Good Practice in Technology-enhanced Learning and Teaching

The ALTC Good Practice Reports

Mike Keppell, NATA, Co-leaderGordon Suddaby, NATA Co-leaderNatasha Hard, NATA Project Manager and Research Assistant

Question

Have you ever read or engaged with an ALTC Good Practice Report?

Please select either:

Yes OR No

Webinar Overview

Webinar facilitators Good Practice Reports (GPRs) GPR - Technology-Enhanced Learning and

Teaching ApproachOutcomes & RecommendationsAccessing the Report

Network of Australasian Tertiary Associations GPR ‘E’ Resources

Facilitators

Mike Keppell Gordon Suddaby Natasha Hard

Questions to Consider throughout Webinar

How do we recognise Good Practice in technologically-enhanced learning and teaching?

How do we communicate/disseminate Good Practice in technologically-enhanced learning and teaching?

How do we integrate Good Practice into learning and teaching?

Number of GPRs?

How many Good Practice Reports have been developed?

A. 3B. 5C. 8D. 11

Show of hands for your response

ALTC Good Practice Reports

11 GPRs were commissioned to provide a summative evaluation of useful outcomes and good practices from the 264 ALTC projects and 52 ALTC fellowships on key topics in higher education (as at 1st Dec 2010).

The GPRs were also designed to include recommendations of areas in which further work or development were appropriate.

Reports Commissioned

Assessment of Science, Technology, Engineering and Mathematics (STEM) students (2011)

Assuring graduate outcomes (2011)

Blended learning (2011)

Curriculum renewal (2011)

Learning and teaching across cultures (2011)

Reports (Cont.)

Revitalising the academic workforce (2012)

Supporting students’ transition into higher education (2011)

Work integrated learning (2011)

Technology enhanced learning and teaching (2011)

Question

Have you read or engaged with the Technology-Enhanced Learning and Teaching Report prior to participating in this webinar?

Please select either:

Yes OR No

Technology-Enhanced Learning and Teaching Report

Covered 25 complete projects (including three fellowships) and 8 ongoing projects (including one fellowship) in the area of technology-enhanced learning and teaching.

For example: Learning to teach online (LTTO): developing

high-quality video and text resources to help educators teach online (CG9-1091)

Virtual microscopy for enhancing learning and teaching (CG7-398)

Defining Technology-Enhanced Learning and Teaching

Our perspective of technology-enhanced learning (TEL) and teaching aligned with Laurillard, Oliver, Wasson & Hoppe (2009) who suggest that the “role of technology [is] to enable new types of learning experiences and to enrich existing learning scenarios” (p. 289).

In addition, they also suggest that “interactive and cooperative digital media have an inherent educational value as a new means of intellectual expression” and creativity (p. 289).

Approach

• Key themes• Matrix

Meta Analysis

• Detailed reviews• Key resources

Project Summaries

• Literature• Concept maps

10 Outcomes

Project Summaries

Project Example

Outcomes 1-4

1. A focus on learning design allows academics to model and share good practice in learning and teaching

2. Authentic learning provides a means of engaging students through all aspects of curricula, subjects, activities and assessment

3. Successful academic development focuses on engaging academics over sustained periods of time through action learning cycles and the provision of leadership development opportunities

4. Engaging teaching approaches are key to student learning

Outcomes 5-7

5. Technology-enhanced assessment provides flexible approaches for academics to provide feedback to students

6. Integrating technology-enhanced learning and teaching strategies across curriculum, subjects, activities and assessment results in major benefits to the discipline

7. Knowledge and resource sharing are central to a vibrant community of practice

Outcomes 8-10

8. Academics require sophisticated online teaching strategies to effectively teach in technology-enhanced higher education environments

9. Academics need a knowledge of multi-literacies to teach effectively in contemporary technology-enhanced higher education

10. Exemplar projects focused on multiple outcomes across curricula integration, sustainable initiatives, academic development

We considered the following question…

How can I find a project that is relevant to the specific areas of TEL that I am interested in without having to read through every summary?

Concept Maps

• Definition of Academic Development

• Recommended Reading in this area with link where possible

Exemplar Projects

Exemplar projects focused on multiple outcomes across curricula integration, sustainable initiatives, academic development and community engagement.

Recommendations

1. Senior management support2. Sustainability of initiatives3. Curriculum-wide approaches4. Update websites & repositories5. Rigorous evaluation6. Consider relevant assessment7. Academic development8. Share learning designs9. Support multi-literacies10. Postgraduate student involvement

Using the Report

Contents Pages Overview Literature

ReviewRecommendation

sProject

SummariesConcept

Maps

Hyperlinks to all sections of

the report including individual reports.

Includes:•Background•TEL definition•Approach•Outcomes

Learning design, authentic learning, academic

development, engaging teaching, assessment,

integration, CoPs, online teaching strategies, multi-

literacies.

Guidelines that may be considered when implementing strategies on both a macro and a micro scale within the university & HE sector.

•Specific details•Resource links•Project outcomes & findings

•Project team

Groups projects around the 10 key outcomes based on their strength in the relevant area. Also includes definition & recommended reading on the outcome area.

Network of Australasian Tertiary Associations (NATA)

www.nataonthenet.blogspot.com

About the Network

www.nataonthenet.blogspot.com

www.nataonthenet.blogspot.com

GPR ‘E’ Resources

Good Practice Report ‘E’ Resource To develop e-resources from the GPR’s that

can be used asynchronously by the Australasian Tertiary sector;

To publicise the existence of the Good Practice Report and their themes more widely;

To enhance understandings of the value and lessons that the Good Practice Reports afford;

To enhance the dissemination of the Good Practice Reports.

Revisiting the Initial Questions

How do we recognise Good Practice in technologically-enhanced learning and teaching?

How do we communicate/disseminate Good Practice in technologically-enhanced learning and teaching?

How do we integrate Good Practice into learning and teaching?

What can I do to help integrate Good Practice into learning and

teaching?

Links

To download the Technology-Enhanced Learning and Teaching Report:http://www.olt.gov.au/system/files/resources/GPR_Technology_Enhanced_Keppel.pdf

To access the GPRs:http://www.olt.gov.au/resource-library/good-practice-reports

To access the NATA blog:www.nataonthenet.blogspot.com

References

Laurillard, D, Oliver, M, Wasson, B & Hoppe, U 2009, ‘Implementing technology-enhanced learning’ in N Balacheff, S Ludvigsen, T De Jong, A Lazonder & S Barnes (eds.), Technology-enhanced learning, Springer.