1 improving student learning using information technologies king fahd university of petroleum and...
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Improving student Improving student learning using learning using
information information technologiestechnologies
King Fahd University of Petroleum and MineralsKing Fahd University of Petroleum and Minerals
Why e-learning?Why e-learning?
• because it’s ‘cool’because it’s ‘cool’• to enhance the quality of teachingto enhance the quality of teaching• to meet the needs of millennialsto meet the needs of millennials• to increase access and flexibilityto increase access and flexibility• to provide the skills needed in the to provide the skills needed in the
2121stst century century• to improve cost-effectivenessto improve cost-effectiveness
What’s your reason?What’s your reason?© Tony Bates Associates Ltd© Tony Bates Associates Ltd 22
© © Tony Bates Associates LtdTony Bates Associates Ltd 33
What is e-learning?What is e-learning?(Bates, 2005)(Bates, 2005)
•face-face-to-faceto-face
no e-learningno e-learning fully e-learningfully e-learning
class-class-room room aidsaids
mixed mixed mode mode
(less face-to-(less face-to-face + e-face + e-learning)learning)
dis-dis-tance tance edu-edu-
cationcation
distributed distributed learninglearning
blended blended learninglearning
lap-lap-top top pro-pro-
gramsgrams
© Tony Bates Associates Ltd© Tony Bates Associates Ltd 44
Making choicesMaking choices
For any course or academic For any course or academic programme:programme:Where on the continuum of e-learning Where on the continuum of e-learning should this course or programme be?should this course or programme be?If blended or hybrid learning, what If blended or hybrid learning, what
should be done face-to-face and what should be done face-to-face and what done online?done online?
© Tony Bates Associates Ltd© Tony Bates Associates Ltd 55
Deciding on the role of e-learningDeciding on the role of e-learning
e-learning a tool, not a panaceae-learning a tool, not a panaceaneed to identify where it will bring need to identify where it will bring
most benefitmost benefitdepends on type of students, nature depends on type of students, nature
of topicof topicTaking account of students/topics, Taking account of students/topics,
need to design course to make need to design course to make best use of e-learningbest use of e-learning
StudentsStudents
Three technology issues regarding Three technology issues regarding students:students:
• • market and demographicsmarket and demographics
• • technology accesstechnology access
• • learner ‘psychology’: learning learner ‘psychology’: learning styles, motivation, experiencestyles, motivation, experience
© Tony Bates Associates Ltd© Tony Bates Associates Ltd 66
Who are the students? DemographicsWho are the students? Demographics
Who is your target group?Who is your target group?
Demographics:Demographics:• • ageage
• • gendergender
• • location (where do they live; where location (where do they live; where will they study?)will they study?)
• • part-time/full-time (working or not?)part-time/full-time (working or not?)
© Tony Bates Associates Ltd© Tony Bates Associates Ltd 77
Who are the students? Who are the students? Technology accessTechnology access
What technology can they access on What technology can they access on campus? When? Line-ups? campus? When? Line-ups?
What do they own themselves?What do they own themselves?
Internet access from home?Internet access from home?
How ‘literate’ are they in using How ‘literate’ are they in using technology for study purposestechnology for study purposes
You need this informationYou need this information© Tony Bates Associates Ltd© Tony Bates Associates Ltd 88
Who are the students? Learner Who are the students? Learner ‘psychology’‘psychology’
Dependent or independent learners?Dependent or independent learners?
High ability or mixed ability?High ability or mixed ability?
MotivationMotivation
Preferred learning styles (listeners, Preferred learning styles (listeners, talkers, watchers)talkers, watchers)
Do your students need to be actively Do your students need to be actively engaged to learn?engaged to learn?
© Tony Bates Associates Ltd© Tony Bates Associates Ltd 99
Who are the students? Common learner Who are the students? Common learner profilesprofiles
Novice undergraduates: Novice undergraduates: 18-20; 18-20; straight from high school; full-straight from high school; full-time; dependent learners; low time; dependent learners; low ‘subject’ motivation; mainly ‘subject’ motivation; mainly campus-based; demand high campus-based; demand high ‘personal contact’; computers as a ‘personal contact’; computers as a study aidstudy aid
© Tony Bates Associates © Tony Bates Associates LtdLtd 1010
Who are the students? Common learner Who are the students? Common learner profilesprofiles
Mature undergraduates: Mature undergraduates: 20-25; 20-25; working part-time; relatively working part-time; relatively independent learners; high independent learners; high ‘subject’ motivation; partly ‘subject’ motivation; partly campus-based; confident campus-based; confident technology userstechnology users
© Tony Bates Associates © Tony Bates Associates LtdLtd 1111
S: Who are the students? Common S: Who are the students? Common learner profileslearner profiles
Mature graduate students: Mature graduate students: 25 - 40; 25 - 40; working full-time; independent working full-time; independent learners; high ‘subject’ motivation; learners; high ‘subject’ motivation; mainly distance learners; heavy mainly distance learners; heavy technology userstechnology users
Most courses will have a mix of Most courses will have a mix of students – how to cater for this students – how to cater for this diversity? Alternativesdiversity? Alternatives
© Tony Bates Associates © Tony Bates Associates LtdLtd 1212
Prior strategic decisions to be madePrior strategic decisions to be made
Same students as before or reach Same students as before or reach out to new students? mandate?out to new students? mandate?
100% face-to-face or blended or fully 100% face-to-face or blended or fully distant – or all three?distant – or all three?
What technologies to use?What technologies to use?
Who is to provide the technology for Who is to provide the technology for students?students?
© Tony Bates Associates Ltd© Tony Bates Associates Ltd 1313
Knowing your studentsKnowing your students
Who is the desired target group?Who is the desired target group?
Describe the current enrolments:Describe the current enrolments:demographics/technology demographics/technology
access/learner psychologyaccess/learner psychology
Is there a gap? Could technology Is there a gap? Could technology delivery help?delivery help?
© Tony Bates Associates Ltd© Tony Bates Associates Ltd 1414
© Tony Bates Associates Ltd© Tony Bates Associates Ltd 1515
Students and the mix of teachingStudents and the mix of teaching
Identify market:Identify market:
Identify best delivery method:Identify best delivery method:MarketMarket f2ff2f onlineonline
From school/undergradFrom school/undergrad
Final year undergradFinal year undergrad
70%70%
60%60%
30%30%
40%40%
Graduate: on-campusGraduate: on-campus 50%50% 50%50%
Graduate: off-campusGraduate: off-campus 10%10% 90%90%
Teaching functionsTeaching functions
Link choice of technology to desired Link choice of technology to desired learning outcomeslearning outcomes
Choose best pedagogical approach Choose best pedagogical approach to achieve desired outcomesto achieve desired outcomes
Two aspects of learning outcomes:Two aspects of learning outcomes:• • contentcontent
• • skillsskills
© Tony Bates Associates Ltd© Tony Bates Associates Ltd 1616
T: Teaching functionsT: Teaching functions
Content (knowing):Content (knowing):• •
facts/ideas/principles/relationships/forfacts/ideas/principles/relationships/formulae/problems/opinionsmulae/problems/opinions
• • choice of media: what is best way to choice of media: what is best way to represent this knowledge?represent this knowledge?• • e.g. use of colour, graphics, animatione.g. use of colour, graphics, animation
• • media excellent for moving between media excellent for moving between concrete and abstract concrete and abstract
© Tony Bates Associates Ltd© Tony Bates Associates Ltd 1717
T: Teaching functions: skillsT: Teaching functions: skills
Skills (doing)Skills (doing)• • comprehension/analysis/synthesis/ comprehension/analysis/synthesis/
application/evaluation/critical application/evaluation/critical thinking/collaborative thinking/collaborative learning/problem-solvinglearning/problem-solving
•• choice of media: what technologies choice of media: what technologies facilitate the required skills?facilitate the required skills?e.g. social media for discussion/analysis/group work e.g. social media for discussion/analysis/group work
© Tony Bates Associates Ltd© Tony Bates Associates Ltd 1818
I: InteractionI: Interaction
Four kinds interaction:Four kinds interaction:•• instructor – student(s)instructor – student(s)
•• student – other student(s)student – other student(s)
•• student – learning materialsstudent – learning materials
•• reflection (student with himself)reflection (student with himself)
Interaction = feedback + hypothesis + Interaction = feedback + hypothesis + knowledge construction: ‘deep’ knowledge construction: ‘deep’ learninglearning
© Tony Bates Associates Ltd© Tony Bates Associates Ltd 1919
I: InteractionI: Interaction
Cultural issues: will students Cultural issues: will students share/collaborate/discuss/challengshare/collaborate/discuss/challenge instructor?e instructor?
Technologies vary in the way they Technologies vary in the way they facilitate interactionfacilitate interaction
Design is important: interaction can Design is important: interaction can be ‘built in’ or can ‘evolve’ be ‘built in’ or can ‘evolve’
© Tony Bates Associates Ltd© Tony Bates Associates Ltd 2020
© Tony Bates Associates Ltd© Tony Bates Associates Ltd 2121
What teaching roles are suitable for What teaching roles are suitable for online learning?online learning?
What is best done online? What face-to-What is best done online? What face-to-face?face?
• • transmitting informationtransmitting information• • collecting data/finding informationcollecting data/finding information• • preparation for lab workpreparation for lab work• • designing experimentsdesigning experiments• • doing experimentsdoing experiments• • discussing best ways to do thingsdiscussing best ways to do things• • problem solving…….problem solving…….
© Tony Bates Associates Ltd© Tony Bates Associates Ltd 2222
Group workGroup work
Identify courseIdentify course
Identify teaching activitiesIdentify teaching activitiesActivityActivity f2ff2f onlineonline
Information transmissionInformation transmission xxLab exp.Lab exp. xxLab prepLab prep xxData collectionData collection xx xx
…………
Meeting the needs of 21Meeting the needs of 21stst century century learnerslearners
© Tony Bates Associates Ltd© Tony Bates Associates Ltd 2323
© Tony Bates Associates Ltd© Tony Bates Associates Ltd 2424
Different economiesDifferent economies
Resource-based:Resource-based: agricultural, mining, agricultural, mining, fishing: fishing: land/sea-based, localland/sea-based, local
Industrial: Industrial: manufacturing:manufacturing: urban, urban, factories, hierarchical, economies of factories, hierarchical, economies of scale, specialist skillsscale, specialist skills
Knowledge-based: Knowledge-based: financial, bio-financial, bio-technology, ICTs, telecoms, technology, ICTs, telecoms, entertainment: entertainment: ‘virtual’, global, ‘virtual’, global, networked, multi-skillednetworked, multi-skilled
All three economies in parallelAll three economies in parallel
Meeting the needs of 21Meeting the needs of 21stst century century learnerslearners
Main reason for using technology in Main reason for using technology in teaching:teaching:
• • to develop the skills needed in a to develop the skills needed in a knowledge-based societyknowledge-based society
• • not just IT literacy: embedding use not just IT literacy: embedding use of IT in teaching and learningof IT in teaching and learning
• • also developing knowledge-based also developing knowledge-based skillsskills
© Tony Bates Associates Ltd© Tony Bates Associates Ltd 2525
© © Tony Bates Associates LtdTony Bates Associates Ltd 2626
Skills of knowledge-based workersSkills of knowledge-based workers
• • • problem solving, critical thinkingproblem solving, critical thinking• • • communication skillscommunication skills• • • computing/Internet skillscomputing/Internet skills• •• independent learnersindependent learners• • • entrepreneurial, initiativeentrepreneurial, initiative• • • flexibilityflexibility• • • team-work/networkingteam-work/networking• AS WELL AS subject expertiseAS WELL AS subject expertise
How can we use information How can we use information technologies to develop the skills technologies to develop the skills needed by knowledge workers?needed by knowledge workers?
© Tony Bates Associates Ltd© Tony Bates Associates Ltd 2727
© Tony Bates Associates Ltd© Tony Bates Associates Ltd 2828
Propor-Propor-tion of tion of courses courses using using each each type of type of e-e-learninglearning
No No tech-tech-
nologynology
Class-Class-room room aidsaids
Lap-Lap-tops in tops in classclass
HybridHybrid Fully Fully distancedistance
56%56%
<1%<1%10%10% 8%8%
24%24%
Current proportion of different types of e-Current proportion of different types of e-learning in North America + Europelearning in North America + Europe
© Tony Bates Associates Ltd© Tony Bates Associates Ltd 2929
Current teaching modelsCurrent teaching models
Learning management systemsLearning management systemsCommercial:Commercial:
• • Blackboard (includes WebCT)Blackboard (includes WebCT)• • monopoly (patent)monopoly (patent)• • high licensing feeshigh licensing fees
Open sourceOpen source• • Moodle, SakaiMoodle, Sakai• ‘• ‘free’ (but operating costs)free’ (but operating costs)
Teacher/institutional controlledTeacher/institutional controlled
The transmissive model of teachingThe transmissive model of teaching
Predominant teaching model:Predominant teaching model:
• • lectures, seminars, lab classeslectures, seminars, lab classes
Students study by:Students study by:
• • listening in class, reading, listening in class, reading, discussiondiscussion
Assessment by:Assessment by:
• • tests, essays, lab worktests, essays, lab work
© Tony Bates Associates Ltd© Tony Bates Associates Ltd 3030
Current, dominant teaching technologiesCurrent, dominant teaching technologies
• • Powerpoint/pdfPowerpoint/pdf
• • whiteboards/projectors/screenswhiteboards/projectors/screens
• • lecture capture/clickerslecture capture/clickers
• • learning management systems learning management systems (Blackboard, Moodle)(Blackboard, Moodle)
• • computers/wireless on campuscomputers/wireless on campus
• • Internet access on/off campusInternet access on/off campus3131
Transmission of knowledgTransmission of knowledg
Technology is mainly being used for Technology is mainly being used for transmissive model of teachingtransmissive model of teaching
Learning management systems:Learning management systems:
• • instructor posts content (lecture instructor posts content (lecture slides, readings, urls), slides, readings, urls), assignments, sets up discussion assignments, sets up discussion topicstopics
© Tony Bates Associates Ltd© Tony Bates Associates Ltd 3232
© Tony Bates Associates Ltd© Tony Bates Associates Ltd 3333
New technologies: 2005 -New technologies: 2005 -
user-created content:user-created content: blogs, YouTube blogs, YouTubesocial networking:social networking: MySpace/FaceBook MySpace/FaceBookmobile learning:mobile learning: phones, MP3s phones, MP3svirtual worlds:virtual worlds: Second Life Second Lifeemerging publication:emerging publication: wikis, e-Portfolios wikis, e-Portfoliosmulti-player games:multi-player games: Lord of the Rings Lord of the Ringssimulations:simulations: MyPhysicsLab.com MyPhysicsLab.comsynchronous: synchronous: Skype, ElluminateSkype, Elluminate
© Tony Bates Associates Ltd© Tony Bates Associates Ltd 3434
What is Web 2.0?What is Web 2.0?
Educational implicationsEducational implications
• • learners have powerful toolslearners have powerful tools
• • learners create/add/adapt contentlearners create/add/adapt content
• • personal learning environmentspersonal learning environments
• • power shift from teachers to power shift from teachers to learnerslearners
• ‘• ‘open’ access, content, servicesopen’ access, content, services
© Tony Bates Associates Ltd© Tony Bates Associates Ltd 3535
How to mobilise Web 2.0 in online How to mobilise Web 2.0 in online teachingteaching
Within programmes:Within programmes:• • group workgroup work• • projects and casesprojects and cases• • outside experts and contentoutside experts and content• • field workfield work• • language teachinglanguage teaching• • multimedia assignments/e-portfoliosmultimedia assignments/e-portfolios• ………• ………
ExamplesExamples
• History (web quests)History (web quests)• Business management (geo Business management (geo
positioning, Google)positioning, Google)• MedicineMedicine• Education (e-portfolios)Education (e-portfolios)
© Tony Bates Associates Ltd© Tony Bates Associates Ltd 3636
ConclusionsConclusions
• Different students, different Different students, different educational outcomeseducational outcomes
• New tools give learners power to New tools give learners power to create and demonstrate knowledgecreate and demonstrate knowledge
• New designs and organization of New designs and organization of teaching neededteaching needed
• Only limitation: our imaginationOnly limitation: our imagination
© Tony Bates Associates Ltd© Tony Bates Associates Ltd 3737
Thank you!Thank you!
© Tony Bates Associates Ltd© Tony Bates Associates Ltd 3838