Transcript - ALT Open Access Repository

David M. Kennedy, PhD
甘明德 博士
Director, Teaching and Learning Centre
Associate Professor , CDS
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The context
Outcomes-based
approaches to T &L
Learning design
The students
The tools
Impact
 voices of the students
 Feedback
Opportunities & Issues
 Questions
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Research intensive University
Post- & under-grad.
OBA is now the norm
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Previous exp. of students
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 Didactic
 Exam-driven
 F2F
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Emphasis on
 Critical thinking
 Real problem-solving
 Whole-person development
 Communication – local and global!
 Language – particularly in HK
 Transforming information into knowledge
 Being self-organised, engaged, passionate
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The Biggs model
 align outcomes, activities and
assessment
 articulate criteria for success
▪ rubrics
 communicate expectations to
students
▪ provide examples
▪ provide feedback
 Content and concepts
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Biggs, J. B. (2003).
Teaching for quality
learning at university (2nd
ed.). Buckingham: Open
University Press.
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(McNaught, et.
al., 2006)
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(McNaught, et.
al., 2006)
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Lots of
opportunities
BUT …
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Disorganized,
disparate,
demanding
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Design
http://www.bargainpoolsupplies.com/images/NT125_RaftCad_beforeafter.jpg
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Things to consider
 Learning tasks – Active authentic learning
▪ real problems involving reflective processes
▪ peer feedback, modeling and mentoring
 Learning resources for blended learning
▪ e + books, e + journals, e + media
▪ social networking
 Learning support
▪ using the tools to manage feedback, exemplars, rubrics
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Careful design to achieve curriculum
alignment
Integration of F-2-F AND technology
Use the MOST appropriate
technology (discipline)
Don’t forget research
opportunities
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Use of ICTs
 Web 2.0 technologies in
particular
▪ Blogs – for reflective writing
▪ Social networking – for
communities of practice
▪ Walls, Tagging, Forums
 ePortfolios for more
flexible assessment
artifacts
http://www.ethics.org.au/resources/img/generalcontent/articles/0148b-hammer-cartoon.gif
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http://baxterking.com/wp-content/uploads/2008/12/hong-kong-15-thumbnail-hong-kong-_tngpx10001x14537x1fa4c1096.jpg
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Comparision of social technologies
Web conferencing
VOIP telephony
Social networking
File sharing - photos
File sharing - music
Blogs - maintaining
Blogs - commenting
Blogs - reading
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10%
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HKU 2007/8
30%
40%
50%
60%
Melbourne 2006
70%
80%
90%
Useful technology-related activities to improve learning
Use social bookmarking
Contribute to other blog
Keep your own blog
Contribute to wiki
Design web pages as part of course
Use web conferencing
Use YouTube videos
Create audio/ video
Use web conferencing to communicate with students
Use mobile phone to access university info
Use social networking to communicate with students
Receive pre-class discussion via text message
Receive grades via mobile
Receive administrative info via text
Use instant messager to communicate with teachers
Receive alerts about course information
Share files related to course
Present multimedia shows
Revise course material online
Use instant messager to communicate with students
Download recordings of lectures
Download supplementary content
Access university based services
0%
Useful
10%
20%
Not useful
30%
40%
50%
60%
70%
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Under-grad
 demonstrate the use of
Information and
Communication Technologies
(ICTs) to implement curriculum
reforms in language education
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http://moodle.cite.hku.hk/
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Post-grad
 Demonstrate an
effective understanding
of the design of
eLearning environments
 build a blended learning
environment
 demonstrate an academic
perspective
http://digitalconversations.files.wordpress.com/2008/12/calvin-on-writing-a-thesis.jpg
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http://moodle.cite.hku.hk/
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http://www.toastmasters.org/OtherImages/FindingYourVoice.aspx
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The student voice (MSc – ICT coordinator)
 impact on your learning and class dynamics
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Primary school ICT coordinator
 impact on your learning
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… when I started this module I thought the
assessment was unfair … but, as I undertook the
tasks I was reminded of how you always ask us
to demonstrate our knowledge. Now I have
completed the tasks, built my own learning
platform, set up forums, added videos I now
have the confidence to develop myself further.
Thank you, PL
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Q5n: Overall, I think Mahara is a USEFUL tool for
supporting my learning.
Q5l: I think ePORTFOLIO tools (either Mahara or another
ePortfolio platform) will become more inportant for
teaching and learning in the future.
Q5k: I liked being able to view the FEEDBACK given to
other students via the COMMENTS.
Q5j: I liked being able to ARRANGE different VIEWS for
presenting data in Mahara.
Q5h: Having an area to STORE my own ‘Files’ in Mahara
was useful for my learning.
Q5g: I found the ability to READ blogs and VIEWS from
my classmates stimulated my own thinking.
Q5f: I found the ability to READ Blogs and VIEWS from
classmates stimulated my motivation.
Q5e: I found the ability to customise the interface
(VIEWS) using Mahara useful for my learning.
Q5d: I found the SINGLE sign-on to Mahara via Moodle
effective.
Q5a: I found the use of blogs in Mahara to stimulate my
THINKING about critical issues about eLearning.
0%
Strongly agree
Agree
10%
Neither agree or disagree
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30%
Disagree
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50%
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Strongly disagree
70%
N/A
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90% 100%
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More engaging forms of assessment
More choice in the assessment possible
Better management
Better modeling of assessment requirements
Better evidence of reflective practice
Better engagement
Better motivation
Better use of media to illustrate complex ideas
(good teaching and course evaluations)
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The need to model ‘academic’
blogging/presentation
 Plagiarism – need Turnitin or equivalent
 Citations and bibliographies
 The effective use of media
 The use of visual representations
 Students do NOT naturally use learning technologies
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These are non-trivial issues
The next slide
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With thanks to
 ALT-C for the invitation to share my T&L experiences
 My students for sharing their views
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David M. Kennedy
 Director, Teaching and Learning Centre
 Associate Professor, CDS
 Lingnan University, Hong Kong
 [email protected]
 http://www.ln.edu.hk/tlc/staff/davidmkennedy/dmk0.html
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Some have argued that Web 1.0 environments are passé: Web 2.0 is where
the action is! However, what may be more useful is to think of Web 1.0 and
2.0 applications as offering a raft of potential affordances and opportunities.
Learning designs that incorporate an LMS/VLE to provide support for
scaffolding, grouping and organising learning can be combined with Web 2.0
applications (e.g., for students to share, and collaborate) and ePortfolios. The
synergy of these tools offers increased flexibility, manageability and more
student-centred learning.
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The presentation will examine an outcomes-based approach to learning
design and how this may be supported by the synergy of Web 1.0 and Web 2.0
applications.
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