Writen by Sheena O'Hare and Mick Grimley
Presented by Sheena O'Hare and Gilly Salmon
Blackboard Teaching and Learning Conference, Swinburne Universtiy of Technology, Melbourne, 2013
More presentaions available at www.gillysalmon.com/presentations
Carpe Diem - Paradigm shift to learning at the University of Liverpool Manage...wmoindrot
Dr Tya (Shaghayegh) Asgari, John Brindle, Will Moindrot,
Professor Gilly Salmon
University of Liverpool Management School
Carpe Diem:
A paradigm shift to learning at the University of
Liverpool Management School
Presented at the University of Liverpool Teaching &Learning Conference July 2018
Presentation given at VIII Semana de Formação de Professores STHEM Brasil – Módulo 1, a virtual workshop run on 25 May 2021 by faculty from the Institute of Educational Technology at The Open University, UK.
Carpe Diem - Paradigm shift to learning at the University of Liverpool Manage...wmoindrot
Dr Tya (Shaghayegh) Asgari, John Brindle, Will Moindrot,
Professor Gilly Salmon
University of Liverpool Management School
Carpe Diem:
A paradigm shift to learning at the University of
Liverpool Management School
Presented at the University of Liverpool Teaching &Learning Conference July 2018
Presentation given at VIII Semana de Formação de Professores STHEM Brasil – Módulo 1, a virtual workshop run on 25 May 2021 by faculty from the Institute of Educational Technology at The Open University, UK.
Tesol 2015 featured presentation on Crossing Networks, Building Connections t...Vance Stevens
This presentation is from the TESOL Conference in Toronto, March 28, 2015, entitled Crossing networks, building connections: Inspiring always-on learners and teachers. The presentation covers 15++ years experience with learners and colleagues in virtual spaces practicing engagement in online and blended contexts. It examines the burgeoning of connectivist learning opportunities from pioneer days to the proliferation of those available today, and explores ways in which learning online reshapes our notions of engaging with students.
Online education is quite generalized and broad term and has many aspects. One aspect of this phenomenon which has been the real reason behind its popularity is online tutoring or homework help online. This is one of the widely used parts of online education.
By Liu Qizhang.
Flipped classroom is an emerging pedagogical model in which the typical lecture and homework elements of a course are reversed. It blends education technology and activity learning to enhance students’ learning. We are among the pioneers in the School of Business to flip part of our course.
In this talk, we will share our experience of flipping four lessons in Semester I 2013/2014. In particular, we will answer some of the questions related to flipped classroom: Why flip the classroom? What should be flipped and what should not? How to make flipped classroom more efficient? What do students think about flipped classroom?
Some brief reflections on an excellent MOOC. Thanks to instructor Martin Weller and my fellow students on an insightful course that I appreciated very much.
Muir Lake School, a part of Parkland School Division, is becoming a 1-to-1 BYOD learning community. The mission behind this initiative is "our students will innovate, collaborate, and be highly motivated about their learning". The goal is that every student will have access to a personal laptop in every class to use whenever it is the best tool for the learning activity. The initiative was piloted in grade 4 and grade 9 and will be expanding to all grades 4 through 9. This presentation outlines the "why" behind the initiative and first steps of Muir Lake School's journey. Google Doc Quick Link → bit.ly/MLS1to1
Transforming teaching & learning in 1 to-1 learning environmentsTravis McNaughton
Muir Lake school staff and students use technology to access, share and create knowledge, to discover, develop and apply competencies across subject areas for learning and to demonstrate what they know and are able to do. This presentation gives a brief overview how Muir Lake School implemented a grade 4-9 1:1 BYOD Learning environments and demonstrates the impact that this has had on students’ learning.
The 8 Step Guide to the Flipped ClassroomLorna Keane
For many, flipping the classroom simply involves turning the traditional classroom on its head - moving the class work home, and the homework to class. Others argue there is a lot more to flipping than meets the eye. Rather, as flipped learning pioneer, Jon Bergmann states, it’s moving from “sage on the stage” to “guide on the side.” For students, the obvious benefit lies in the ability to pause and rewind the teacher at will. For teachers, it means less time creating lectures, and more engaged students as the boring introductions are pushed out, and the fun practical work is pulled in. Fishtree makes flipping your classroom as simple and effective as possible, providing everything you need in one platform. Follow our 8 simple steps to flipping your classroom, and transforming your teaching!
Tesol 2015 featured presentation on Crossing Networks, Building Connections t...Vance Stevens
This presentation is from the TESOL Conference in Toronto, March 28, 2015, entitled Crossing networks, building connections: Inspiring always-on learners and teachers. The presentation covers 15++ years experience with learners and colleagues in virtual spaces practicing engagement in online and blended contexts. It examines the burgeoning of connectivist learning opportunities from pioneer days to the proliferation of those available today, and explores ways in which learning online reshapes our notions of engaging with students.
Online education is quite generalized and broad term and has many aspects. One aspect of this phenomenon which has been the real reason behind its popularity is online tutoring or homework help online. This is one of the widely used parts of online education.
By Liu Qizhang.
Flipped classroom is an emerging pedagogical model in which the typical lecture and homework elements of a course are reversed. It blends education technology and activity learning to enhance students’ learning. We are among the pioneers in the School of Business to flip part of our course.
In this talk, we will share our experience of flipping four lessons in Semester I 2013/2014. In particular, we will answer some of the questions related to flipped classroom: Why flip the classroom? What should be flipped and what should not? How to make flipped classroom more efficient? What do students think about flipped classroom?
Some brief reflections on an excellent MOOC. Thanks to instructor Martin Weller and my fellow students on an insightful course that I appreciated very much.
Muir Lake School, a part of Parkland School Division, is becoming a 1-to-1 BYOD learning community. The mission behind this initiative is "our students will innovate, collaborate, and be highly motivated about their learning". The goal is that every student will have access to a personal laptop in every class to use whenever it is the best tool for the learning activity. The initiative was piloted in grade 4 and grade 9 and will be expanding to all grades 4 through 9. This presentation outlines the "why" behind the initiative and first steps of Muir Lake School's journey. Google Doc Quick Link → bit.ly/MLS1to1
Transforming teaching & learning in 1 to-1 learning environmentsTravis McNaughton
Muir Lake school staff and students use technology to access, share and create knowledge, to discover, develop and apply competencies across subject areas for learning and to demonstrate what they know and are able to do. This presentation gives a brief overview how Muir Lake School implemented a grade 4-9 1:1 BYOD Learning environments and demonstrates the impact that this has had on students’ learning.
The 8 Step Guide to the Flipped ClassroomLorna Keane
For many, flipping the classroom simply involves turning the traditional classroom on its head - moving the class work home, and the homework to class. Others argue there is a lot more to flipping than meets the eye. Rather, as flipped learning pioneer, Jon Bergmann states, it’s moving from “sage on the stage” to “guide on the side.” For students, the obvious benefit lies in the ability to pause and rewind the teacher at will. For teachers, it means less time creating lectures, and more engaged students as the boring introductions are pushed out, and the fun practical work is pulled in. Fishtree makes flipping your classroom as simple and effective as possible, providing everything you need in one platform. Follow our 8 simple steps to flipping your classroom, and transforming your teaching!
The Future is Mobile: Personalisation & AuthenticityGilly Salmon
The Future of Learning Conference
Strategic leadership in post-secondary learning environments, technologies and approaches
Key Note on Mobile Learning:
Definitions of mobile and life-integrated learning
Technologies and mobile learning design
Training and development for mobile delivery
24 - 25 February 2014 | Parkroyal Darling Harbour, Sydney
http://bit.ly/MupTpi
Delivered at the Emerging Technologies and Authentic Learning in Vocational Higher Education conference in Cape Town, South Africa 31st Aug to 3rd September 2015.
Webinar - Using Brightspace to Design and Develop Scholarly ActivitiesD2L Barry
June 14, 2016 webinar: Using Brightspace to Design and Develop Scholarly Activities, Successes and Challenges. Presented by Dr. Tamara Carver and Diane Maratta, both of McGill University for the Brightspace Teaching & Learning Community.
Using Brightspace to Design and Develop Scholarly Activities: Successes and C...D2L
How do you motivate a student to participate in research and scholarly activities, when they have no motivation to learn the content in the first place? Tamara Ellen Carver from McGill University helps address this problem by going over the rationale for design and development of building a course, how to showcase it, and the challenges that come with it.
Lessons we are learning through pivoting quickly to fully online learning; Bu...Charles Darwin University
For those institutions who have been specialising in distance education for some time, although they may have had to make some changes, the last few months have not been overly problematic. But for the remaining majority of institutions, there has been a monumental upheaval in how they are now required to conduct business, both for staff and students. Those who have fared better seem to be those who have reasonably mature frameworks in place to mediate their technology-enabled learning (TEL) offerings. That is, they have well established processes that define how they translate what they have in policy, procedures and planning into practice. Such a framework can be found within the COL TEL Benchmarks, that can provide an institution with clear guidelines as to what things need to be in place to ensure a robust and consistent approach to teaching with technology. This presentation will first highlight many of the lessons currently being learned across the higher education sector, it will also ask you to share what you have learned and then we will look at how some of these issues are contained within the COL TEL Benchmarks. Lastly it will make a case for investigating more fully how to use this tool to help your institution ready itself for success in the future.
Teaching and Learning Implications of Linear AssessmentSLCS-online
Senior Professional Development Leader Katy Bloom, from the National Science Learning Centre in York, outlines the implications for teachers of the move to linear assessment.
She emphasises that young teachers will have no experience of linear assessment and will have to adjust their teaching and learning strategies to fit.
Online teaching: overcoming the challenges, 20 October 2020Jisc
There is no one right way to use technology to underpin the curriculum. The range of possibilities can make it difficult for practitioners to know where to start, but as universities and colleges adapt to the new normal of teaching in hybrid environments support is needed to ‘get it right.’
There will be challenges, but you can overcome these if time and resources are directed at the right things. There are lots of misunderstandings about what it means to use technology to support teaching, learning and assessment. Academic staff need to approach the challenge with an awareness of those misconceptions as well as with a critical and creative mindset.
This webinar will showcase examples of how universities and colleges are currently adapting to provide flexible approaches to learning using digital. The focus will be on what lessons we have learned over the last six months and how we can make online learning a transformative experience for learners, rather than a deficit model.
SUNY Blend: Supporting Student Success - an NGLC Project ReportAlexandra M. Pickett
Sloan-C ALN 2012 panel presentation
October 11, 2012
Orlando, Florida
http://sloanconsortium.org/conference/2012/aln/suny-blend-supporting-student-success-nglc-project-report
"SUNYBlend" uses a number of interventions &approaches to support at-risk student success including blended instruction, learning concierges, social networking, &a focus on developing student self-regulation.
In this presentation, we report findings from on-going questionnaire/student-based primary research to shed light on hidden learning spaces and the key non-VLE factors identified, for example attendance. Our paper will be of interest and benefit to other institutions seeking to evaluate and optimise learning analytics to build a more holistic picture of student learning, thereby enhancing student outcomes.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
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.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
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.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
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
2. Overview
• Start-up from Swinburne University
Perspective
– Written by Mick Grimley
– Spoken by Gilly Salmon
• Start-up from Swinburne Online Perspective
Sheena O’Hare
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3. A New Partnership a New Discipline
• 2011 Swinburne Online (SOL) is
formed
• 100 per cent online delivery
• Students are Swinburne
University students
• First courses launched in March
2012
• First Teacher Education students
in November 2012
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4. Online Education: a market?
• Online education is growing exponentially:
– Top 4 adopters of self paced e-learning with 35% +
projected 5 yr growth rates are:
• Vietnam, Malaysia, Romania, Azerbaijan (Ambient,
2011)
• In 2010, 6.1 million students enrolled in at
least one online course (Allen & Semen, 2011)
• Over 1000 providers of online education in
Australia- although few are purely online (Ibis
World, 2012)
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5. Teacher Education
a New Discipline for Swinburne
Not currently taught at Swinburne
– No history of Teacher Education
– No Education Academics
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7. The Nature of Initial Teacher Education
• Regulated by the Victorian Institute of
Teaching (VIT) and the Australian Children’s
Education and care Quality Authority
(ACECQA)
– Practicums
– State Curriculum versus National Curriculum
– National Standards
• Personal Numeracy and Literacy Standards
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8. Current Offerings
• In November 2012 we
launched:
– Bachelor of Education (Early
Childhood)
– Master of Teaching
(Primary)
• In November 2013 we plan
to launch:
– Bachelor of Education
(Primary)
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9. Building a Team
• Very fast start-up
– The need to get people on the ground quickly
• Consolidating and planning for the future
– Appointing full-time seasoned academics
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10. Building the Programs and the Units
• Professor Gilly Salmon’s five stage model of
online learning (Salmon, 2011)
• Social constructivist approach
• Highly supported
• Tasks that mimic professional expectations
(realistic)
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www..e-moderating.com
11. Teaching Teacher Education Online
• Perceptions – F2F versus Online
• Professional practice
– Teacher as expert
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12. The teaching model at Swinburne
Online: recruiting e Learning
advisors
Teaching vacancies are advertised
through Seek
Telephone interview – Passion is crucial
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13. Development & Training
• 4 or 5 weeks online
• Based on Social Constructivism (Gilly Salmon’s
5-stage model)
• Challenge to ensure quality teachers allocated
into appropriate groups according to
qualifications
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www.e-moderating.com
14. Week by week break down
• Access and motivation (encouraged to get to
know their tutor and their peers)
• Online socialisation (encouraged to be active in
online activities that are created to support the
development of a learning community
• Information exchange (more cooperation and
time management)
• Knowledge construction (work together to
complete projects)
• Development (able to apply and integrate
knowledge into work place)
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15. Promotion of participation
• Effective online education differentiated from
distance education by opportunities for
participative opportunities.
• Effective online participation does not just
happen, it needs to be supported.
• Challenge to ensure that the participations lead to
desired learning outcomes
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16. Growth over time
• Accessible from anywhere; study can be
structured around job or family; and can be
streamlined, condensed or accelerated.
• Danger that technologies add a new layer of
complexity
• Isolation and disconnectedness can contribute
to student attrition
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17. Support for Students at Swinburne
Online
• E-learning Advisors
• Student Liaison Team (7 day
support)
• Practicum Placement Team
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18. Virtual academic support
• 140 E learning Advisors are based solely
online, around the world – Sri Lanka, Greece,
Scotland etc.
• Online networks set up to support – teaching
coaches – focus on working more efficiently
and effectively, not harder
• Blackboard staff lounge + Yammer private
social networking site
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19. Education Staff at Swinburne Online
• Program Director – quality of overall program
• Unit coordinator – unit management
• Learning designer – unit glitches and
clarification
• Learning technologist
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20. Unit Moderation through Partnership
• Internal moderation
• HD/Fail cross marking
• SUT/SOL moderation
• Leads into unit review
process
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21. Thanks for listening
Slides at
www.gilly.salmon.com
….Resources
…….Presentations
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22. “Never doubt the power of a small
group of people to change the world.
Nothing else ever has.”
Margaret Mead
“Be the change you want to see in the world”
Mahatma Ghandi
No budgets or humans were harmed in the making of this presentation
“Every society honours its live
conformists and its dead
troublemakers." Mignon
McLaughlin
Editor's Notes
Thanks you for attending our presentation
My name is Mick Grimley I’m an academic here at Swinburne and I’m the academic director of Teacher Education
My partner in crime today is Sheena O’Hare who is the program director of teacher education at Swinburne Online our partner company- and we’ll tell you more about that relationship as we go
We don’t intend to talk for 45 mins
We will aim for about 30 mins followed by questions
probably finish early
I know that it’s the dinner tonight
And just before we start I should just say that although we don’t specifically talk about Blackboard per se we do acknowledge that almost everything we do in our online courses is done in Bb
–and hopefully you’ll get chance to see one of our courses built in Bb later
Just a little bit about what we intend to cover in this session
I’m going to talk for about 15 mins from the perspective of starting up a new Teacher education discipline from the Swinburne University perspective
I’m going to talk a bit about starting Teacher Education from scratch from the academic perspective and some of the issues we’ve faced
Then Sheena will talk about it from the Swinburne online perspective (the more operational perspective)
So Swinburne Online was formed as a partnership between Swinburne University and Seek Ltd in 2011
SOL are a private company
All of the courses offered through SOL are purely online (with no F2F elements)
they began offering courses to students in March 2012
And we started offering Initial Teacher education courses in November 2012
As our partners Swinburne online are effectively our delivery arm
– that’s what they do well
– they provide quality online delivery and support to students
But the students are Swinburne University Students
Open University Australia and SEEK Limited are two organisations which compile the most online offerings in Australia, they enable potential students to find online course offerings relatively easily.
so you can see the benefits of the partnership
There are reports of a large growth in online education
surprisingly Vietnam, Malaysia, Romania and Azerbaijan have the largest projected growth rates
In 2010 there were 6.1 million Australians enrolled in online courses
and over 1000 online education providers
One of the benefits of online education is reported to be a higher profit margins than traditional delivery modes – approximately 8.8% of revenue compared to an average of 3.8% for all education.
So you can see that a partnership with Seek to provide online education has the potential to be lucrative
and there is a market
Mick was employed by Swinburne University in April of 2012
The aim was to introduce teacher Education as a discipline at Swinburne University
The catch was it needed to be done by November that year
The University had no history of Teacher Education
And few resources
Swinburne had 1 temporary Education staff member (an ex PhD student)
And one permanent Early Childhood educator form the TAFE sector
So I went from this – the view from my bedroom window in Christchurch, New Zealand (to this)
A very confusing maze, where I was asking:
Where do I start?
What do I do first?
How do I resource it?
And a thousand other questions
So I just quickly want to go through a little bit about Initial Teacher education as a discipline and the sorts of hoops we have to jump through to make it a viable course and some of the issues we were facing
It’s applied learning so we are educating students to become teachers
– this gives it a theoretical and practical aspect (professional practice)
The Victorian Institute of Teaching is the regulatory body in Victoria that approves all school aged Initial Teacher Education courses - Whereas ACECQA - the Australian Children’s Education and care Quality Authority - approves early Childhood Teaching courses
And to complicate matters from 2012 to 2013 Australia has just moved over to National Standards from State standards
And implemented a National Curriculum
One of the bombshells amongst the National Standards was the requirement that all graduates of Initial teacher education courses should have high Literacy and numeracy competency
– which of course is desired – as they are our future teachers,
but it presents a problem when you have to educate them about teaching and learning along with upskilling them in Literacy and Numeracy as well (this is one we’ve been wrangling with since the initial design stages)
And of courses we also have to get our courses internally accredited
We managed to get the courses written and accredited with existing staff (internal and external)
And in November 2012 we launched (above)
We also hope to offer (above) in November this year – just going through external accreditation
But of course it’s not just about getting our courses accredited
we also needed to have units developed to offer students and this is where it got tricky
effectively at the beginning of August last year we had very few academic staff to do this
And little time to appoint any
So what we appointed 7sessional staff on temporary contracts
- all registered teachers
And to get over the fact that we needed to develop units very very quickly we took a team approach
Our staff worked as a team with regular meetings and development workshops,
And we used a wiki to share resources,
and although one person would take overall responsibility for a unit the whole team collaborated on it
We also had the benefit of being able to wok collaboratively with staff at Swinburne Online who were experts in the online environment and were skilled learning designers (Sheena will talk a bit about this later)
Our whole environment was dynamic and collaborative and as such we were able to meet our targets and have units ready for delivery in November
We are now in a process of recruiting more permanent academic education staff
Although we are Having difficulty finding and appointing more senior education academics
Issues: Online, no reputation in the area of Education
Swinburne Online uses a model of online education that adheres to Professor Gilly Salmon’s five stage model of online learning combined with a supportive environment for learners (and Sheena is going to talk a bit about this later)
We take a Social Constructivist approach in the units – in other words we don’t just provide students with a whole lot of text to read through and expect them to know it
Students work through activities related closely to the learning materials scaffolding the assessments
Students are highly supported (again Sheena will talk more about this later)
And we try to make activities realistic – in other words tasks that they would likely perform in their future career
One major challenge has been overcoming people’s perception of online education as being sub-standard to the more traditional face-to-face courses.
the vast majority of people (even some seasoned educationalists) still take the view that it is essential to have ‘the expert’ up in front of the students to enable them to understand the materials being offered
Often these fears are somewhat mitigated when they realise the extent of the support that students are offered
rather than being left to their own devices.
Another challenge that has faced online pre-service teacher education courses is how to support students whilst on work-based experience (practicum).
it has been important to recognise the expertise of teacher mentors who work in schools
rather than sending out university-based tutors to support and assess students on placement.
I’m now going to hand over to Sheena who’s going to talk about our courses from the SOL perspective