Dean (Learning and Teaching) Arts, Education and Law Group

First Glimpses of OLT TEL Project:

What staff and students say works and why?Professor Glenn Finger

Two Australian Universities

Some first glimpses…students and digital technologies

• Has a smartphone – 93%• Using University provided computers – 61%• Has a tablet device – 52% (more than 25% do not use it for academic work• Use of Twitter – 48% (of these, only 15% find it useful for University studies, and only 4% think it’s very useful)• Use of Wikipedia – 88% -discipline differences: 72.6% Education through to >90% Law, Sciences, Engineering-achievement differences: High Distinction 91.6%, Pass or lower 88.5%-Year of study: 1st year 83.8%, 2nd year 87.2%; 3rd year 88.7%; 4th year 94.2%)

Some first glimpses…students

• If you had no way of using digital technologies for one week, how disruptive would this be? (Scale: 1 = no disruption at all to 10 + extremely disruptive)

• To University Studies? 8.9• To Everyday life? 7.5

•Most Disrupted – Social Sciences, Medicine•Least disrupted – Law, Engineering

So…what are the students really saying?

•What has been the most useful examples of technology-based learning that you’ve experienced so far in your university course?

Please explain why these were particularly helpful/useful

4594 different examples

103 299 words

What works?…students

What works? …staff

The ‘state of the actual’ vs the ‘state of the art’

•Logistical, study focused, passive consumption of knowledge Vs active construction of knowledge•Instructivist Vs constructivist and connectivist knowledge creation

Acknowledge the ‘state of the actual’ - largely ‘safe’, bounded and outcomes-focused uses of digital technologiesEnvision the ‘state of the art’ – (re)defining institutional cultures and assumptions of curriculum, pedagogy and assessmentCase studies being developed