Upload
leilani-snyder
View
19
Download
1
Tags:
Embed Size (px)
DESCRIPTION
Quality enhancement by use of Educational IT. Pedagogical week, NHH, Bergen, September 22-26, 2014. Educational development at Center for Teaching and Learning (CUL), School of Business and Leaning (BSS), Aarhus University (AU), Denmark. Context. Aarhus University. - PowerPoint PPT Presentation
Citation preview
Quality enhancement by use of Educational ITPedagogical week, NHH, Bergen, September 22-26, 2014.
Centre Director, Torben K. JensenCentre for Teaching and Learning (CUL)School of Business and Social Sciences (BSS)Aarhus University (AU)[email protected]; www.cu.au.dk/en
Context
Educational development at Center for Teaching and Learning (CUL), School of Business and Leaning (BSS), Aarhus University (AU), Denmark
Approx. 40.000 students and 9.000 employees
Aarhus University
1. Faculty of Science and Technology
2. Faculty of Health
3. School of Business and Social Sciences
4. Faculty of Arts
School of Business and Social Sciences
Currently, there is approx. 1,180 teachers at 7 departments spread out on the following categories:
Student teachers: 280 PhD students: 236 Postdocs: 38 Assistant professors: 90 D-VIP: 140 Associate professors: 255 Professors: 139
Approx. 14,000 full-time- + approx. 3,000 part-time students
The main academic area consists of the following seven departments:1. Department of Economics and Busines
s2. Department of Business Administration3. Department of Business Communicatio
n4. Department of Law5. Department of Political Science and Go
vernment6. Department of Psychology and Behavi
oral Science7. AU Herning
Centre for Teaching and Learning (CUL)
21 employees
Higher education teaching and learning: 8 employees
Educational IT: 8 employees
Administrative staff: 5 employees
CUL’s main activitiesTeaching
Courses for teachers at all career levels Most courses are mandatory Strong incentives to the heads of department and the individual teacher
The courses are in general evaluated as (very) rewarding
Development Development projects at different levels
Course level Educational-/department level The faculty: BlackBoard, digital exam, digital evaluation University: Analyses every third year of (1) study environment, (2) quality in the
PhD process and (3) psychological workplace environment
Research Practice-oriented research:
Research at an international level where data from BSS always is included and where the aim always is to contribute to better decisions and judgments for managers and teachers at BSS
Research that supports the course activities and the development work
Key figures for the course activities
Numbers of participants in course activities pr. year at BSS: All first year students, 130 TA, 35 70 students, 40 assistant professors,
85 associate and full professors spread over the two courses in supervision and Go Online.
In addition, staff participants in voluntary and required courses
In the course of a few years CUL meets the teachers at BSS 3-4 times
The total mandatory formal educational training corresponds to about 8 weeks
CUL has a yearly budget of 10 million DKK (1,2 million Euro) and costs 1% of the total revenue of BSS and about 15% of the Dean’s strategic costs
CUL has 21 employees, which corresponds to 3 full time positions per department at the school.
Links Center for Teaching and Learning (CUL)
http://cul.au.dk/en/about-the-centre/
Large scale educational development (practice paper)http://cul.au.dk/fileadmin/CUL/Dokumenter/Om_CUL/Practice_at_BSS_for_the_development_of_teaching_and_teaching_competencies_2014.pdf
BSS's incentive structure for participation in university educational courses: http://cul.au.dk/fileadmin/CUL/Dokumenter/Kurser/BSS_Courses
__incentive_structure_and_course_evaluation.pdf
Investment in Edu-it at School of Business and Social Sciences, Aarhus University
Investment in educational it at BSS
2013: implementation of a new, common LMS (BlackBoard)System integration, support, instruction material
(on line + f2f), training, Entry into service: 14,000 students, 1,200
teachers, 100 course clerks, 2300 courses/semester
2014: implementation of digital examination system (Wiseflow) Workflow without paper: Providing the task,
down- and upload by students, distribution of examination scripts to teachers and censors, marking and filing
written homework assignments + ‘skoleeksamen’ (with and without aids) (Flowlock))
88% of all exams S2014 were implemented digitally; 25,000 have attended more than 300 digital written exams
2015: development and implementation of a new, common digital course evaluation system Course evaluations for the teachers and key figures
(BI) for the directors of study from 2300 courses pr. semester
2012 Medielab facilities
2012 GoOnline course for assistant professors, associate
professors and full professors
Question
Why spend resources on educatioanl IT: Money, jobs, management attention, time?
What are the potential gains?
What are the educational reasons for investing in educational technology at the university?
New words…
Information Technologye-learningLMS (learning management systems)blended learning digitalized learning objectsMOOCs (massive open online courses)blogs, discussion forums, wiki, electronic
conference, video conference, learning paths, clickers; podcasts, screencasts, pencasts, audio slides …
Business as usual…
Research-based teaching
Well-organized teaching
Active students
In-depth learning
The university's job
To deliver research-based teaching DK: The University Act
The Master's degree programmes must ensure that the students master the subject’s theory, empirical knowledge, and method
DK: The Qualifications Framework
Research-based teaching
1. Researcher teaches lectures attentive students? Lecture
2. Research-type teaching activating teaching working, exploring, arguing, communicating students? Exercises, projects, supervision, feedback Methodology, discipline, and thoroughness
= in-depth learning
Didactic implications
Free us from "more chairs in”
A socialization/training during five years, which must succeed
Progression: material, learning goals, material quantity, independence, research-type, academic competences
Progression?
Free us from the “education market”
The university’s conditions
A bit of presence teaching
A lot of independent work between classes
Free us from "number-of-classes-guarantee"
Well-organized teaching
Teaching objectives
In-depth learning
Quality in teaching: That the students learn in-depth (selected parts of) the science society's knowledge (master the subject's theory, empirical knowledge, and method)
Didactics in course planning - a model22
Themes and content
Methods/organization
ExamField ofdidactic decisions
Field ofdidacticframework
Studentpreconditions
Social/culturalpreconditions
Organizational andfinancial framework
Course
In-depth learning
Purpose andlearning goals
Media- including Edu-IT
Entirely new teaching situation?
Integration of new media
Media
Books, articles, material collections
Auditoriums, classrooms Furniture, board, projector,
paper, pigeon-holes, notice boards, handouts,
Photocopying, printing, library Organization: Class sizes Etc. …
Digital teaching material, Internet,
LMS - Learning Management System - electronic meeting place AULA, BlackBoard, First Class,
Campusnet, (Group) blog, discussion
forums, wiki, electronic conference, video conference, learning paths, clickers; podcasts, audio slides, screencasts, instruction videos
Blended learning Distance learning MOOCs Etc.
classic digital
Media- including Edu-IT
The challenge - EduIT1. All courses can (should!) have two classrooms in future:
The physical classroom A digital classroom
All courses have their own website From mailbox to educational workshop: a place to organize the students'
learning/work (activate)
2. Make activation and learning among the students more efficient
Use electronic educational technologies to activate students before, during, and after classes
Increase the quantity of feedback
3. Economize the teacher's resources(which may require an investment)
4. Meet/oblige ‘generation www’
% %
Physical classroom
Virtual classroom
Blended learning for activation
Presence teaching- with digital activation possibilities
Students' work between the classes- possible to organize in a digital learning space
Examples of educational technology for increased learning
Activation of the students before classesLearning paths:
Material to be read Podcast (pencasts, screencasts) to be seen:
The teacher's or other's contributions from YouTube etc. Assignments to be solved together with fellow students Assignments to be uploaded to the course website Feedback on fellow students' assignments (on the course
website) Submit questions to the teacher prior to the next meeting
'Flipped classroom': One-way communication and material assessment prior to the meeting with the students
... Activation of the students before
Example of the use of wiki: The framework: an introductory course, which go through the
'list of kings' Political Theory and the History of Ideas: Plato, Aristotle,
Machiavelli, Hobbes … The class is divided into study groups and each produce two
wiki texts during the semester: Study group 1:
Wiki 1: Everything in the semester's material that sheds light on Plato Wiki 2: Everything in the semester that relates to the concept of justice
Study group 2: Wiki 1: Everything in the semester's material that sheds light on Aristotle Wiki 2: Everything in the semester that relates to the concept of forms of
government
The wikis are part of the examination
... Activation of the students before
Example of the use of screencast In the course Principles of Micro and Principles of Macro,
introduction course to Economics at 1st semester of Economics and Business Administration, BSS, AU
Educational challenge: very different preconditions in Mathematics
Activation of the students during classes
Discussion and material assessment on the basis of submitted questions to the teacher
Clicker teaching (responsive systems) and peer instruction
Activation of the students after classes
Feedback in the form of expanded multiple-choice (quiz) Example: The Study of Law at the University of Southern
Denmark
Peer feedback with (or without) electronic support The Lund model Solving a task individually Correcting two assignments in groups with support from a
teaching guide
Preconditions
Technical: A solid Learning Management System (LMS) as the technical basis From post office to learning space
Well-educated teachers: Can make and justify didactic decisions Produce teaching material Organize the students' work
Active students demand a prior instruction Assume responsibility for the students' learning Certain technical skills
Go Online as course and development concept
GoOnline course
Step 1 (20 hours): 1. Introduction to a range of online tools, including
basic and more advanced features in BlackBoard, clickers, wiki, blog, discussion forums, podcasts, audio, slides, screencasts, learning modules, quiz, pencasts, etc.
2. Introduction to the role as E-moderator in theory and practice,
3. Students alternate between the role of a student in a 'blended' course and the role of the teacher, which produces Web-based teaching elements/materials.
Step 2 (10 hours):1. Redesign of own course
Identification of main challenges in the existing course
Analyze of possible digital solutions
2. Supervision from instructors and colleagues
Step 3 (30 hours):1. Implementation of the plan in the next semester's
course.
2. Production of digital teaching material Technical support for production, if necessary, throughout
the entire semester.
3. Writing a report and sharing experience with colleagues
Link to course description: http://cul.au.dk/en/training-courses/go-online-course-on-blended-learning/
(Mild) Educational leadership
On the one hand: The GoOnline course is mandatory for professors
On the other hand: You can choose to say no to the use Edu-IT in your courses
But the choice has to be made on an informed basis.
Main point
Educational IT – must support the students' active learning before, during, and after classes
If new technology does not support the students' active (in-depth) learning, we do not need new technology whatsoever
Educational IT is not about: Filming lectures Distance learning Distribution of teaching material
Potential gains from the use of educational it
1. Increasing quality in learning
i. activate students before, during, and after instruction to
ii. increase student performance
iii. increase the amount of feedback
iv. differentiate teaching
v. variety and dedication
vi. clearer educational choices, more transparencyi. blended learning courses are often better planned a
campus courses
… potential gains from the use of educational it
2. Economising on resources
i. Distribution of teaching materials
ii. reduced needs for classrooms?
iii. Fewer teachers?
iv. Paperless examinations
… potential gains from the use of educational it
3. Economising with teacher ressources More collaboration among lecturer around the learning
management system (BlackBoard) and the individual course sites: subject matter, teaching material and didactic know-how
In-service training of teachers: competencies for distance learning as by-product of blended learning
4. increasing flexibility with regard to access to teaching and learning material: time, place, device
5. meeting generation www
6. preparing students for the upcoming working life Future blended learning environments there
Prerequisites
Technical requirements: a solid Learning Management System (LMS) as the
technical basis From ‘post office’ to ‘learning space’
Well-trained educators who: can make and justify didactic choice can produce (digital) teaching material can and will organise the student’s work Activation of students requires a previous instruction
weeks before assume responsibility for the student's learning possess certain technical skills