Digital and collaborative learning for tertiary transformation

The Mind Lab by Unitec | 2016
Digital and Collaborative Learning
for Tertiary Transformation
Dr David Parsons

The Mind Lab by Unitec | 2016The Mind Lab by Unitec | Teaching and Learning | 2016The Mind Lab by Unitec | 2016
Though the fundamentals of learning theory have not yet
been challenged by technology, we must continually
rethink the style and scope of pedagogy in the digital
age.
Beetham, H. & Sharpe., R. (Eds.). (2013). Rethinking Pedagogy for a Digital Age: Designing for 21st
Century Learning (2nd Edition). Abingdon, UK: Routledge.
Pedagogy in the Digital Age (1)

Many important questions are raised when established
learning theories are seen through technology. The
natural attempt of theorists is to continue to revise and
evolve theories as conditions change. At some point,
however, the underlying conditions have altered so
significantly, that further modification is no longer
sensible. An entirely new approach is needed.
Siemens, G. (2004). Connectivism: A Learning Theory for the Digital Age.
http://www.elearnspace.org/Articles/connectivism.htm
Pedagogy in the Digital Age (2)

The Mind Lab by Unitec | 2016The Mind Lab by Unitec | 2016
While simplistic notions of the Net generation of Digital
Natives may be discredited, there is significant
demographic change in the Millennial student cohort,
including extensive technology use.
Jones, C., Ramanau, R., Cross. S. & Healing. G. (2010). Net generation or Digital Natives: Is there a
distinct new generation entering university? Computers & Education, 54(3), 722–732.
Millennials

AKA iGeneration, Gen Tech, Gen Wii, Net Gen, Digital
Natives, Plurals
“This is the first generation to be born in a post-Internet
world, truly device-in-hand”
- Christopher Wolf, Goldman Sachs Research
And then comes Generation C...
Generation Z

Innovative Learning Spaces in NZ

There is a potential cognitive dissonance between what is
an increasingly digital learning experience in today’s
school students and what they are likely to encounter
when they reach tertiary education
Two Worlds Collide

Will you have to speak GenZ?

Generation Z:
★ Craves regular and technology-enhanced learning
opportunities
★ Looks for educational opportunities that use visually
enhanced methods of teaching
★ Thrives on opportunity. Guide them in how to achieve their
goals. They want to participate in the journey!
★ Students want to shape their own journey with you as a
guide
Cook, V. (2015). Engaging Generation Z Students. University of Illinois.
Engaging Gen Z

Still didactic rather than negotiated, many-to-one rather
than one-to-one and focusing more on control than
offering resources.
Laurillard, D. (2013). Rethinking University Teaching: A Conversational Framework for the Effective
Use of Learning Technologies (2nd Edition). Abingdon, UK: Routledge.
How do we provide opportunities to transform teaching
and learning in ways that do not simply add to workload
and stress?
Undergraduate Teaching

Provides the skills, confidence and experience to
transform education
● Complementary themes: digital tools, collaboration,
leadership, research informed reflective practice
● Digital tools integrated into broader pedagogical
change
● The enabler for collaborative learning
The Mind Lab Programme

Te Toi Tupu Consortium. (2014). e-Learning Planning Framework.
It’s not about the technology

With the exception of Powerpoint my practice was
embedded in my training in the 1980s
Back to the 1980s

A change of environment forced me to reconsider my
● Approach to teaching and learning
● Approach to assessment
● Use of digital tools in the classroom
Changing my Tertiary Practice

★ I let the students choose their assignment medium
★ I let the students pick an assignment focus within a
broad topic
★ I gave them a voice to present their work however they
wanted
★ I bought a large bottle of ping pong balls
How I changed my teaching

“Just want to say you've been an amazing teacher
throughout the semester. I myself enjoyed your lectures
specially the poker card game and the ball game, both are
now a lifetime experience.”
“I am truly think that the way you teaching was different
from other lecturers and I really enjoyed it.”
Student Feedback

“The paper was the most interesting paper I had in New Zealand. It was not like other
papers which students just need to pass every assignment and pass the final test, they
may do not even bother come to the class. It was not only because this paper was
interesting and really useful for software development, it was also because the way your
teaching is really interesting for us.
We learnt the knowledge of agile software development. we played LEGO robots with
our own program. We learnt the new way to do a presentation by using different
medias. We played poker and ping-pong ball in your lecture. We learnt not only the
theories, but also the way how a theory works in real world. The time being in your
lecture was the most fun time I never had in my life in any university. “
Student Feedback

Digital and collaborative learning for tertiary transformation

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Digital and collaborative learning for tertiary transformation