PDEV 501 Preparing for an Academic Career

Session 10: Technology-support for Active Learning Pedagogies


Session Outcomes


By the end of this session, you should be able to:
  • describe ways that technology can be used to enhance key learning principles
  • explain how a number of specific technologies can be used to support
    • active learning in large lectures
    • active learning in small-groups
  • experiment with an expanded range of technologies for student learning for different pedagogies




PART I - THE LOCAL LANDSCAPE


PDEV501 Survey on experience of using Technologies in Teaching and Learning.



What kinds of technology have helped you learn?
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In what ways have these technologies been helpful to your learning?
  • to obtain more information e.g. factual information, explanations, definitions, discussions, other points of views.
  • to facilitate sharing and organizing information, and self-directed learning.
  • to connect with other people who share the same concern or interest.

When you learn to use a new technology, what usually make you feel anxious or uneasy?
  • time consuming to learn to use
  • not user-friendly interface
  • too much information
  • don't see the value of learning a particular new technology


Digital Native Study (HKUST Fall 2007)

288 students
  • 70% are 20 years old
  • 93% are year-1
  • 89% are local students

Access Exclusively for respondents' own use / access any time respondents need it, shared it with others

  • 99% have mobile phone
  • 91% have desktop computer
  • 87% have broadband internet access
  • 79% have portable computer

Uses of technologies USED EVERYDAY by 50% of the students

  • Use mobile to text / SMS people
  • Use web for instant messaging / chat
  • Use web to look up reference information for study
  • Use web to browse general information
  • Use web to send / receive email

Uses of technologies NEVER used by 50% of the students

  • Use mobile to post blog entries, access instant messaging, and send/ receive email
  • Use web to contribute Wiki
  • Use web to read RSS feeds
  • Use social bookmarking software

Usefulness of technologies in study

  • Access university based services via web
  • Download / access online supplementary AV materials
  • Download / access online lectures not attended
  • Create / present multimedia as course requirement
  • Revise lectures via online AV recordings
  • Communicate with students via instant messaging
  • Receive course information via RSS feeds
  • Share digital course files via web






PART 2 - THE GLOBAL LANDSCAPE


Convergence - The 21st Century Information and Communication Technology (ICT) Landscape


"The ubiquitous presence and utility of ICT in modern life are having a significant impact on the way we live, and even on the notion of an educated person. It has led to the concept of the knowledge society - sometimes also called the learning society or information society. There is a widespread awareness that these developments have profound implications for education, and that schools must change, but as yet little detailed consideration of the extent of the change needed and the advantages that ICT can bring. The growth of the knowledge society and the pervasiveness of technology represent a major challenge a major opportunity for education."

Organisation for Economic Co-operation and Development (OECD) Learning to Change: ICT in Schools (2001), p.9


Convergence and the 21st Century Learner


http://shifthappens.wikispaces.com/versions



Please go here and type in your words you noted down from watching the video.

Reactions in Words to Shift Happens (Did you know ...?) Video

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PART 3 - CURRENT AND FUTURE TECHNOLOGIES IN EDUCATION



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  • Typically not built for education but being used by teachers and learners







PART 4 - LEVERAGING TECHNOLOGIES TO ENHANCE ACTIVE LEARNING


7 Principles of Good Practice for Undergraduate Education (Chickering and Gamson, AAHE, 1987)




http://www.utoronto.ca/tatp/handouts/Seven_Principles_for_Good_Practice.pdf

acu-20th-21st-educat.jpg



Technology Standards For Students, Teachers and Administrators


Students
Teachers
Administrators
1. Creativity and Innovation

2. Communication and Collaboration

3. Research and Information Fluency

4. Critical Thinking, Problem Solving, and Decision Making

5. Digital Citizenship

6. Technology Operations and Concepts
1. Facilitate and Inspire Student Learning and Creativity

2. Design and Develop Digital-Age Learning Experiences and Assessments

3. Model Digital-Age Work and Learning

4. Promote and Model Digital Citizenship and Responsibility

5. Engage in Professional Growth and Leadership
1. Visionary Leadership.

2. Digital-Age Learning Culture.

3. Excellence in Professional Practice.

4. Systemic Improvement.

5. Digital Citizenship.



LEARNING TASK 1
  • Discussion: How could technology be used to support each of these 7 principles of good practice?


  • Instructions:

  1. Each person will partner with one other student from each of the other tables.
  2. One person in the group should create an online writing space in Primary Pad and share the link for this via email with the other members (available on the 'group information' page). You can all write your ideas in real time into this single page.
  3. Each group, will be assigned 2 of the 7 principles of good practice to brainstorm ideas on how technologies could be used to support those two principles.
  4. Be prepared to present a summary of your brainstorm with the class at the end of the 15 minutes. The teacher will tell you who will do the sharing at the end.





PART 5 - TECHNOLOGY-ENHANCED ACTIVE LEARNING COURSE AND PROGRAMS


Breaking Through the Course/Classroom Walls


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The Porous Interactive Course - information and communication flows in and out


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PART 6 - FRAMEWORK FOR THE USE OF TECHNOLOGIES FOR LEARNING AND TEACHING


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Learning Technology Use: Time and Place



Learning Activities and Supporting Technologies


Examples using the above framework

Robin Good's Overview (interactive mindmap)


Examples for Specific Technologies



LEARNING TASK 2

  • Example Review and Evaluation


  • Instructions:

  1. With the micro-teaching group at your table, identify a technology (e.g. wikis, online video) from the examples that are potentially applicable to the preparation for the micro-teaching (i.e. active learning in large class, inquiry-based learning, cooperative/ collaborative learning).

  2. One person in the group should create an account in the online mindmapping software called MindMeister This person will type for the group.

  3. Review the example you identified and together decide which of the 4 Time/Place quadrants the learning activity fits into (it could be more than one quadrant).

  4. Discuss and decide the pros and cons of the learning design for this activity.

  5. Next discuss and describe how you would alter the learning design to fit into one or more of the other quadrants.

  6. Be prepared to present a summary of these points to the class using the online mindmapping tool . The teacher will tell you at the end which person in the group will be the presenter.

  7. IF you finish quickly, your group can extend this activity by choosing another technology to work on.





PART 7 - KEEPING UP-TO-DATE















LEARNING TASK 3

  • Reflection on your experience


  • Instructions:


  1. Use one minute to think about either one of the following questions:

    • What is a key point you are taking with you? or,

    • What are the technologies you have found relevant or useful for your own teaching or syllabus?

  2. Be prepared to share with the class