Srinivas Chemboli, Lauren Kane, and Lynette Johns-Boast are educational technologists and developers at the Australian National University who are researching how to effectively capture and reuse intellectual efforts. They developed a process for translating learning outcomes into online instruments in Moodle to improve communication and collaboration. They demonstrated this by summarizing a software engineering group project course in Moodle.
This research examined five years of data collected from preservice teachers while in their program and at the conclusion of their program.
The research questions included:
What kinds of software/hardware are preservice teachers and faculty using in courses and in PK-12 fieldwork/student teaching?
For what purposes/activities are laptops being used within university coursework?
To what degree is the provided technology training/resources adequate to support laptop use in preservice preparation?
The objectives for this workshop are:
Define Blended Learning
Describe where blended learning fits on the synchronous to asynchronous spectrum
Use Backwards Design to make technology decisions
Apply the TPACK model to your course
This research examined five years of data collected from preservice teachers while in their program and at the conclusion of their program.
The research questions included:
What kinds of software/hardware are preservice teachers and faculty using in courses and in PK-12 fieldwork/student teaching?
For what purposes/activities are laptops being used within university coursework?
To what degree is the provided technology training/resources adequate to support laptop use in preservice preparation?
The objectives for this workshop are:
Define Blended Learning
Describe where blended learning fits on the synchronous to asynchronous spectrum
Use Backwards Design to make technology decisions
Apply the TPACK model to your course
Transformation of Offline to INline Education (FINE)Pierre Gorissen
How do you support students in times of increasing needs for flexible education? And how do you make sure your institution stays relevant to your students? At the Fontys University of Applied Sciences these questions are being addressed as part of the Fontys INline Education (FINE) project. Inline education is the optimal combination of online and offline education. The activities of the project focusses on different levels, such as providing an internal call for tender, the formation of a community, research related to inline education, teacher training, and optimization of the infrastructure.
The use of ICTs to facilitate work integrated learning in engineering educati...STADIO Higher Education
Presentation made in the session: Improving Pedagogy and Practice of Undergraduate Engineering Teaching
session at the Higher Education Partnership Models for South Africa: A co-design workshop, CSIR International Convention Centre, 8 June 2015.
Transformation of Offline to INline Education (FINE)Pierre Gorissen
How do you support students in times of increasing needs for flexible education? And how do you make sure your institution stays relevant to your students? At the Fontys University of Applied Sciences these questions are being addressed as part of the Fontys INline Education (FINE) project. Inline education is the optimal combination of online and offline education. The activities of the project focusses on different levels, such as providing an internal call for tender, the formation of a community, research related to inline education, teacher training, and optimization of the infrastructure.
The use of ICTs to facilitate work integrated learning in engineering educati...STADIO Higher Education
Presentation made in the session: Improving Pedagogy and Practice of Undergraduate Engineering Teaching
session at the Higher Education Partnership Models for South Africa: A co-design workshop, CSIR International Convention Centre, 8 June 2015.
This paper presents a comparative analysis of Free/Libre Open Source Software (FLOSS) Learning Management System (LMS). Following a selection process we analyze the functionalities and characteristics of 8 tools commonly used in formal and informal education. More specifically we focus on the availability of different tools concerning communication and assistance, such as, forum, email, calendar, portfolios, etc. Our analysis showed that despite their similarities, the appropriateness of different FLOSS LMSs can be greatly affected by the specific needs of students, instructors and institutions.
Student perceptions and attitudes towards the software factory as a learning ...Muhammad Ahmad
Industry needs graduates from universities having knowledge and skills to tackle the practical issues of real life software development. To facilitate software engineering students and fulfill industry need, the Department of Information Processing Science, University of Oulu, Finland, built a Software Factory laboratory (SWF) in 2012 based on Lean concept. This study examines factors in the SWF learning environment that affect learning of a SWF course by the students. It employs amended Computer laboratory Environment Inventory (CLEI) and Attitude towards Computers and Computing Courses Questionnaire instrument (ACCC) with two additional constructs: 1) Kanban board 2) Collaborative learning. The general findings indicate that SWF learning environment, collaborative learning and Kanban board play important role in software engineering students learning, academic achievements and professional skills gaining. The findings are helpful to develop a better understanding about learning environments. The information gathered in this study can also be used to improve the software engineering learning environment.
An increasing number of educational institutions in the UAE offer or plan to start using web-based mode of course delivery. According to Haughey and Anderson (1998), all types of education are affected as technology is used to enhance and deliver courses online. There are several colleges and universities in the UAE that are considering incorporating online education to support the traditional face-to-face classes in addition to offering courses as distance learning.
This presentation outlines the purpose and benefits of online instruction while describing the target audience, required technology, resources, staffing, and necessary curriculum development and quality assurance program to support the delivery of education online.
Addressing and Implementing Effective Methods for Online Teaching and TrainingAllison Selby
http://alliselby.edublogs.org/
Presenting different methodologies we use for addressing and implementing effective methods for online teaching and training. Our goal is really to create significant learning experiences for our students and we want to keep them engaged in learning the material. We want to create a high energy environment for learning in the course room and allow our students to consider how these concepts that we are presenting to them in the course can be applied to their professional and personal environments. The Web 2.0 tools encourages to students to share information and knowledge within the course. This builds community, team skills, peer interactions. As students become validated by their peers and share knowledge and information, it increases their self-concept. Web 2.0 content generated by our students and faculty include welcome videos, project and feedback assessment, demonstrations, and student presentations for both end of term projects and client presentations.
Presented at Sloan International Conference, Orlando, FL., 2013
Curriculum and Instructional Design for Online and Distance Learning Environm...Nicola Marae Allain, PhD
A presentation on the curriculum development process at SUNY Empire State College, a leader in adult centered distance and online learning.The presentation focuses on how these processes achieve the following goals: Promote deep learning through visual and multimedia approaches; Enhance collaborative learning – teams, group presentations, debates, students as facilitators; Integrate Case studies across the disciplines; Integrate library research and library based activities into every course; Integrate optimal technology tools for multiple pedagogical uses; Integrate work-based learning and connection with social problems; Build community beyond courses.
Web Presentation for the University of Oulu, Finland, April 24, 2007
2. About Us Srinivas Chemboli is a PhD student in the ANU School of Computer Science, researching effective capture and reuse of intellectual effort in scientific workflows. He is also an Educational Technologist in the Online Environment Support Group (OESG) in the Division of Information at the ANU. Lauren Kane is an Educational Developer working in the Flexible Learning Unit at the ANU College of Engineering and Computer Science. Lauren provides advice and support to teaching staff on educational design, structuring course materials for pedagogically effective on-and-off campus delivery, and the appropriate use of educational technologies. Lynette Johns-Boast is a lecturer in software engineering at the ANU College of Engineering and Computer Science. She is currently developing a multi-disciplinary group project course for undergraduate students. Her current research is based around the idea of applying an approach which has recently emerged from the systems engineering world - Aspect Oriented Thinking - to curriculum development. This work is supported by The Australian National University and the Commonwealth of Australia through the Engineering Hubs and Spokes Project and the Cooperative Research Centre for Advanced Automotive Technology.
3. Motivation Houghton, Warren (2004) Engineering Subject Centre Guide: Learning and Teaching Theory for Engineering Academics. Loughborough: HEA Engineering Subject Centre.
14. Demonstration COMP3100: Software Engineering Group Project This course provides the student with project experience to complement the studies of the software development process in courses COMP2100, COMP2110, COMP3110 and COMP3120. Students work in small groups and participate in all the development phases (requirements analysis, design, construction, testing and documentation) of a nontrivial software system. As well, each group has to address the control of the development process by constructing and following a detailed software development management plan. Course Study Guide: https://cecs.anu.edu.au/studentdb/courses/students/overview_student.cgi?Course_Code=COMP3100
In this presentation, I will give you the background to our work in terms of who we are and our motivation for undertaking this project. I will introduce the process and product that we have developed to support translating learning outcomes in Moodle and then give a live demonstration of these.
Who we each are, our support role in the College.Srinivas- Educational Technologist employed by the Online Environment Support Group, working in CECS as a Wattle Support PersonLauren- Educational Developer working in the FLU to provide advice and support on educational design and development of Wattle sitesLynette- Academic in SoCS with a research interest in curriculum development processes.
Within Australian Universities, the alignment of what happens within a course against learning outcomes or graduate attributes is becoming widespread, even standard practice. Bigg’s (1996) idea of constructive alignment is probably the most common, currently used concept.
Constructive alignment puts the learning at the centre of the course design. We start by defining the intended learning outcomes, set up appropriate learning activities to produce these and then test these with aligned assessment.You can see on the diagram that students are guided by the Intended learning outcomes and the assessment items. Students use this information to approach their learning in each course. If the learning activities are in line with these, then it should improve the quality of learning and in turn our graduates. AdvantagesIt encourages clarity in the design of the curriculum, and transparency in the links between learning and assessment. Alignment is about getting students to take responsibility for their own learning, as the teacher creates an environment which is encouraging and supportive of students engaging in the appropriate and necessary mental activity to meet the desired outcomes.In a truly Constructively Aligned curriculum it facilitates deep learning as the activities are designed for the purpose.
The Flexible Learning Unit has been supporting staff to move towards such a Education Design Process based Biggs’ Constructive Alignment theory. Through supporting staff in this outcomes based approach, we have identified that it is generally quite difficult to translate learning outcomes into an effective course design using tools provided by an LMS, in particular Moodle. This difficulty in mapping outcomes to activities and resources in Moodle is largely compounded by the difference between the language of learning outcomes and that used by the LMS.
We've identified the need for a process that provides a link between the pedagogy and the implementation in Moodle. To do this we have formed such a process and developed self-guided online instruments that helps teachers link Moodle activities to learning outcomes.
A Process for Implementing Learning Outcomes in MoodleSelect an outcome for the courseThe process assumes the course design has been determinedIdentify the characteristics of the outcome.This is where the teacher considers the outcome in terms of the course, program, discipline and readiness of the learnersUse the online instrumentTo identify the relevant Moodle activity or resourceDevelop the Moodle activity or resource in the courseWill show an example of the process from start to finish in a moment, first I will introduce the Online Instruments
We have created flowcharts and online lessons that address the outcomes:Developing communicationDeveloping collaboration and teamworkThe reason these are online self-guided tools is to support staff who have limited time to investigate Moodle activities. Most of you know what you want to achieve and just want to know how to do it, without trawling through all of the documentation. Flowcharts are:................
Flowchart 1- develop teamwork through collaboration
Flowchart 2- Develop communication skills and interaction
Online lessons............
Communication Lesson screenshotFollow the links presented at the bottom of the page, to the end point that suggests a tool(s) to use and gives you an example, links to more info and step-by-step guide on how to develop it.
Collaboration Lesson screenshot
The Course
First step in the process is to Select an Outcome.
After examining the course outcomes and other criteria for this course, we have selected to focus on developing the ability to function effectively in a team as it is repeated several times in slightly different ways.
Step 2 is to identify the characteristicsThe course outlines professional Engineering tasks (project management, managing information and documentation) that students need to learn. The course outcomes refer to functioning effectively in a team and working with peers. We can facilitate this outcome with the course characteristics in mind by creating a learning activity where students collaboratively undertake small scale Professional tasks, for example creating a reference list to manage the information in their project.
So what tool will they use to do this in Moodle.......(next slide)
....And how do we develop this?For these last 2 steps, I will go to the Online Instrument.
Collaboration FlowchartCreate a reference listDatabaseShow link in Wattle Workflow eBook
In the near future, we hope to develop further online instruments that develop outcomes such as reflection and peer assessment skills. We encourage you to utilise the online instruments to inform your course design and welcome any feedback on how we can improve the functionality of these.