Creating learning environments that are both teacher and student centred, simultaneously: Opportunities and issues

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Creating learning environments that are both
teacher and student centred, simultaneously
Opportunities and issues

• David M. Kennedy, PhD
• ??? ??
• Director, Teaching and Learning Centre
• Associate Professor , CDS

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Outline

• 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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Context

• Research intensive University
• Post- under-grad.
• OBA is now the norm
• Previous exp. of students
• Didactic
• Exam-driven
• F2F

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21st C University

• 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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Curriculum alignment

• 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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Outcomes and verbs
Biggs, J. B. (2003). Teaching for quality
learning at university (2nd ed.). Buckingham
Open University Press.
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• ALIGNMENT

(McNaught, et. al., 2006)
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• ALIGNMENT

(McNaught, et. al., 2006)
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Learning technologies

• Lots of opportunities
• BUT
• Disorganized, disparate, demanding
• Design

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Learning design I

• 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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Learning design II

• Careful design to achieve curriculum alignment
• Integration of F-2-F AND technology
• Use the MOST appropriatetechnology (discipline)
• Dont forget researchopportunities

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Learning design III

• 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

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tent/articles/0148b-hammer-cartoon.gif
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The students
http//baxterking.com/wp-content/uploads/2008/12/h
ong-kong-15-thumbnail-hong-kong-_tngpx10001x14537x
1fa4c1096.jpg
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• ENGAGING SOCIALLy

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• 20

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The tools
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• MOODLE FOSS

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Mahara FOSS
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(No Transcript)
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Learning outcomes

• Under-grad
• demonstrate the use of Information and
  Communication Technologies (ICTs) to implement
  curriculum reforms in language education

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Undergraduate
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Undergraduate
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Undergraduate
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Learning outcomes

• Post-grad
• Demonstrate an effective understanding of the
  design of eLearning environments
• build a blended learning environment
• demonstrate an academic perspective

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Postgraduate
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Postgraduate
http//moodle.cite.hku.hk/
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Voice
http//www.toastmasters.org/OtherImages/FindingYou
rVoice.aspx
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Student voices

• The student voice (MSc ICT coordinator)
• impact on your learning and class dynamics

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Student voice

• Primary school ICT coordinator
• impact on your learning

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Feedback from students

• 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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• FEEDBACK

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Opportunities

• 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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Issues

• 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
• These are non-trivial issues
• The next slide

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Dont be a gatekeeper
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(No Transcript)
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Thank you and contact details

• With thanks to
• ALT-C for the invitation to share my TL
  experiences
• My students for sharing their views
• David M. Kennedy
• Director, Teaching and Learning Centre
• Associate Professor, CDS
• Lingnan University, Hong Kong
• davidmkennedy_at_LN.edu.hk
• http//www.ln.edu.hk/tlc/staff/davidmkennedy/dmk0.
  html

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Abstract

• 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.
• 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.