Transcript Developing Strategies handout

Developing Strategies
for using IT in Teaching &
Learning
Tuesday 20th October 1998
Dr Jay Dempster
Academic Staff Development Office
Educational Technology Service
Developing Strategies
for using IT in Teaching &
Learning
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Reasons/pressures for IT intervention
Looking at models of teaching
Identifying (new) teaching aims
Establishing a basic strategy
Looking at IT solutions
Integrating a range of methods
Evaluating effectiveness of changes
Reasons/pressures for IT intervention
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personal reasons
national pressures
departmental pressures
TQA
institutional?
Models of teaching
Old model
New model
Technology implications
classroom lectures
individual exploration
networked Pcs with
access to information
passive absorption
(active learning)
apprenticeship
requires skills
development &
simulations
individual work
team learning
benefits from collaborative
tools & email
teacher as dispenser teacher as guide
of information
access to experts over the
network
stable content
fast-changing content
requires network and
publishing tools
homogeneity
diversity
requires a variety of
access tools and methods
Larger groups require changes in:
Format of
seminars
more student
centred
Group skills
presentations
discussion leaders
group facilitators
Staff
deployment
more effective
use of GTAs
Tutor being a manager for learning
inducting students to
student-centred learning
so they know what is
expected of them
setting up support
structures for students:
basic learning
resources, contacts etc.
managing GTAs: giving
them basic training,
making clear what is
expected of them, setting
up procedures
In the new teaching & learning methodology
• the teacher becomes guide/manager of learning
resources
• the student becomes more independent and
manages his/her learning
• the student works collaboratively with peers, not
competitively
• communication and resources are accessible via
the internet
• multimedia resources become are delivered over
the network for flexible access
Computers
in Education
Resources
CAL packages
Web (internet)
CD-ROMs
Text/Databases
Tools
Communications
Word processors
Spreadsheets
Databases
Programming
Electronic mail
Mailbases/Usenet
Computer conferencing
Whiteboarding
Video conferencing
Establishing a basic strategy
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challenges faced
current & future problems
the overall vision
course aims & objectives
method/materials
available delivery infrastructure
course approval
departmental priorities
scaling up
staff development needs
student motivation & induction
implementation planning
evaluating effectiveness
Strategic thinking
Current teaching
practice - new
challenges &
present problems
student
feedback
Evaluate
effectiveness
Implement methods,
monitor & adapt
Overall departmental
and programme aims
Specific course
objectives
IT in T&L
strategy
support
services
Training needs (staff/
students), resources
required, costing
TQA
Investigate
methodologies (IT?)
Discuss/collaborate
with dept/faculty/
support services
Teaching aims
IT solutions
Check your basic assumptions
• Assessing your own level of
technological ability
• Expectations of student IT skills after
graduation
• Support for IT developments
Looking at IT solutions
• Communicate your ideas
• Integrate admin, teaching and
assessment procedures if possible
• Exploit the Web, CMC, databases,
other tools for flexible l.resources
• Identify useful IT-based learning
materials & sources of funding
• Integrate a range of learning
technologies as appropriate
Matching learning technologies
to teaching & learning objectives
presentation technologies
& multimedia
work-based assignments
to provide structured learning for core CAL packages
content
to liven up lectures
to deal with quantity and diversity of
remedial teaching
CAL packages
simulations
to get difficult concepts across to
students
animations
simulations
problem-solving
objective testing
computer-based
assessment
evaluate cost-benefits of
current vs IT methods
to give more feedback to students to
reinforce learning;
to reduce marking
to teach more efficiently
Matching learning technologies
to teaching & learning objectives - 2
to improve student and tutor interaction &
communication
 electronic groups
 computer conferencing
to encourage student-centred exploration
 resource-based learning
or discovery learning, better use of internet
environments, e.g. via the web
resources
to avoid routine enquiries (e.g FAQs)
email lists/newsgroup
bulletin boards
to improve access to materials
web-based delivery
to enable flexible learning from
remote sites at times which suit
students
to enable the teaching of larger
groups of students
web-based learning
environment
combination of methods
(e.g. web-based delivery of
materials with built-in CMC)
Integrating a range of methods
• Fit IT method(s) to the needs of a
particular course
• Use a “pick ‘n’ mix” approach
• Find ways to motivate students to
learning
• Make changes incrementally
• Monitor and adapt
• Evaluate against objectives
Your personal strategy
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Main teaching aims
IT solution /combination
Motivators to action
Barriers to progress
(Seek support/funding)
Check IT infrastructure
Embed motivation for students
Evaluating effectiveness
Further reading & resources
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Rethinking University Teaching: A Framework for the Use of Educational
Technology, Diana Laurillard, 1993. ASDO student reserve collection area
Educational Technology Service web site: http://www.warwick.ac.uk/ETS/
– Resources section for useful guides and case studies
Academic Staff Development web site:
http://www.warwick.ac.uk/services/SED/teaching/
– Teaching & Learning section for case studies and details of TDFund and
funded project summaries
LTDI publication “Implementing Learning Technologies”:
http://www.icbl.hw.ac.uk/ltdi/
CTI Support Service journal, Active Learning - full of case studies
– http://www.cti.ac.uk/
TLTSN case studies - series of 3 short publications
– http://www.tltp.ac.uk/tltsn/
Contact details
Dr Jay Dempster
Academic Staff Development Office
Educational Technology Service
Humanities Building H.112
Web site: www.warwick.ac.uk/ETS/
Email: [email protected]
Tel: x 24670
Fax: x 72736
Computers
in Education
Resources
CAL packages
Web (internet)
CD-ROMs
Text/Databases
Tools
Communications
Word processors
Spreadsheets
Databases
Programming
Electronic mail
Mailbases/Usenet
Computer
conferencing
Whiteboarding
Video conferencing
Check your basic assumptions
• Assessing your own level of
technological ability
• Expectations of student IT skills after
graduation
• Support for IT developments
Assessing your level
of technological ability
• general skills:
– can you set up video player,OHP, computer
• does the idea of using IT:
– worry you or excite you
• computer-based materials:
– text (keyboard, OCR)
– graphics (paint/draw packages, scanning)
– media (sound, moving images, animation,
photographs)
Assessing your level
of technological ability - 2
• managing files:
– backing up data
– preventing and coping with viruses
– copyright of electronic materials
• using data projection devices
• using email, discussion lists, conferencing
• understanding the web:
– using it, browse/search skills, creating pages,
managing web sites
Expectations of student IT skills
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Dearing skills specifications
“graduateness”
Public accountability of HE
Employers in industry/commerce/business
Quality assessment
– TQA Learning resources:
• looking for overal strategy of IT in teaching and
learning, and specific provision of IT infrastructure
including support
Support for IT developments
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Academic development
Computing services
Librarians
National CTI Centres
– discipline-based expertise and resources
• Nationally available courseware materials
– TLTP, ITTI, FDTL ...
• Departmental
• Teaching Development Fund