elearning strategies for maximising learning and teaching opportunities

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e-learning strategies for maximising learning and
teaching opportunities

• Ron Oliver
• Edith Cowan University
• Science, Engineering and Technology Learning and
  Teaching Forum 2005

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aims of higher education

• "The university imparts information, but it
  imparts it imaginatively... This atmosphere of
  excitement, arising from imaginative
  consideration, transforms knowledge. A fact is no
  longer a bare fact it is invested with all its
  possibilities. It is no longer a burden on the
  memory it is energising as the poet of our
  dreams, and as the architect of our
  purposes.Imagination is not to be divorced from
  the facts it is a way of illuminating the facts.
  It works by eliciting the general principles
  which apply to the facts, as they exist, and then
  by an intellectual survey of alternative
  possibilities which are consistent with those
  principles... (Whitehead, 1929)

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aims of higher education

• The development of students' intellectual and
  imaginative powers their understanding and
  judgment their problem-solving skills their
  ability to communicate their ability to see
  relationships within what they have learned and
  to perceive their field of study in a broader
  perspective. HE must aim to stimulate an
  enquiring, analytical and creative approach,
  encouraging independent judgment and critical
  self-awareness (in the context of disciplinary
  knowledge). (UK Council for Academic Awards)

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higher education aims

• lifelong learning skills
• self-directed learning skills
• generic skills
• discipline knowledge and understanding
• inquiring, analytic and creative intellect
• vocational preparation

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potential constraints

• curriculum specifications
• delivery formats
• resourcing
• assessment practices
• student expectations
• student capabilities

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technology in higher education

• increased flexibility for learners
• course delivery opportunities
• learning tools
• supporting lifelong learning
• learning enhancement

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technology supports for learning

• information access eg. Web pages, content
• instructional tools eg. database, spreadsheets
• interactive tools eg. learning objects, applets
• communication eg. discussion boards, ptp, file
  sharing
• publication eg. bulletin boards
• learning management administration

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contemporary technology supports

• learning management systems eg. Blackboard
• digital repositories eg. learning objects
• learning designs eg. LAMS
• ubiquitous computing
• mobile devices eg. laptops, PDAs
• broadband connectivity

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how students learn

• knowledge construction
• through practice and reflection
• experiential processes
• thoughtful activities
• through self-regulation
• meaningful assessments

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learning and engagement
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cognitive engagement
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http//learningdesigns.uow.edu.au
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courses with no learning design

• lectures based on content delivery
• workshops based on procedural tasks
• assignments chosen to demonstrated knowledge and
  understanding
• an examination
• will work, but how effectively?

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learning designs

• features
• contexts for learning
• deliberate forms
• planned engagement
• reusable

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learning tasks

• contexts for learning
• application of knowledge
• transferability
• learner engagement

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a taxonomy (Jonassen, 2000)

• rule-based tasks
• case-based tasks
• strategy-based tasks
• role-based tasks

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http//www.flexiblelearning.net.au/toolbox
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task-based learning
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tutor view
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student view
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eg. CMM11108

• semester 1 on-campus ECU Mt Lawley
• semester 2 off-campus Berghs Norway
• semester 2 on-campus ECU Mt Lawley
• semester 3 off-campus PIBT Perth
• semester 3 off-campus AUSI Kenya

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learning supports

• metacognition supports
• eg. Mark-UP
• teamwork tools
• eg. Project Management
• communication tools
• eg. RonLine

learning tasks
learning supports
learning resources
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supports for metacognition
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supports for teamwork
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SCAM syte
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research site
http//elrond.scam.ecu.edu.au/ronline/index.htm
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learning resources

• digital libraries
• learning objects
• digital repository

learning tasks
learning resources
learning supports
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learning objects

• digital resources
• reusable
• instructional integrity
• accessible

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digital repositories

• resource collections
• peer-reviewed
• reusable

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content management systems
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authentic learning

• problem-based learning design
• seeking synergies from application
• exploring instructional characteristics
• framework development
• authentic assessment
• design principles for technology support

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authentic learning tasks

• 1. have real-world relevance
• 2. ill-defined and comprise a complex task
• 3. investigated over a sustained period of time
• 4. provide different perspectives
• 5. provide the opportunity to collaborate
• 6. provide the opportunity to reflect
• 7. are integrated across different subject areas
• 8. are seamlessly integrated with the assessment
• 9. create polished products valuable in their own
  right
• 10. allow competing solutions and diversity of
  outcomes

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eg. research methods 5101
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Brisbane media map http//www.bmm.qut.edu.au
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http//www.authentictasks.uow.edu.au
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learning designs that engage learners

• outcomes orientation
• learning that is task-based
• acknowledge context
• challenge learners
• involve practice
• alignment with assessment

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challenges

• learner expectations
• learner roles
• teacher roles
• learning approaches
• learner comfort levels
• provision of support
• blended roles
• technology opportunities

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http//elrond.scam.ecu.edu.au/oliverr.oliver
_at_ecu.edu.au SET Portfolio, Learning Teaching
Forum, http//www.rmit.edu.au/set/ad/sotl/events