Integrating learning technology Integrating learning technology into teachinginto teaching

Dr Jay DempsterEducational Technology Service

CENTRE FOR ACADEMIC PRACTICE

IT in Sociology TeachingIT in Sociology Teaching

11th February 2000

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IT in Sociology Teaching 11th February 2000 2

OutlineOutline

• Preparing to teach with technology– a basic strategy

• Technology for specific purposes– course management, course resources, course support

• Enhancing students’ learning– knowledge, skills, “thinking” capabilities

• Integrating technologies into teaching & learning– purpose, appropriateness, balance

to get you from hereto get you from here

to hereto here

avoiding thisavoiding this

using some examplesusing some examples

to get you hopefully to thisto get you hopefully to this

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Preparing to teach Preparing to teach using technologyusing technology

• Review where you are now?• Identify motivators and barriers • Identify sources of information and support• Identify opportunities at the course level • Review technology-assisted methods & materials• Implement and evaluate one step at a time

A basic strategy

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Where are you now?Where are you now?

• Why change? • Motivators and barriers• Current problems with teaching methods• Support for teaching developments• Staff development & training needs• Infrastructure of computing facilities

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Why change?Why change?

Better quality

Cheaper provision

Quicker delivery

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How to changeHow to change

Efficiency

Resources

Better quality

Cheaper provision

Quicker delivery

Balancing cost-benefitsBalancing cost-benefits

Teaching efficiency

Learning quality

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What’s the use of ICT?What’s the use of ICT?

• MOTIVATORS

• 1.

• 2.

• 3.

• BARRIERS

• 1.

• 2.

• 3.

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Benefits of ICT?Benefits of ICT?

• Realising the potential benefits of ICT has been shown over the years to be difficult to achieve unless it is clear what learning processes are being supported by the course.

• Without a clear overview of the learning processes involved in the course, there is a tendency for ICT to be “bolt-on”, time-consuming to develop and its benefits remain unclear or dubious.

• With or without ICT, identifying such learning processes assists in enhancing the quality of a course.

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Opportunities to improve coursesOpportunities to improve courses

• Clarity of purpose of courses• Identifiable learning outcomes closely linked to

assessment approaches

• Appropriate use of teaching methods• Efficient delivery of resources• Developing deeper learning• Guidance in the learning process• Feedback on learning development

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Technology for specific purposesTechnology for specific purposes

• Course management

• Course resources

• Course support

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Course managementCourse management

• Course syllabus/outline• Course schedule and room allocations• Reading lists• Assignments (and group assignments)

• Correspondence• Bulletin boards for announcements• Course evaluations

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Course managementCourse management

• Course syllabus/outline - WEB• Course schedule and room allocations - WEB• Reading lists - WEB• Assignments (and group assignments) - WEB• Correspondence - Email, newsgroups• Bulletin boards for announcements - WEB, newsgroups

• Course evaluations - WEB forms, MCQs

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Course resourcesCourse resources

• Lecture support notes• Library/internet searching• Bibliographic databases• Online journals• CAL materials• Internet resources• Productivity tools (Word, email, etc.)

• Past papers/MCQs

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Course resourcesCourse resources

• Lecture support notes - WEB• Library/internet searching - WEB• Bibliographic databases - WEB, CD-ROMs• Online journals - WEB, CD-ROMs• CAL materials - WEB, CD-ROMs, disk• Internet resources - WEB• Productivity tools (Word, email, etc.) - network, local• Past papers/MCQs - WEB, network, disk

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Course supportCourse support

• Electronic discussions• Student publishing• Group work tools• Tutor supervision• FAQs

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Course supportCourse support

• Electronic discussions - Email, conferencing, news, WEB

• Student publishing - conferencing, WEB• Group work tools - WEB• Tutor supervision - Email, discussion groups• FAQs - WEB

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Enhancing learningEnhancing learning

• Course resources - knowledge, skills– Structured– Flexible access

• Course support - evaluation, inquiry, creativity– Guidance to learning objectives– Feedback on learning development– Opportunities for personal inquiry, reflection &

originality

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Enhancing learningEnhancing learning

• Course resources - WEB pages, links

– Structured– Flexible access

• Course support - WEB publishing & discussion

– Guidance– Feedback– Opportunities for personal inquiry, reflection &

originality

Know-How

InterpretationInnovation

Information

Memorisation

Methods

Practice

Cognition

Creativity

Conceptualisation

Integrating learning processesIntegrating learning processes

SKILLSKNOWLEDGE

INQUIRY

Deep understanding

Surface understanding

STRATEGY

MemorisationPractice

Creativity

Developing deeper learningDeveloping deeper learning

SKILLSKNOWLEDGE

INQUIRYSTRATEGY

Deep understanding

Surface understanding

assignments

New

Familiar

Full learning cycleFull learning cycle

SKILLSKNOWLEDGE

INQUIRYSTRATEGY

Deep understanding

Surface understandingassignments

New

Familiar

adoptive

adaptive

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Forms of student guidanceForms of student guidance

Closed tasks

Increasing dialogue on learning objectives (purpose, assessment!)

Where am I heading?

Open tasks

• instructions• guidance notes• support

FAQs marked work research papers

• peer discussion• discourse with tutor

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Forms of student feedbackForms of student feedback

• self-assessment• assessed work

– essays

– project/lab reports

– oral presentations

• tutorials • group work• discussion of marked work

(of own and others)

Closed tasks

Increasing dialogue on learning development

How well am I doing?

Open tasks

EXPRESSION

INTERPRETATIONMETHODS

DEEP UNDERSTANDING

SKILLSKNOWLEDGE

INQUIRYSTRATEGY

Familiar

New

Web publishing/ discussion

Web publishing/ discussion

Web-based support & guidance

Resources: web-based lecture/ seminar notes, databases, electronic libraries, cd-roms

Submission of work, word processed documents, web pages, discussion contributionsPractice tools,

application packages, simulations

Computer-based assessment

Mapping learning technologies Mapping learning technologies onto learning processesonto learning processes

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Integrating learning technologies Integrating learning technologies into teachinginto teaching

TEACHING TEACHING needs to needs to PROVIDEPROVIDE

STUDENTS STUDENTS need to need to DEVELOPDEVELOP

expertiseexpertise

know-howknow-how

reasoningreasoning

creativitycreativity

deliverydelivery

discussiondiscussion

sharing worksharing work

integrated environmentsintegrated environments

Traditional teaching methods and resources

Technology-based tools and resources

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Support and training needsSupport and training needs

• IT Services/Library for advice & training courses

• CAP for general educational development advice

• CAP ETS for help with planning, implementation & evaluation of LTs

• ETS web site : www.warwick.ac.uk/ETS/

• Assisted implementation projects

• Teaching Development Fund

• National LTSN Centres

Contact Contact

Jay DempsterJay Dempster

Centre for Academic Practice

Ramphal building 314

Tel: x 24670 Email: ets@warwick

Web: http://www.warwick.ac.uk/ETS/

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