discouraging according to the teachers. While students compare their results to others and want to perform well, most ALL traits are missing from traditional Malaysian education. However, teachers remain positive about implementing ALL despite challenges. The roles of teachers are crucial in developing ALL skills in students. The findings provide insight into teachers' views and practices regarding ALL that can help improve its implementation.
The document discusses the evolution of instructional materials and teaching methods from traditional to digital. It notes that 30 years ago, cognitive research was separate from education but now researchers work directly with teachers. Traditionally, teaching centered on lectures but now emphasizes active student participation. With the rise of technology, students have changed and think differently, requiring new digital teaching methods that engage digital natives. Teachers must immerse themselves in students' digital world to make learning relevant. While technology is a tool, teachers are still the most important factor for bringing it into the classroom effectively.
The document discusses online collaborative projects and project-based learning. It defines collaborative projects as involving groups working together over the internet on a research topic or idea. Benefits include sharing ideas, gaining understanding of other cultures, and learning new skills. Project-based learning emphasizes depth of understanding, student-centered activities, and real-world problems rather than isolated lessons. It allows students to direct their own work and develop complex products.
Portfolio in Educational Technology 1&2jonapabunan
This document discusses Jona P. Jardin, a third year student studying elementary education. It outlines topics related to educational technology, including definitions of educational technology, how it can be both beneficial and detrimental, and its roles in learning. Jona discusses taking classes in EDTECH 1 and 2 to learn how to incorporate technology into teaching. The document emphasizes that today's students are 21st century learners who are highly familiar with technology and its educational applications.
This document discusses trends in 21st century learning spaces and designs. It defines learning spaces as physical, blended, or virtual environments that enhance learning. It outlines trends like blended learning and challenges in designing learning spaces. It discusses guiding pedagogies like authentic and personalized learning. It provides principles for designing learning spaces like comfort, aesthetics, and blending technological and face-to-face resources. It emphasizes empowering learners with knowledge, skills, and attitudes to continue learning.
John Dewey is credited with promoting the idea of cooperative learning in regular classrooms in the early 20th century. Cooperative learning is an approach where students work in pairs or small groups to accomplish shared learning goals. There are formal and informal types of cooperative learning, including student teams, jigsaw techniques, and cooperative projects. Effective cooperative learning requires teachers to carefully plan lessons and students to work together to achieve their shared learning objectives, though it can be time intensive for teachers to implement.
This document summarizes a presentation about strategies for personalized learning in higher education. It discusses the changing context and characteristics of next generation students, and strategies like digital literacy, seamless learning across contexts, and developing a robust digital identity. Personalized learning involves being a lifelong learner, constantly enhancing digital skills, reflecting on feedback, and following "desire paths" to foster creativity in learning. The goal is to help students take control of their learning and develop skills for future employability.
The document then covers several key topics:
1. It defines educational technology as using technology and media to analyze and solve learning problems.
2. It discusses how technology can be integrated into teaching and learning in both traditional and constructivist ways. This includes using computers as tutors, teachers' tools, and for cooperative learning.
3. It explains how the student has learned about instructional media and its effective use through educational technology courses. This will allow future as
This document discusses project-based learning, an instructional approach where students engage in collaborative investigations of real-world problems. It provides a brief history of how project-based learning emerged from developments in learning theory. Key aspects of project-based learning are described, such as using driving questions to structure inquiry projects and assessments. The roles of both teachers and students in implementing project-based learning are also outlined. While research on its effectiveness is mixed, proponents argue it can increase student engagement when implemented properly.
This document discusses project-based learning, an instructional approach where students engage in collaborative investigations of real-world problems. It provides a brief history of how project-based learning emerged from developments in learning theory. Key aspects of project-based learning are described, such as using driving questions to structure inquiry projects and assessments. The roles of both teachers and students are examined, with teachers acting as facilitators and students responsible for self-directed learning. Research on project-based learning is mixed, finding it can be engaging but also stressful for teachers.
This document provides information on using Blackboard Collaborate to create effective online sessions. It outlines the features of Blackboard Collaborate such as audio/video capabilities, chat, content upload, whiteboard, screen sharing, polling, breakout rooms, and recording sessions. It also discusses getting started by creating sessions in the tools section of Blackboard, allowing outside participants, and pre-loading content. Finally, it provides contacts for help and highlights the benefits of blended learning being flexibility, convenience, and increased opportunities for interaction found in hybrid classes.
The document defines educational technology as the development, application, and evaluation of systems and tools to improve the process of human learning, including both low-tech tools like pictures and high-tech tools like computers. It discusses how technology can be used for passive instruction, interactive instruction, as a learning environment, an information resource, to distribute education, and for testing and diagnosis. The document also cautions that technology should serve instruction rather than be adopted merely for its own sake.
Pedagogical Usability Dimension - A paper presentation about an educational design study on learning and teaching experiences of a distance education at Åbo Akademi University in Finland.
Portfolio in Educational Technology 1&2siendojudylyn
This document outlines Judylyn L. Siendo's portfolio in educational technology. It discusses key topics like the role of students, definitions of educational technology, technology as both a boon and bane, the various roles of technology in learning from both traditional and constructivist perspectives, and Judylyn's experiences learning about educational technology through two courses. The portfolio demonstrates Judylyn's understanding of how information and communication technologies have changed learning and how educational technology can be an essential tool for teachers to engage 21st century students, if implemented properly.
Authentic Assessment and Student EngagementMike KEPPELL
The document discusses authentic assessment and its role in empowering student engagement. It defines authentic assessment as engaging students in real-world tasks that simulate real life situations. The key points are:
1) Authentic assessment empowers students by engaging them in complex tasks over time that simulate real work environments.
2) An example of implementing ePortfolios in a Bachelor of Education program is described, where students reflected on their skills and learning over the degree.
3) Characteristics of effective authentic assessment include aligning learning outcomes, content and assessment, distributing student time, and relating tasks to real-world work.
This document discusses redesigning formal and informal learning spaces at universities to create a consistent student experience. It outlines trends in learning space design including blended learning and guiding pedagogies like authentic and peer learning. The document also describes principles of learning space design focusing on comfort, aesthetics, blending technology and face-to-face interactions. Both formal classroom spaces and informal spaces are addressed, with informal spaces needing power access, natural light, and comfortable seating. The goal is an ecosystem providing consistent, high-quality learning experiences across all university spaces.
This document outlines Jeracel E. Superales' portfolio in educational technology. It begins with an introduction of Jeracel, who is a 19-year-old third year student studying elementary education. It then discusses key topics like the roles of educational technology in learning, how technology can be both a boon and bane, and the roles technology plays in supporting knowledge construction, acting as an information vehicle, context for learning, and social media. Jeracel discusses learning through educational technology courses and emphasizes that as a future teacher, they must engage students with technology, which can be an essential tool for teaching when implemented well.
This document is a topic outline from a third year Bachelor of Elementary Education student at Cebu Technological University-Moalboal Campus. It outlines the following topics: the student, educational technology, technology as boon or bane, the roles of educational technology in learning, learning through EdTech 1 and EdTech 2, and the student after EdTech. It provides brief definitions and descriptions of these topics, with a focus on how technology can enhance learning when used properly but can also be detrimental when misused.
Portfolio in Educational Technology 1 & 2learedoble
This document discusses educational technology and its role in learning. It defines educational technology as using educational methods and resources to analyze and solve problems in human learning. It notes that technology can be both a "boon" and "bane" to education, as it allows for collaboration but risks students accepting information without verification. The roles of technology in learning are described as serving as a teacher that presents knowledge, and as a partner that students learn with through interaction. Different levels of the cone of experience are explained as representing different degrees of abstraction in learning experiences. The document stresses that as future teachers, engaging students with technology is important for education in the 21st century.
This presentation looks at different types of learning spaces in relation to the teaching and learning needs of teachers and students. Every educational space needs to meet a particular need and this presentation looks at the physical needs, curriculum and pedagogical affordances and issues and the key areas of importance for teachers and students, of each space.
Portfolio in Educational Technology 1 & 2alolorivy
This document outlines the key topics in the author's educational technology portfolio, including an introduction to the student, definitions and roles of educational technology, and how technology can benefit or hinder learning. It discusses how educational technology courses (EdTech 1 and 2) teach students to use instructional media and technology appropriately to engage learners and enhance the learning process. The document suggests that after taking these courses, students will understand how to effectively apply technology in their own learning as 21st century learners.
This document discusses a study that explored English teachers' perceptions of autonomous language learning (ALL) in Malaysian secondary schools. A survey of 35 teachers found that the current state of ALL among students is discouraging according to the teachers. While students compare their results to others and want to perform well, most ALL traits are missing from traditional Malaysian education. However, teachers remain positive about implementing ALL despite challenges. The roles of teachers are crucial in developing ALL skills in students. The findings provide insight into teachers' views and practices regarding ALL that can help improve its implementation.
The document discusses the evolution of instructional materials and teaching methods from traditional to digital. It notes that 30 years ago, cognitive research was separate from education but now researchers work directly with teachers. Traditionally, teaching centered on lectures but now emphasizes active student participation. With the rise of technology, students have changed and think differently, requiring new digital teaching methods that engage digital natives. Teachers must immerse themselves in students' digital world to make learning relevant. While technology is a tool, teachers are still the most important factor for bringing it into the classroom effectively.
The document discusses online collaborative projects and project-based learning. It defines collaborative projects as involving groups working together over the internet on a research topic or idea. Benefits include sharing ideas, gaining understanding of other cultures, and learning new skills. Project-based learning emphasizes depth of understanding, student-centered activities, and real-world problems rather than isolated lessons. It allows students to direct their own work and develop complex products.
Portfolio in Educational Technology 1&2jonapabunan
This document discusses Jona P. Jardin, a third year student studying elementary education. It outlines topics related to educational technology, including definitions of educational technology, how it can be both beneficial and detrimental, and its roles in learning. Jona discusses taking classes in EDTECH 1 and 2 to learn how to incorporate technology into teaching. The document emphasizes that today's students are 21st century learners who are highly familiar with technology and its educational applications.
This document discusses trends in 21st century learning spaces and designs. It defines learning spaces as physical, blended, or virtual environments that enhance learning. It outlines trends like blended learning and challenges in designing learning spaces. It discusses guiding pedagogies like authentic and personalized learning. It provides principles for designing learning spaces like comfort, aesthetics, and blending technological and face-to-face resources. It emphasizes empowering learners with knowledge, skills, and attitudes to continue learning.
John Dewey is credited with promoting the idea of cooperative learning in regular classrooms in the early 20th century. Cooperative learning is an approach where students work in pairs or small groups to accomplish shared learning goals. There are formal and informal types of cooperative learning, including student teams, jigsaw techniques, and cooperative projects. Effective cooperative learning requires teachers to carefully plan lessons and students to work together to achieve their shared learning objectives, though it can be time intensive for teachers to implement.
This document summarizes a presentation about strategies for personalized learning in higher education. It discusses the changing context and characteristics of next generation students, and strategies like digital literacy, seamless learning across contexts, and developing a robust digital identity. Personalized learning involves being a lifelong learner, constantly enhancing digital skills, reflecting on feedback, and following "desire paths" to foster creativity in learning. The goal is to help students take control of their learning and develop skills for future employability.
The document then covers several key topics:
1. It defines educational technology as using technology and media to analyze and solve learning problems.
2. It discusses how technology can be integrated into teaching and learning in both traditional and constructivist ways. This includes using computers as tutors, teachers' tools, and for cooperative learning.
3. It explains how the student has learned about instructional media and its effective use through educational technology courses. This will allow future as
This document discusses project-based learning, an instructional approach where students engage in collaborative investigations of real-world problems. It provides a brief history of how project-based learning emerged from developments in learning theory. Key aspects of project-based learning are described, such as using driving questions to structure inquiry projects and assessments. The roles of both teachers and students in implementing project-based learning are also outlined. While research on its effectiveness is mixed, proponents argue it can increase student engagement when implemented properly.
This document discusses project-based learning, an instructional approach where students engage in collaborative investigations of real-world problems. It provides a brief history of how project-based learning emerged from developments in learning theory. Key aspects of project-based learning are described, such as using driving questions to structure inquiry projects and assessments. The roles of both teachers and students are examined, with teachers acting as facilitators and students responsible for self-directed learning. Research on project-based learning is mixed, finding it can be engaging but also stressful for teachers.
This document provides information on using Blackboard Collaborate to create effective online sessions. It outlines the features of Blackboard Collaborate such as audio/video capabilities, chat, content upload, whiteboard, screen sharing, polling, breakout rooms, and recording sessions. It also discusses getting started by creating sessions in the tools section of Blackboard, allowing outside participants, and pre-loading content. Finally, it provides contacts for help and highlights the benefits of blended learning being flexibility, convenience, and increased opportunities for interaction found in hybrid classes.
The document defines educational technology as the development, application, and evaluation of systems and tools to improve the process of human learning, including both low-tech tools like pictures and high-tech tools like computers. It discusses how technology can be used for passive instruction, interactive instruction, as a learning environment, an information resource, to distribute education, and for testing and diagnosis. The document also cautions that technology should serve instruction rather than be adopted merely for its own sake.
Pedagogical Usability Dimension - A paper presentation about an educational design study on learning and teaching experiences of a distance education at Åbo Akademi University in Finland.
The document presents an analysis of applying an Interactive Learning Taxonomy (ILT) framework in an online course. The ILT aims to promote interactivity through student-content, student-teacher, and student-student interactions. The study examines an online teaching course where students designed blog lessons applying the ILT stages of invitation, involvement, investigation, insight, and implementation. Preliminary data found the ILT supported reflection, thinking, discourse, and transforming learning when interactivity replaced passivity.
Courses as research projects and students in the role as researchersKjetil Sandvik
The document summarizes a conference on using courses as research projects where students take on researcher roles. It describes a case study where a master's course on communication was turned into a research laboratory. Students were divided into research teams, given research questions from professors, and performed case studies and analysis. They presented their results as mini-conference papers. The course engaged students in the role of researchers and produced high-quality output. However, it faced obstacles from students' and universities' preconceptions about traditional learning. The document argues for learning communities and breaking hierarchies to facilitate collaborative knowledge production instead of knowledge acquisition.
TLC2016 - Online Results Entry using the Grade Journey ToolBlackboardEMEA
Presenters: Birthe Aagesen & Karen Louise Møller
Organisation: Faculty of Arts, Aarhus University
Description: Presentation session (45 min) with time for questions.
The presentation will address:
- An investigation of Blackboard Course Structures on the basis of a socio cultural perception of learning
- Application and evaluation of selected Blackboard Course Structures in courses at Aarhus University.
This document provides an overview of online teaching for new online instructors. It discusses that online students can perform as well or better than face-to-face students, and outlines objectives like online learning theory, instructional design, quality assurance, and accessibility. Key aspects of online teaching include engaging students, clear communication, and using a constructive approach. Successful online programs provide training, resources, and support for faculty.
Nurturing curiosity and inquiry within the curriculum through the use of tech...RichardM_Walker
How may we engage students in inquiry-led and problem-based learning through the use of technology? In this presentation we will consider how active learning principles can be applied to the design of blended learning courses, with digital tools employed to support active learning opportunities for our students. Through a presentation of case examples from the University of York (United Kingdom), we will consider how blended activities can encourage participants to engage in creative learning and problem-solving. An engagement model for active learning, derived from the case examples, is presented as a stimulus for a broader discussion on effective design approaches to support student-led inquiry and problem-solving activities.
This presentation was delivered at the Higher Education Research Group Conference which took place at Sheffield Hallam University on 22 June 2012 http://hersg.wordpress.com/
Research dissemination within and beyond the curriculumSimon Haslett
Author: Dr Helen Walkington, Oxford Brookes University.
Keynote Presentation at the Research - Teaching in Wales 2011 Conference, 13th - 14th September, Gregynog Hall, Newtown (Powys)
Online tutoring towards a signature pedagogymhallissy
Presented at the Higher Education Colleges Association Conference (HECA) on April 19th in iBAT College Dublin. This presentation on based on doctoral research currently being undertaken in the Institute of Education in London. The presentation suggests that critical discussion should become the signature pedagogy of the MATL and it should be based on Brookfield and Preskill's 8 dispositions for critical discussion.
This document discusses using a blended learning approach with Adobe Connect to deliver lectures online to 130 students. Students accessed online lectures, podcasts, and discussion forums. Feedback from students was positive, with many praising the increased engagement and participation compared to traditional lectures. Being able to type comments and questions was seen as less intimidating. The blended approach was found to enhance the learning experience and provide greater access to students.
Designing in the open: Examining the experiences of course developers & facultyBCcampus
This document summarizes a presentation on examining the experiences of course developers and faculty designing courses in an open manner. It discusses:
- Definitions of openness from participants' perspectives
- How openness was framed and implemented in a Master of Arts in Learning and Technology program through open educational practices, open educational resources, and open course design
- Preliminary findings from a faculty survey on challenges, supports needed, and impact on course design when teaching openly
- Emerging themes around balancing openness with privacy, modeling open practices, and moving openness initiatives forward through collaboration.
Transforming learning environments: Co-constructionism in HE classroomsSusan Bontly
This document discusses the experiences of an instructor and doctoral student with participatory course design in a graduate education course. They utilized a co-constructionist approach where students helped design curriculum and activities. Initial assignments involved students co-designing learning goals, topics, and activities. While this generated excitement, it also caused confusion for new students. Throughout the course, the instructor and students engaged in ongoing negotiation and redesign of course elements. Key lessons were to emphasize collaboration, maintain a fluid course structure, and build on strategies for shared power and co-creation in course design.
3 generations of online pedagogy for EDEN - Lisbon 2020Terry Anderson
1) The document discusses three generations of online learning pedagogy: behaviorist/cognitive, social constructivist, and connectivist.
2) The first generation focuses on individual learning of structured content. The second generation emphasizes group learning and interpersonal skills. The third generation involves developing networks and network literacy.
3) An effective learning experience should incorporate aspects of all three generations, as different contexts, depths of learning, and student attributes require different pedagogical approaches. A single model does not support learning for all.
student engagement and success through collaborative PjBLBeata Jones
This document discusses using collaborative project-based learning (PjBL) to engage 21st century students and ensure their success. It notes that today's students have shorter attention spans, resist memorization, and see learning as a social activity. PjBL emerges as an effective practice that involves confronting real-world problems, collaborating to create solutions, and presenting results. The document provides examples of PjBL design principles like formulating learning outcomes, creating authentic projects, facilitating collaboration, and utilizing classroom technology and other resources to support significant learning through PjBL.
This document discusses incorporating iPads into an elementary reading block using a blended learning model. It proposes a plan where students access materials, participate in online discussions, and use ePortfolios on iPads while the teacher manages discussions and provides individual support. Data collection includes student surveys, reflections, and portfolios. Analysis found students engaged when using iPads, enjoyed collaborating, and organizing was easier. Most students felt using iPads for reading was "awesome". Next steps discuss incorporating ePortfolios to help students become self-regulated learners.
This document discusses incorporating iPads into an elementary reading block using a blended learning model. It proposes a plan where students access materials, participate in online discussions, and use ePortfolios on iPads while the teacher manages discussions and provides individual support. Data collection includes student surveys, reflections, and portfolios. Analysis found students engaged when using iPads, enjoyed collaborating, and organizing was easier. Most students felt using iPads for reading was "awesome". Next steps discuss incorporating ePortfolios to help students become self-regulated learners.
Rationalise, Response, Results - Keynote Presentation by Dr. Daniel Tan REC:all project
This presentation was given by Dr. Daniel Tan, Director of the Centre for Excellence in Learning and Teaching (CELT) Nanyang Technological University, Singapore on 11 December at the REC:all workshop 2013 "Lecture Capture: Moving beyond the pilot stage: large-scale implementation of lecture capture in European Higher Education" in Leuven, Belgium.
Why Teach a fish to swim? A design-based research study incorporating social...J'ette Novakovich
Congruent with my status as a PhD student, I was an Assistant Professor in the professional writing minor program at Concordia. I had been asked by the department chair to update the course offerings. The courses were basically rooted in mid to late 20th century writing practices, with the bulk of the content being highly irrelevant, and more academic than practical.
Having prior experience designing a social media component during my time teaching at Penn State, I was eager to get started; however, introducing social media is problematic in Quebec, primarily because Privacy Laws protect students having to participate in web 2.0 environments, to safeguard students from undergoing U.S. State surveillance. For this reason, I decided to run a study to determine how an instructional design could be effective and at the same time non-mandatory?
The study took place over a four-year period from 2012-2016, involved 3 iterations of a yearlong course, and was followed by a retrospective analysis, which included a survey of participants 1-2 and 3 years after the course.
Similar to Michael lower using blackboard to create a community of inquiry (20)
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Michael lower using blackboard to create a community of inquiry
1. Blended Learning: Using Blackboard to
create a Community of Inquiry
Michael Lower
Faculty of Law, CUHK
2. Context
• Third year undergraduate law course (term 1
2015 – 16)
• 86 students
• Land law is prescribed for anyone hoping to
qualify as a solicitor barrister in Hong Kong
• Face to face elements (90 minute lecture and
45 minute tutorial every week)
• Blackboard VLE (ebooks, podcasts, slides) and
Wordpress blog
3. Community of Inquiry
Garrison, D., Anderson, T. and Archer, W. (2000) Critical inquiry in a text-based
environment: Computer conferencing in Higher Education. The Internet and Higher
Education. 2, 87 - 105
• Cognitive presence
(‘the extent to which the participants … are able to
construct meaning through sustained communication’)
• Social presence
(‘the ability of participants … to project their personal
characteristics into the community’)
• Teaching presence
(the role of the teacher in the design and facilitation of the
educational experience)
4. Knowledge Building
Scardamalia, M and Bereiter. C. (2006) Knowledge building. Theory, pedagogy and
technology. In Sawyer, K. (ed.) Cambridge Handbook of the Learning Sciences. (New
York, Cambridge University Press)
• Knowledge is social and is embedded in a Community
of Practice
(Lave, J. and Wenger, E., (1991) Situated learning: Legitimate peripheral participation. Cambridge University Press, Cambridge /
New York / Melbourne)
• Work on real problems and seek to advance the state
of knowledge
• Participants to become proficient both in the public
and cooperative discourses of the community
• The aim is to advance the state of knowledge within
the community
• Emphasis on the ability of discourse to contribute to
idea improvement
5. Challenges
• The course is relatively short
• A lot of material to be covered (prescribed by
the professional bodies)
• The seating arrangements in both lectures and
tutorials mean that all the students face the
teacher
• Responsibility for putting the course together
and delivering it rests entirely with the course
teacher(s) (so the teacher has to combine
teaching, content and pedagogical knowledge)
Koehler, M. and Mishra, P. (2009) What is technological pedagogical content knowledge?’ Contemporary Issues
in Technology and Teacher Education. 9, 60 - 70
6. Student tasks
• Introduced in course document and in the first
lecture
• Research essay of 1250 words (any topic they
choose within the broad theme) (to be submitted
at the end of week 12)
• Discussion forum posting of 250 words
(minimum) relevant to the theme (to be
submitted at the end of week 13)
7. Lectures
• Followed their own schedule
• Except that I re-arranged the order of the
classes to make sure that we had covered
nearly all of the relevant topics by the end of
week 6 (week 7 was reading week)
• At the end of a lecture I would point out ways
in which it linked to the topic
8. The digital space
• Podcasts and scripts timed to appear when
the underlying ideas had been covered in the
face-to-face course (apart from the first)
• Threads in the discussion forum
• Bibliography
9.
10.
11. Feedback to the students
• Some feedback in class (eg suggesting that they
build on contributions made by classmates)
• Responses to their emails sending me the link to
the discussion forum (with encouraging feedback)
• Written feedback on the courseworks
(commenting on their ideas, and the expression
of them and on the structure of their
coursework)
12. My own aspirations
• To work together with the students to curate, organise
and improve a body of knowledge and the ability to
discuss it (Undergraduate course as research lab or
think tank)
• To find ways of communicating that knowledge to the
outside world / allowing students to continue to
engage with the topic after the end of the course
• Teaching to go beyond pure transfer of knowledge
• The course should develop them as learners able to
formulate and debate ideas
• Perhaps even lead them to some change of identity so
that they see themselves as legitimate participants in
the community of scholars dealing with this question
13. This is the beginning of an Action Research
project
14. Orchestration
‘how a teacher manages, in real time, multi-layered activities
in a multi-constraints context’
Dillenbourg, P. (2013) Design for classroom orchestration. Computers and Education. 69, 485 - 492
15. Consequential transition
‘Consequential transition is the conscious reflective struggle
to reconstruct knowledge, skills, and identity in ways that are
consequential to the individual becoming someone or something
new, and in ways that contribute to the creation and
metamorphosis of social activity and, ultimately, society.’
Beach, K., (1999) Consequential transitions: A sociocultural expedition beyond transfer in education.
Review of Research in Education. 24, 101 – 139 (130)
16. Examples
‘A college student becoming a teacher, a worker trying to adapt
to a management-reorganized job, a middle school student doing
well in math for the first time in his life, and high school students
taking part-time work in fast food restaurants’
(114)
17. Research questions?
• How effective is the design:
– as a means of orchestrating the online and offline
elements to create an effective blended learning
environment;
– with the result that the students made a
consequential transition towards a sense of
participation in a Community of Inquiry / Community
of Practice?
• Which elements of the design contributed to
these goals?
• How should the design be refined to improve its
chances of success?
18. Data
• Teaching diary
• The discussion fora contributions and
courseworks
• Survey
• Interviews with the students
19. What do I expect to find?
• That orchestration – timing, sequencing and knowing and exploiting
the affordances of technologies and face-to-face sessions are
important
• Technology can also play a supporting role in reducing the amount
of effort needed for pure knowledge transfer (freeing student time
for better work)
• Content knowledge and finding ways to organise it and to engage in
private and public discourse about it will become more important
than ever as attributes of the teaching professional
• Technology can also play a part in the consequential transition by
allowing students to ‘create’ and go public with their creations
• That this will add a lot to what we expect of undergraduate courses
and of what we expect them to look like
20. What does it mean for the university?
• Consolidate and strengthen the identity of the
teaching professional
• The emergence of new types of professional
who are part of the teaching team?
• Increased value attributed to teaching
• Need to get more value out of teaching (to
justify the cost)
• A need to re-think established practices (eg
around timetabling, estate management)