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Changing learning methods and approaches, their assessment and
quality assuranceCharalambos Vrasidas, Executive Director, CARDET
Professor & Associate Dean for e-learning, UNic
www.vrasidas.com
www.cardet.org
2
www.cardet.org
Overview
• Trends
• Designs for learning
• Case Studies
• Possibilities
• Challenges
INTRODUCTION
• 1986: Teachers and machines: the classroom use of technology since 1920
• 1993: Technology meets classroom: Classroom wins
• 2001: Oversold and Underused
• 2015: The rhetoric of Reform and Teachers use of ICT
Technology and Reform
"The No Significant Difference
Phenomenon"
A lot of research reports document no significant
differences in student outcomes between
different modes of education delivery.
Method – context – tools – teacher -
capabilities of technology…. Are more important
• Society more connected but conflict rife
• World changing, education must too
• New literacies needed for society of tomorrow
• Learning throughout life in a complex and changing world
Challenges
Engagement Interaction Authenticticy
NeedsKnowledge Information
21st Century Skills
ELEARNING POSSIBILITIES
http://thumbnails-visually.netdna-ssl.com/reaching-50-million-users_502917b399a44_w1500.jpg
https://pbs.twimg.com/media/CEbKM5lUMAAPUv3.jpg:large
http://elearninginfographics.com/tag/moocs-infographic/
What does it mean for curricula design and delivery?
Characteristics of elearning
• Personalized
• Access
• Collaboration
• Immediacy
• Connections
• Communication
• Presence
• Support
What does it mean for the kinds of skills we need to help our students develop?
Life Skills
Collaboration Communication Empathy
Reflection ResilienceProblem
Solving
Global Citizenship
Critical
ThinkingCreativity
New Media Literacies (Jenkins)
Performance Play Simulation
Appropriation MultitaskingDistributed Cognition
Collective Intelligence
Judgment Networking
TransmediaNavigation
Negotiation
http://www.newmedialiteracies.org/
• “Literacy as I am using the term is definitely a skill. But solitary skills are not enough today. Literacy now means skill plus social competency in using that skill collaboratively” – (Rheingold, 2013, p. 4)
Play: The ability to capacity to experiment and explore various solutions to problems.
http://tinyurl.com/po9ry3v http://tinyurl.com/oh7p6ct
Performance: The capacity to embrace new identities and to explore and discover new worlds.
http://tinyurl.com/nay45jq
Multitasking: The ability to engage in multiple scans simultaneously.
http://tinyurl.com/owwgg3t
http://tinyurl.com/owyz8ar
Judgment: The ability to access, evaluate and decide on the use of various sources of information.
http://tinyurl.com/otgggjx
For the Love of Reading …
http://boysreading.org
LEARNING DESIGN
Characteristics of Design Practice
• Creative process
• Human centered
• Situated and contextualized
• Culture and people roles (not with ICT)
• A participatory system
Design thinking as a framework encourages us to act as
LEARNING ARCHITECTS
LEARNING DESIGNPedagogy and Assessment
Learners Learn Best When …
• They engage in active intentional learning
• Represent knowledge in multiple ways
• Participate in real-world authentic activities
• Receive frequent feedback
• Collaborate with others in solving problems.
• Have access to tools for meaningful learning
TEACHERS LEARN THE SAME WAY!
Professional Development Issues
• Holistic approach
• Authentic and situated
• Active and engaged
• Collaborative
• Continuous and long term
• Incentives
• Application and reflection
• Feedback
• Technology
www.cardet.org
Linking Theory & Praxis 1
THEORY PRAXIS
Promote ownership, commitment, and a shared vision among participants
Provide opportunities to participants to shape the structure, goals, and assessment components of the program
Promote interaction by structuring collaboration
Require participants to work in groups to prepare projects, moderate discussions, etc.
Quality Assurance: Constantly evaluate and revise
In addition to regular project evaluations, collect data from all stakeholders to ensure all voices are heard and reflected in future revisions.
Linking Theory & Praxis 2
THEORY PRAXIS
Choose the right technology tools
Make sure that the online communication tools you use are usable, reliable, and appropriate for your target audience
Design for cognitive apprenticeship
Pair expert learners with less experienced learners to work on collaborative projects
Choose authentic tasks and activities
Use real world, authentic tasks and activities which will help participants make the direct connection to their professional practice
Linking Theory & Praxis 3
THEORY PRAXIS
Provide regular feedback to participant’s work
Provide opportunities for feedback to participants work via a variety of mechanisms such as teacher feedback, automatic grading procedures, and peer reviews
Use a variety of assessment methods
Collect information from participants’ work, moderations of online discussions, postings in online conferences, and other artefacts developed and shared within the online community
Promote reflection Design activities that encourage participants to act as reflective practitioners and establish connections between the content of their studies and their professional practice
Quality Assurance
Management
Processes
Products
• Institutional policies, aims, strategy, resources
• Teaching &learning, student & teacher support
• Curricula, courses, learning activities
CASE STUDIES
UNic Online
http://education.cardet.org
45
http://e-reflect.wix.com/e-reflect
48
http://www.hiponproject.eu/
http://eathink2015.org/
http://www.seop-project.eu/
WAY FORWARD
Successful elearning initiatives
• Systemic Approach
• Participatory – Collective
• Quality course materials
• Local and Virtual support networks
• Balanced Blended mix tools
• Appropriate staff numbers
• QA, Monitoring & Evaluation
• Vibrant research activity
• A culture of life long learning communities »CARDET, 2002, 2004, 2005, 2009
Research
QA, Evaluation
ReflectionE-learning
Adoption
Teacher
practiceOngoing
support
Technology &
Infrastructure
Policy - sustainability
Systemic-systematic
Involve stakeholders
Curriculum
Pedagogy
Assessment
Linking Academia – Industry | Education Culture
Technology Integration Framework Adoption of e-Learning