Enhancing Teaching and Research
through eLearning
(Technology enhanced Learning)
Draft v.2 JG
Outline
Overview
•
•
•
•
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Key challenges
Current Situation
Break out session – Discussion
Effective eLearning
Research led Teaching
Key principles and Characteristics for successful
policies
Case Studies in Action
Shared Challenges and Next Steps
• Break out session - Discussion
Overview – Current Situation, General challenges,
effective eLearning, Research led Teaching
Quality
•Pedagogical
approach
•Research led
teaching
•Assessment based
learning
Global
knowledge based
economies
Population
Redesign of
traditional
courses
Broaden Access
Key
Challenges
Increased
flexibility
Remaining
innovative and
relevant
Widen student
engagement
Cutting Cost
Motivation for
staff & students
Adapting for creation of
knowledge-based economies
knowledgebased
economies
Life long
learning
HE Sector
growing in
scale
Wider
access to
education
Research
Direct
economic
impact
Improving
social
inclusion
(HECTIC Report 2002)
Different
expectations
motivations,
skills and
learning models
The nature of a
University?
Growing
demands
Corporate
Educational
Providers
Curricula
frameworks
Current
Trends
Lifelong
Learning
Qualification
frameworks
Globalisation
Role of the
University
socially &
economically
Breakout session
–What are the key challenges that
universities are facing?
–How far can they be addressed by
elearning?
–Some ideas about Teaching load
Key principles and Characteristics for successful policies
Elearning
Technology enhanced learning
…is the development and effective use of digital technologies to
support learning, teaching and research
Listen to an experienced elearning practitioner….Link to 2
minute podcast
• Lots of different terms but they mean the same
– Web-based training, computer-based training, web-based learning,
and online learning
supported
learning
blended / hybrid
learning
learning that
occurs 100%
online
Quality
Pedagogy
first,
technology
second
Legitistlative expectation
Access
Lifelong Learning
Support
cultural
change
Holistic
Equal opportunities
Socio Economic issues
Reflect the
existing
ethos and
learning
approaches
Sound
instructional
design
principles
Characteristics:
effective
eLearning
Drivers for
ELearning in Irish
Universities
Universities Ireland 2004
Sound
Learning
theories.
Learnercentric
Professional
development
& time out
for staff
Institutional
support
pedagogy +
technology
learning
environments
Deep learning
principles
Incentive &
time for staff
Research led
teaching
Software &
hardware
publications
effective
professional
development
Staff
recognition
Skill levels
Quality Assurance
Knowledge
building &
sharing
Local support
Tech. &
pedagogy
support
Helping your staff
Shared vision
Successful elearning strategies (TCD)
Institutional support
Institutional support can significantly influence the outcome
experience of staff in adopting innovation ...serve a critical role
in ensuring the success of integrating technologies into
teaching and learning and scholarly activities”
(Howland, 2000)
“High quality sustained and intensive staff development with
an emphasis on developing the understanding of how people
learn designing courses, teaching strategies, as well as building
technology skills is essential”
(Lim, 2001 & Rogers, 2001)
Key principles for successful policy
Ethos
• Supporting independent learners
• Flexibility
• Student engagement
• Diverse group of learners
• Pedagogy + technology support integrated
Organisation of
eLearning Support
Technologies &
Platforms
Strategies for Implementing ELearning
Learning
Level
Knowledge
Comprehension Application Analysis
Reproduction
Synthesis
Evaluate
Learning
approach
Surface
Strategic
Deep
Learning
activity
Behavioural
Scaffolded
Constructivist
Level of
Autonomy
Procedural
Strategic
Critical
Delivery
method
Transmission
Transaction
Transformation
Learning
Outcomes
define, describe,
Identify, label, list,
name, recall, write,
match…
translate, justify,
defend, explain
solve, use, modify,
illustrate…
assemble,plan,
design, invent,
create, judge,
assess…
©Bruen & Kane, CLT, 2009
Linking Teaching and Research
“No Issue more basic in modern education than
the relationship between teaching and
research”
(Burton Clark, 1997)
• Synergy will not happen by itself
• Needs positive intervention
Value of Linking teaching and Research
• Experiential
– A process which benefits students and staff
• Conceptual
– In terms of societal needs and the development
and communication and knowledge
• Operational
– In terms of the potential reciprocity of teaching
and research as learning activity
(Zetter, 2002)
Case Studies in Action
•Dublin - Trinity College Dublin
•Ireland - National Digital Learning Resources (NDLR) Services for Ireland
•The World – Open Educational Resources (OER)
Some examples from Trinity College
School of Medicine
School of Humanities
Click here to view a virtual
tour of the two projects …
A National Solution to a National
Problem….
Institutions trying to
develop their own
Teaching & Learning
resources
•Expense
•Critical mass
•Paucity of shared experiences
•Difficult to sustain
•Larger scale
•More opportunity to support multiple subject areas
•Potential for greater reuse
A National Repository of •Potential for collaboration
•Standing on the shoulder of giants
shared Teaching &
Learning Resources
Raising the bar for teaching & learning as a collective
2004 - 2008
Where we are now…2010
An Open digital
repository
2010
•Much more scalable
•Huge potential for CoPs contribution & reuse
•International license agreements already in place (e.g. Creative Commons licenses) - CCLearn
•Protection against commercial exploitation
•Easier to set up infrastructure (access & authentication not a problem)
Academics perspective
Institutional perspective
Stakeholders Perspectives
1.
Citation rates go up
1.
1.
2.
Participating in a CoP
(Self help network)
Leveraging content
more easily and
safely
Improving the quality
of the teaching
resources used
within Irish HE
2.
Exemplars to help
employees to use &
develop digital
resources
2.
3.
Encourages
formation of self
sustaining Cop &
subject areas
(academics using
these resources)
Enhancing the
teaching practice
associated with the
use of digital learning
via sharing of good
practice and digital
resources
3.
Encourage reduction
in the cost of
teaching again via
sharing and reuse…
3.
More opportunities
for feedback on your
resources
4.
More potential for
collaborations
4.
Potential for cost
savings in the
development of
digital resources
“to promote and support Higher Education academia in the
collaboration, development and sharing of digital learning
resources and associate teaching practices”
Improve the availability and quality of the teaching resources
Enhance the teaching practice associated with the use of digital learning
Encourage a reduction in the cost of teaching via sharing and reuse of digital
resources
Click here to
see how a
Computer
Science
lecturer uses
the NDLR to
find resources
Click here to
see Veterinary
bioenvironmental
CoP resources
NDLR User
Support
• 3 stage model
Focus on
content not
courses
OER support
& Licensing
Responsive
Training
programme
& synergy
events
Portal
Repository
An Evolutionary Pathway to
establish sustainable communities of academics
Service team that is:
Supportive
Motivational
Accessible
Responsive
Technologically Competent
Sustainable NDLR
academic communities
Level 3
Encourage
Sustainable
Communities
Level 2
Support collaborative
Academics within
Subject disciplines
(LINCS)
Institutional
Projects
Level 1
Support individual
Academics
Within Uni/IoT
(LIPS)
•
•
•
•
•
Sustainable
Manageable
Active
Relevant &
Reflective
Targeted
Consideration of community is
essential…
Creative Commons
•A movement that has evolved from open
source software ideas and licences
•Estb. 2001 by a group of American legal
academics, creators and entrepreneurs
•Generation of a number of easy-to-use licences
so creators can share their work to the public
while maintaining certain control over it
•Now 55 million works using CC licences for their
blog postings, RSS feeds, Wikis, Presenation, etc,
etc.
“Wanna Work Together?”
What are Open Educational
Resources?
“digitised materials offered freely and openly for
educators, students and self-learners to use
and reuse for teaching, learning and research”
Content
• Full courses, courseware, content modules, learning objects,
collections and journals
Tools
• Software to support the development, use, reuse and
delivery of learning content
Implementation Resources
• Intellectual property licenses to promote open publishing of
materials, design principles of best practice
(OECD, 2007)
Global examples
OER for the general public
YouTube
Photo
sharing
through
Flickr
Vimeo
Wikipedia
Google
Advanced
Search
Wikis
How might OER be useful?
• Identifying as a collective
– Types of resources that are in use by staff and students in
your institution on daily basis
– Occasions and opprtunities for using Open Educational
Resources
Content
• Full courses, courseware, content modules, learning objects,
collections and journals
Tools
• Software to support the development, use, reuse and
delivery of learning content
Implementation Resources
• Intellectual property licenses to promote open publishing of
materials, design principles of best practice
Shared Challenges and Next Steps
Challenges and Opportunities
1. Making eLearning core to University Teaching and
Learning
2. Improving eLearning Collaboration and Sharing within
eLearning HE Sector
3. Researching and Improving educational quality of
eLearning experience
4. Adoption of Standards and improve interoperability
5. Addressing eLearning Costs
–
–
Resource requirements
Academic (Staff) Development and skills acquisition
(Universities Ireland 2004)