Changing learning methods and approaches, their assessment and quality assurance
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The document discusses evolving learning methods and the integration of technology in education, highlighting the significance of e-learning features such as personalization, collaboration, and engagement in curriculum design. It emphasizes the development of 21st-century skills, including critical thinking and global citizenship, as essential for students in a rapidly changing world. The paper also stresses the importance of continuous feedback, quality assurance, and active participation in both teaching and learning processes.
Changing learning methods and approaches, their assessment and quality assurance
- 1. Changing learning methods and approaches, their assessment and quality assurance Charalambos Vrasidas, Executive Director, CARDET Professor & Associate Dean for e-learning, UNic www.vrasidas.com www.cardet.org pambos@cardet.org
- 3. Overview • Trends • Designs for learning • Case Studies • Possibilities • Challenges
- 4. INTRODUCTION
- 5. • 1986: Teachers and machines: the classroom use of technology since 1920 • 1993: Technology meets classroom: Classroom wins • 2001: Oversold and Underused • 2015: The rhetoric of Reform and Teachers use of ICT Technology and Reform
- 6. "The No Significant Difference Phenomenon" A lot of research reports document no significant differences in student outcomes between different modes of education delivery. Method – context – tools – teacher - capabilities of technology…. Are more important
- 7. • Society more connected but conflict rife • World changing, education must too • New literacies needed for society of tomorrow • Learning throughout life in a complex and changing world
- 14. What does it mean for curricula design and delivery?
- 16. Characteristics of elearning • Personalized • Access • Collaboration • Immediacy • Connections • Communication • Presence • Support
- 17. What does it mean for the kinds of skills we need to help our students develop?
- 18. Life Skills Collaboration Communication Empathy Reflection Resilience Problem Solving Global Citizenship Critical Thinking Creativity
- 19. New Media Literacies (Jenkins) Performance Play Simulation Appropriation Multitasking Distributed Cognition Collective Intelligence Judgment Networking Transmedia Navigation Negotiation http://www.newmedialiteracies.org/
- 20. • “Literacy as I am using the term is definitely a skill. But solitary skills are not enough today. Literacy now means skill plus social competency in using that skill collaboratively” – (Rheingold, 2013, p. 4)
- 21. Play: The ability to capacity to experiment and explore various solutions to problems. http://tinyurl.com/po9ry3v http://tinyurl.com/oh7p6ct
- 22. Performance: The capacity to embrace new identities and to explore and discover new worlds. http://tinyurl.com/nay45jq
- 23. Multitasking: The ability to engage in multiple scans simultaneously. http://tinyurl.com/owwgg3t http://tinyurl.com/owyz8ar
- 24. Judgment: The ability to access, evaluate and decide on the use of various sources of information. http://tinyurl.com/otgggjx
- 25. For the Love of Reading …
- 27. LEARNING DESIGN
- 29. Characteristics of Design Practice • Creative process • Human centered • Situated and contextualized • Culture and people roles (not with ICT) • A participatory system
- 30. Design thinking as a framework encourages us to act as LEARNING ARCHITECTS
- 31. LEARNING DESIGN Pedagogy and Assessment
- 32. Learners Learn Best When … • They engage in active intentional learning • Represent knowledge in multiple ways • Participate in real-world authentic activities • Receive frequent feedback • Collaborate with others in solving problems. • Have access to tools for meaningful learning
- 33. TEACHERS LEARN THE SAME WAY!
- 34. Professional Development Issues • Holistic approach • Authentic and situated • Active and engaged • Collaborative • Continuous and long term • Incentives • Application and reflection • Feedback • Technology www.cardet.org
- 35. Linking Theory & Praxis 1 THEORY PRAXIS Promote ownership, commitment, and a shared vision among participants Provide opportunities to participants to shape the structure, goals, and assessment components of the program Promote interaction by structuring collaboration Require participants to work in groups to prepare projects, moderate discussions, etc. Quality Assurance: Constantly evaluate and revise In addition to regular project evaluations, collect data from all stakeholders to ensure all voices are heard and reflected in future revisions.
- 36. Linking Theory & Praxis 2 THEORY PRAXIS Choose the right technology tools Make sure that the online communication tools you use are usable, reliable, and appropriate for your target audience Design for cognitive apprenticeship Pair expert learners with less experienced learners to work on collaborative projects Choose authentic tasks and activities Use real world, authentic tasks and activities which will help participants make the direct connection to their professional practice
- 37. Linking Theory & Praxis 3 THEORY PRAXIS Provide regular feedback to participant’s work Provide opportunities for feedback to participants work via a variety of mechanisms such as teacher feedback, automatic grading procedures, and peer reviews Use a variety of assessment methods Collect information from participants’ work, moderations of online discussions, postings in online conferences, and other artefacts developed and shared within the online community Promote reflection Design activities that encourage participants to act as reflective practitioners and establish connections between the content of their studies and their professional practice
- 38. Quality Assurance Management Processes Products • Institutional policies, aims, strategy, resources • Teaching &learning, student & teacher support • Curricula, courses, learning activities
- 39. CASE STUDIES
- 40. UNic Online
- 50. WAY FORWARD
- 51. Successful elearning initiatives • Systemic Approach • Participatory – Collective • Quality course materials • Local and Virtual support networks • Balanced Blended mix tools • Appropriate staff numbers • QA, Monitoring & Evaluation • Vibrant research activity • A culture of life long learning communities »CARDET, 2002, 2004, 2005, 2009
- 52. Research QA, Evaluation Reflection E-learning Adoption Teacher practice Ongoing support Technology & Infrastructure Policy - sustainability Systemic-systematic Involve stakeholders Curriculum Pedagogy Assessment Linking Academia – Industry | Education Culture Technology Integration Framework Adoption of e-Learning