acode 240807
TRANSCRIPT
The Web 2.0 Challenge
Jenny McDonald and Russell ButsonHigher Education Development CentreUniversity of OtagoDunedinNew Zealandhttp://hedc.otago.ac.nz
Outline
The Challenge: Student engagement Student engagement with personal
environments - ePortfolio Student engagement for language
learning with Web 2.0 services Student engagement with instructional
materials – Interactive Heart Animation Are we meeting the challenge?
Student ePortfolios:Rosemary Kardos, School of Dentistry
Essentially we are introducing ePortfolios to explore the merits of situating students at the centre of their learning experiences, observing how they manage and control their own records and information in order to make sense of and map out their academic and professional goals, experiences and outcomes.
Rationale - educational
Rationale - Professional
Health Practitioners Competence Assurance Act (HPCAA) 2003 (New Zealand) saw the establishment of the combined Dental Council of New Zealand (DCNZ) in 2004. The DCNZ is a self-regulatory body for the dental professions, responsible for ensuring the continuing professional competence and fitness to practise in the field of dentistry. All dental practitioners are required to hold an annual practicing certificate (APC) issued by the DCNZ. A professional portfolio approach is recommended for this process.
File Repository /Admin Area
Data CaptureTemplate
Portfolio Documents
Selecting Files for a Portfolio
Sharing a Portfolio Section
Presenting the Portfolio
What we hoped for...
That students would see the relevance of linking their educational experiences to career development and preparation
And
That students would take responsibility to understand, structure and organise what they are learning and present this in a professional manner.
What we are finding...
While students can see the importance of portfolios to their professional career. They don’t believe they have the time to deal with them while they are studying.
Students saw no reason to move to the new paradigm finding...
Further research ...finding...
Web 2.0 for language learning:Antonie Alm, Department of Languages and Culture
Reflective writing in blogs Collaborative writing in wikis Publishing in YouTube
Excerpts from a learner blog
Blogging allows language learners to practice writing in the foreign language. Their written thoughts can be shared with classmates and native speakers. Other Web 2.0 tools, such as podcasts, can be easily integrated.
A wiki for a class project
Wikis are a fabulous tool for collaborative writing projects.
Here, students work on a dialogue of a soap opera scene to be published on YouTube.
In the last sentence a previous writer askes xxx directly how they should continue.
Publishing on YouTube
Video projects are always fun, but sharing them on YouTube with friends, family and the world gives learners a real feeling of recognition and achievement.
Over 14,000 people have watch this docu on learning German at Otago.
HUBS:Cardiac Cycle AnimationJustine Dallimore, Department of Physiology
Large numbers of students
Difficult conceptually
Limited laboratory time
Supplement with self-study
3D model => reuse resources
Cardiac cycle: Evaluation
36% of a class of 1810 students have accessed the animation during the period of CVS study (25/7-19/8)
Just over 10% have accessed the animation more than twice.
Questionnaire distributed in labs received 123 responses out of 288 (43%)
Of those who used the animation the responses were very positive (1-2 on 5 pt Likert) in terms of accessibility, useability and use for learning. Questions relating to advanced features of the animation received fewer responses.
Cardiac cycle: Evaluation
“I found the cardiac cycle animation very helpful as it is often hard to visualise how the heart works in real life, as we only ever look at models and pictures. It definately enhanced my understanding of how the heart works.”
“I couldn't get it to go so didn't do it.” “Brilliant.” “Pretty neat, another way to learn for some people. -
Maybe can add some boxes to fill in to test understanding.”
“It would be good to be able to see the entire screen so you don't have to keep shifting the screen around to push all the buttons.”
Are we meeting the challenge?
Good teachers doing good things Good students doing good things Strong engagement seems to occur when
strong links to student drivers. Increasing examples of 'wild' Web 2.0 use
or willingness to experiment...Humanities, Business, Health Sciences....
Limited/ad hoc (and sometimes at a cost) Web 2.0 services from the institution
Institutional barriers?
Inertia, false trails.....serendipity Legacy systems Early IAM Copyright, DRM worries Straight-jacket thinking..LMS, enterprise
systems. Camps and tribal zones
Vision
Collection of lightweight services Teachers and students mix 'n' match
services according to learning and teaching needs
Seamless access through robust IAM Seamless levels of support for students
and staff
Contacts
[email protected] [email protected]
Dentistry: [email protected]
Languages: [email protected] Physiology: [email protected]
Further Information
CALL for autonomy, competence and relatedness: Motivating language learning environments in Web 2.0. The JALT CALL Journal 2(3), (2006) 29-38