The Learning, Teaching and IT Interface; Do TEL
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The document discusses the evolving landscape of technology-enhanced learning (TEL) and pedagogy driven by changing educational needs. It emphasizes the necessity for institutions to invest in training staff and develop sound pedagogical foundations while adapting to online learning environments. Key concepts include active learning, collaborative learning, and addressing digital equity to ensure inclusivity and accessibility in education.
The Learning, Teaching and IT Interface; Do TEL
- 1. The Learning, Teaching and IT Interface; Do TEL Professor Michael Sankey Director, Learning Transformations President, Australasian Council on Open, Distance and eLearning (ACODE)
- 2. Introduction michael_sankey • Our digital ecologies are changing because the way we are wanting to teach and examine is changing • We are seeing a much greater emphasis being placed on active, authentic and collaborative modes of teaching and assessment • Therefore we have had to find new tools and techniques to help us with these new tasks online • But the reasons to engage with these new tools needs to be based on sound pedagogical foundations
- 3. Griffith • Large comprehensive metropolitan university • 50,000+ students • 6 campuses (5+1) • 15,000 students taking online courses • Although young a strong history of blended learning and use of TEL michael_sankey
- 5. • Ranked #1 for Law and Criminology in Australia • One of the largest criminology academic communities in the world Griffith Criminology https://www.griffith.edu.au/arts-education-law/school-criminology-criminal-justice michael_sankey https://blogs.griffith.edu.au/gci-insights/
- 6. Pivoting quickly • Fortunately, we mostly have robust LMS’s that double as online classrooms • The one where people put up PDFs and PPTs and call it online learning • The last 10 years have seen quite an improvement in how we use these spaces • Despite this we have 1000’s of staff in the sector that engage very little in ‘teaching’ online, as distinct from supporting teaching in an online space • Last 6 months we have trained 1000+ staff https://arthistory.umd.edu/eventinfo/collaboratory-presents-online-teaching-best-practices-and-how-tos michael_sankey
- 7. Being prepared by investing in your people michael_sankey • Since this started we have been running heavily in training staff • There will be long term-benefits that last way past COVID • 1st two weeks focused on getting lectures online and using Teams • We then shifted focus to alternate forms of assessment • Then onto design and analytics
- 8. DATE TIME REGISTERED WORKSHOP Tuesday, 26 May 11.00 44 Prepare your learning materials and activities Thursday, 28 May 11.00 75 Develop engaging online lectures Thursday, 28 May 1.00 67 Design engaging tutorials Tuesday, 2 June 9.00 60 Develop engaging online lectures Wednesday, 3 June 1.00 52 Design engaging tutorials Thursday, 4 June 11.00 47 Prepare your learning materials and activities michael_sankey
- 9. Griffith VLE – Learning@Griffith
- 10. BlackBoard & associated tools O365 & associated tools Pre Uni Undergraduate Post-graduate Work Year 1 Year 2 Year 3-4 Common patterns of student usage VLE Workplace technologies O365 & associated tools BlackBoard & associated tools
- 11. Self or cloud hosted •Institution largely either self hosted or hosted an instance with the vendor on a private cloud, allowing customisations that made upgrading more difficult SaaS •Software as a service (SaaS) vendors moving clients onto using the one version of the software. Less customisation possible, but upgrades happen much more easily API • With self hosted systems, institutions had to develop APIs (application program interface) to allow other systems to communicate with each other LTI & XAPI • The advent of LTI (learning tools Interoperability) allows learning system to invoke and to communicate with external systems against a common global standard Transmission of information • Systems were used to provide links to documents and learning elements contained within a repository. Limited tools in the LMS limited engagement opportunities Participatory creation • The advent of more tools to allow for the co-creation, sharing and peer-review of learning episodes. Greater interoperability has allowed for this to be more easily mediated Walled garden approach • Where the LMS was the central repository for learning and pathways inside the LMS led students to different elements in the one garden Open garden approach • The LMS still has a role but now so do many other systems that can interoperate. Pathways lead between the different gardens providing far more variety Antecedents and descendant in a changing VLE ecology
- 12. The Importance of a quality framework and standards • TEQSA have started to pay a particular interest in TEL • Particularly in relation to fully online courses • Clearly there is a bit of a grace period at the moment • But now we have moved fully online we cant rest on our laurels https://www.teqsa.gov.au/latest-news/publications/guidance- note-technology-enhanced-learning
- 13. Levels within TEL There are levels of TEL seen within the sector, dependent largely on the capacity of the: • Educational jurisdiction • National technology infrastructure • Geographical constraints • Level of staff training Technology-Enabled Learning Technology Enhanced Learning Technology Intensive Learning michael_sankey
- 14. Key Elements of TEL Quality TEL Policy and Procedures Institutional TEL Framework Baseline Standards for All Programs & Units/Courses Standards for Fully Online Units/Courses Governance is essential to ensure each School/Faculty are working from the same baseline. Policy for TEL needs to be aligned & be consistent with other policies, such as the learning & teaching policy. A framework unpacks what is in policy & procedure & aligns this with the systems & practices across all departments. It nominates which department is responsible for each element of TEL practice. TEL sits within the full spectrum of Program & Course delivery, whether it be face to face, online, or a mix (blended). Students require a level of consistency across their Program/s For fully online courses, where there are less physical cues on how staff & students should operate in this environment, an extra level of consistency is required to help support & scaffold their practice.
- 15. 3 Quality tools for TEL
- 16. Course/Unit/Subject Quality Tools • Commonwealth of Learning • OLC quality score card and toolkit • Quality Matters (QM) • ASCILITE TELAS • ACODE Threshold Standards • eLearning Guidelines (New Zealand) • JISC - eLearning Quality Standards • European set associated with eExcellence • E-learning Quality Model (ELQ) out of Sweden michael_sankey
- 17. 1. Partnership-Based Learning 2. Engaging and Empowering Pedagogies 3. Scholarly-Inspired Curriculum 4. Locally and Globally Connected 5. Learner-Enabling Design 6. Digitally-Enabled Learning michael_sankey
- 18. Developing a pedagogy first approach michael_sankey • Educational technology has been a driving force to develop new strategies, with a base assumption that educational technologies can facilitate pedagogical scenarios • We have tried to fit the pedagogical intent of our teaching into a tool we teach it with (we like the tool), instead of using the pedagogy as the reason for adopting the tool (this tool helps me apply my pedagogy) • That’s like putting the cart before the horse
- 21. Active learning michael_sankey • Active discussions • Live debates • Problem solving • Case-based learning • Simulations • Role playing • Peer teaching • Team projects • This is where you engage students on an analytical level. It seeks to facilitate students to assimilate material and information rather than passively absorbing it through traditional lectures. • By designing tasks that require students to be active, they are also being encouraged to take a deep approach to learning which can impact on their learning in a positive way.
- 22. Collaborative Learning michael_sankey • This relies on engaging group structures to support students working together while maximising Individual learning. • It usually involves two or more people learning something together, allowing them to capitalise on one another’s resources and skills. • This can be integrated into your teaching program to encourage students to become involved, which can in-turn provide a valuable source of motivation. • Peer modelling: getting students to roleplay • An online Scavenger Hunt for information related to the topic of the week • Formal or informal debates on a given topic • Pass the Problem, where students partly answer and pass the problem onto to the next student. • Forming Groups Creatively, where students brainstorm solutions to problems
- 23. Authentic Learning michael_sankey • Students gain experience – learning by doing rather than by listening or observing. • Lets them discuss, explore & construct concepts, to discover real word relationships. • Encouraged them to critically think & evaluate information & data, to gain knowledge & build a professional identity. • It exposes them to various settings, activities & perspectives, allowing them an opportunity to collaborate, and practice skills in their various environments. • A problem that is ill-defined and not easily solvable • Tasks that allow for sustained investigation • Allow for multiple sources and perspectives • Reflection • Perspectives from various disciplines • Assessment that is integrated • Creation of products • Problems that have many possible solutions and outcomes.
- 24. • Many of our students studying Criminology and Criminal Justice are first in family • This means many lack professional role models and experience. • The design of our courses takes this significant characteristic of our students into account. https://app.secure.griffith.edu.au/exlnt/ michael_sankey
- 25. • In the Bachelors of Forensic Science / Criminology and Criminal Justice • Approximately 120 1st year students required to learn vital skills in five different laboratory classes. • The challenge: to find a way for students to record their learnings, and have ongoing access to them throughout the program to reflect on what they have learnt in the laboratory to: • Articulate the skills that they developed • Show confidence in task completion • Identify areas for improvement PebblePad: ePortfolio michael_sankey
- 26. • Digital Fluency and Digital Equity • Digital Fluency • A digitally literate person knows how to use digital technologies and what to do with them. • A digitally fluent person can decide when to use specific digital technologies to achieve their desired outcome. They can articulate why the tools they are using will provide their desired outcome. (TKI, 2020) • The authors of the 2019 Horizon Report (Alexander, et al, 2019) write, “Merely maintaining the basic literacies by which students and instructors’ access and evaluate information is no longer sufficient to support the complex needs of a digitally mediated society” (p 14). • The times have changed When dealing with TEL student @centre of the mix michael_sankey
- 27. • Diversity and accessibility in the use of TEL • It relates to both access and inclusion • April 2019, in the US, Sen’ Patty Murray introduced the Digital Equity Act to Congress • So, it becomes the responsibility of the teacher (or designers) to enact these features for their students • Enter, Universal Design for Learning (UDL) and the ability “to develop content in multiple modalities to ensure access for all students” (Alexander, et al, 2019, p. 15) • As of Sep 2019 only 54.8% of household globally had access to the internet (UNESCO, 2019a) • To have a device to access educational content is one thing, being able to afford to purchase educational textbooks to support one’s learning is quite another • Nov 2019 @UNESCO General Conference, ‘OER Recommendation’ on the creation, use and adaptation of inclusive and quality OER was unanimously supported (UNESCO, 2019b) Digital Equity michael_sankey
- 28. • On the ACODE Site: https://www.acode.edu.au/mod/page/view.php?id=3841 • On the YouTube site: https://www.youtube.com/channel/UCQHtUlUwqNy5Txa4thrlmlw ACODE Learning Leaders Vodcast links
- 29. Doing this quickly doesn’t mean we abandon quality michael_sankey • When all is said and done we have done an amazing job to get all our courses online in such a short time • But let’s face it some of it could be a lot more elegant • The other thing that has suffered most is assessment • And designing for usability – UDL https://transformingassessment.com
- 30. Sharing and learning with others michael_sankey • “We are all in this together” • Most people are very willing to share • Get connected • Look for this from people you trust, already know, as • Lots of people are putting stuff up for us to learn from • But look for trusted sources https://teledvisors.net/blog/
Editor's Notes
- #10: The Griffith VLE With the backbone of Blackboard Ultra and its associated tools Around this we have the Microsoft Office 365 Then associate other externally hosted tools All aligned with our other corporate systems Underlying all this is data as data is the new gold
- #11: If we look at the life cycle of the student from pre university through to their work life We see them using Blackboard heavily to scaffold core learning materials We see many students coming to uni having used a LMS like blackboard through to post graduate study, but we do not see a lot of use in the workplace (some but not a lot) We also know that most students also use Office products, but we do know that once students are out in the workplace they will be heavily using office products and workplace technologies, so we need to be preparing our students for the world of work So the sweet spot is how do we make these products more interoperable to make the transition between these as easy as possible
- #14: We have tools for Technology–enabled learning and technology enhanced learning, but not yet for Technology intensive learning