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Cutting IT on the Edge with New Media the Deakin Way: engaging student learning in contemporary high

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Girls will be boys and boys will be girls It's a mixed up muddled up shook up ... Rapid Courseware Development. YouTube, Flickr . . . . . .Web 2.0 . . . Web 3.0 ? ... – PowerPoint PPT presentation

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Title: Cutting IT on the Edge with New Media the Deakin Way: engaging student learning in contemporary high


1
Cutting IT on the Edge with New Media the Deakin
Way engaging student learning in contemporary
higher education settings
  • Stephen Segrave, Ian Smissen Dale Holt,
    Institute of Teaching and Learning
  • Deakin University

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Pay attention to our eras significant
TRANSFORMATIONS and challenges.
4
Future Focus
  • Deakins Review of Teaching and Learning
  • . . . emphasises the link between the quality
    of teaching and what the reviewers describe as
    the total student experience which embraces
    everything from classroom instruction to student
    support services. It follows that a whole of
    University response to this Review is necessary.
  • The reviewers have concluded that a five to ten
    year integrated strategy of change is required.
    They have presented what they describe as a
    watershed plan involving a major shift in
    strategic vision and an overhaul of
    organisational arrangements.

5
Future Focus
  • The Federal Government's 5 billion perpetual
    endowment fund.
  • Labor Partys Education Revolution.Whats
    happening to the digital and internet revolutions
    in the context of an education revolution?

6
Overview
  • Our world at Deakin
  • Beliefs, values principles
  • Our students
  • Deakins bias towards action
  • E-simulations in the professions
  • Multimedia repositories
  • Social networking synchronous communications
  • From Social Software to Second Life
  • New learning, new experiences, more questions,
    ideas to move forward

7
Our world at Deakin
  • Parallel worlds of e-learning technologies
    (corporate/inside/top down emergent/outside/bott
    om up)
  • Flux and transformation in learning, teaching and
    technologies
  • Inventing new directions in classroom, online,
    distance and flexible education
  • On-campus/school leaver students will be
    off-campus/mature aged students
    off-campus/mature aged will be on-campus/school
    leaver
  • Or is that

8
The Kinks
  • Girls will be boys and boys will be girls Its
    a mixed up muddled up shook up world except for
    lola Lo-lo-lo-lo lola
  • http//en.wikipedia.org/wiki/The_Kinks

9
Our beliefs and values engaging student in
learning is
  • Experiential
  • Active
  • Productive
  • Searching / Enquiring
  • Reflective
  • Collaborative
  • About teacherly influence
  • About relationships

10
Our students?
  • Less time for everything
  • Less attention (to authority?)
  • Less persistence, endurance
  • Less need for deep knowledge
  • Less fear of failure - always open options
  • New wealth buys results - Customers
  • Critical rating of benefit for effort
  • Consistent valuing of friends and networks

11
Principles quoting Chickering and Gamson
(1987)good practice
  • Encourages contacts with between students and
    faculty
  • Develops reciprocity and cooperation among
    students
  • Uses active learning techniques
  • Gives prompt feedback
  • Emphasizes time on task
  • Communicates high expectations
  • Respects diverse talents and ways of learning

12
Fire, aim, ready Deakins bias for action
  • Do stuff
  • Do evaluation on the stuff we do
  • Do some research on the stuff
  • Keep doing stuff even when we are stuffed!
  • Hopefully along the way create some great stuff
    with staff, and with/for students!!

13
The world of e-simulations for professional
practice
  • Simulations attempt to approximate but not
    necessarily replicate real-world situations in
    order to develop desired capacities.
  • We believe that good simulations establish new
    learning relationships with students, inviting
    engagement in roles and situated professional
    knowledge-building rather than abstract content
    learning.
  • Students use cognitive and practical technology
    skills to identify and solve dilemmas that
    challenge their knowledge, values and emotions.
  • Good simulations, therefore, consciously operate
    on a personal level.

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Challenge of User-created Content and Rapid
Courseware Development
  • YouTube, Flickr . . . . . . . . Web 2.0
  • . . . Web 3.0 ?
  • How are universities responding as they continue
    to perfect their corporate eLearning digital
    infrastructures?

25
Demonstration
26
Back-end Digital Servicesfor a new era
  • Digital repositories (closed and open)
  • Media casting (e.g. Streaming, iLecture)
  • Student management (e.g. tracking)
  • Rapid personal publishing and participation
  • Corporate Technologies
  • Web 2.0, Simulations Games

27
The world of social networking IT Practicelets
start with Blackboard
28
IT Practice online classroomstaying with
Blackboard
29
Module IT communicationBlackboard still eLive
30
To social software world of United
EnterprisesDrupal 06
31
United Enterprises senior staff
32
United Enterprises CareersDrupal 06 iLecture
33
United Enterprisesgaining employment/skills
requiredlink to iLecture
34
United EnterprisesIntranet group forumsJoomla 07
35
United EnterprisesProject documentationJoomla 07
36
Talking directly through synchronous
communications
37
The world of social networking to Arts
38
Simulations Serious Games
  • LiveSim
  • HOTcopy
  • V-Lab etc.
  • Virtual Patient
  • MMOGs Second Life
  • Social games, Role-playing games, Real-time
    strategies, First-person shooters, Manager games,
    etc.
  • Game Engines (Unity 3D, Vortex, etc.)

39
The world beyond in Second Life
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What do our students and staff think? Sources
  • Look at ITL recorded seminars
  • Look at our DSO evaluations
  • Look at external expert assessment of
    e-simulations
  • Look at our STALGS projects
  • Look at our published work on extended wholly
    online environments
  • Look at lessons learnt through evaluation on ICT
    over 15 years
  • Look at our exemplary cases
  • Look at our online PD modules

45
What do our students and staff think?
Findingssorry more questions!
  • But what about different generations of learners?
  • But do younger students really want us to
    appropriate their social media for educational
    purposes?
  • But are students really as technologically savvy
    as we might think they are?
  • But what pedagogies are really needed to create
    such learning?

46
Key ideas in cutting IT on the edge of new media
  • Easy quick
  • Self-creating/self-publishing understandings of
    ones and others ideas
  • Various media in creative amalgam
  • Self-controlled, identity projection
  • Communities of interest
  • With subscription aggregation facility
  • Multiple attentions, rapid critiquing

47
References
  • Chickering, A. W. Gamson, Z.F. (1987). Seven
    Principles for Good Practice In Undergraduate
    Education. AAHE Bulletin.

48
Websites
  • DSO evaluations http//www.deakin.edu.au/itl/rese
    arch-eval/reports.php
  • Evaluation reports http//www.deakin.edu.au/itl/r
    esearch-eval/reports.php
  • Expert e-sim evaluation report
    http//www.deakin.edu.au/itl/research-eval/reports
    .php
  • ITL Seminars http//www.deakin.edu.au/itl/worksho
    ps/past-presentations.php
  • ITL online PD modules http//www.deakin.edu.au/it
    l/pd/tl-modules/online/index.php
  • ITL cases http//www.deakin.edu.au/itl/teach-lear
    n/cases/index.htm
  • ITL lessons learnt in evaluating educational
    technology http//www.deakin.edu.au/itl/research-
    eval/evaluation/eval-tech.php
  • STALGS projects http//www.deakin.edu.au/itl/gran
    ts/stalgs.php
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