Trendsetter Presentation This talk discusses the creation and development of The Common Ground Curriculum. The Common Ground Collaborative (CGC) is a global non-profit network of schools and individuals united in a common purpose expressed in our simple mission: Everybody Learns. We work together in schools and school systems to build an interconnected human context for learning, comprising Learning Cultures and Learning Communities. Within that human context, we create a complete, connected Learning Curriculum, framed by Five Elements that together build towards a fully coherent Learning Ecosystem, designed to provide a school with everything it needs for consistent, high-quality planning, teaching, leading and assessing for learning. We co-create with every school a shared Learning Culture supported by all learning stakeholders in an inclusive Learning Community. Within this very human context we co-create a coherent Learning Curriculum. Everything is connected. It’s a Human Learning Ecosystem for Our Times. We are flexible and friendly and radically non-bureaucratic. We don’t compromise on quality and we are guided unfailingly by our Mission, Everybody Learns and by our Principles. We set out to develop learning experts. Experts have a deep understanding of the central concepts of their field and the relationships among them. Experts are highly skilled in the competencies of their field. More than ever, we surely need expert human beings with strong, positive moral character. These insights led to our Definition of Learning as the consolidation and extension of Conceptual understanding, Competency and Character. Three kinds of learning, always interacting. A triple helix, the DNA of learning. W.Edwards Deming said, ‘ If you can’t explain what you are doing as a process, then you don’t know what you’re doing’ (Common Ground Collaborative, (n.d.)). We agree, so our definition focuses on the process of learning, so that it can drive the process of teaching. We provide, for each of our ‘3Cs’ , a simple, accessible, 3-stage learning/teaching process supported by a comprehensive toolkit for teachers. These processes are embedded in our Learning Modules and have field-tested, proven success in supporting deep learning. In this session I will talk about how schools are notoriously complex, compartmentalized and slow to change. This interactive professional learning conversation suggests that the reason we frequently fail to make sustained progress is that we tinker with the parts instead of re-imagining a new 'whole'. The Common Ground Collaborative (CGC) is co-creating change with schools all over the world by building a new, coherent Learning Ecosystem. The system is driven by 5 Questions, each of which drives the development of one key element in the system: DEFINE: What is learning? DESIGN: What's worth learning? DIVERSIFY: How does everyone access learning? DELIVER: How do we build learning cultures? DEMONSTRATE: How do learners provide e
{"title":"A Human Learning Ecosystem For Our Times","authors":"K. Bartlett","doi":"10.24135/pjtel.v5i1.167","DOIUrl":"https://doi.org/10.24135/pjtel.v5i1.167","url":null,"abstract":"Trendsetter Presentation \u0000This talk discusses the creation and development of The Common Ground Curriculum. The Common Ground Collaborative (CGC) is a global non-profit network of schools and individuals united in a common purpose expressed in our simple mission: Everybody Learns. We work together in schools and school systems to build an interconnected human context for learning, comprising Learning Cultures and Learning Communities. Within that human context, we create a complete, connected Learning Curriculum, framed by Five Elements that together build towards a fully coherent Learning Ecosystem, designed to provide a school with everything it needs for consistent, high-quality planning, teaching, leading and assessing for learning. We co-create with every school a shared Learning Culture supported by all learning stakeholders in an inclusive Learning Community. Within this very human context we co-create a coherent Learning Curriculum. Everything is connected. It’s a Human Learning Ecosystem for Our Times. We are flexible and friendly and radically non-bureaucratic. We don’t compromise on quality and we are guided unfailingly by our Mission, Everybody Learns and by our Principles. \u0000We set out to develop learning experts. Experts have a deep understanding of the central concepts of their field and the relationships among them. Experts are highly skilled in the competencies of their field. More than ever, we surely need expert human beings with strong, positive moral character. These insights led to our Definition of Learning as the consolidation and extension of Conceptual understanding, Competency and Character. Three kinds of learning, always interacting. A triple helix, the DNA of learning. W.Edwards Deming said, ‘ If you can’t explain what you are doing as a process, then you don’t know what you’re doing’ (Common Ground Collaborative, (n.d.)). We agree, so our definition focuses on the process of learning, so that it can drive the process of teaching. We provide, for each of our ‘3Cs’ , a simple, accessible, 3-stage learning/teaching process supported by a comprehensive toolkit for teachers. These processes are embedded in our Learning Modules and have field-tested, proven success in supporting deep learning. \u0000In this session I will talk about how schools are notoriously complex, compartmentalized and slow to change. This interactive professional learning conversation suggests that the reason we frequently fail to make sustained progress is that we tinker with the parts instead of re-imagining a new 'whole'. The Common Ground Collaborative (CGC) is co-creating change with schools all over the world by building a new, coherent Learning Ecosystem. The system is driven by 5 Questions, each of which drives the development of one key element in the system: \u0000DEFINE: What is learning? \u0000DESIGN: What's worth learning? \u0000DIVERSIFY: How does everyone access learning? \u0000DELIVER: How do we build learning cultures? \u0000DEMONSTRATE: How do learners provide e","PeriodicalId":384031,"journal":{"name":"Pacific Journal of Technology Enhanced Learning","volume":"39 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116759512","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Trendsetter Presentation https://doi.org/10.26188/22106807.v1 As an enthusiastic online teacher for more than two decades, I have learned a great deal over the years. This presentation will highlight a few selected lessons, from early realisations to covid-inspired learning. I will share a little of what I have learned from working with esteemed collaborators, including a glimpse of university students’ online learning experiences, and insights into developing online teaching in higher education through continuing professional learning. On the basis of research and experience, this presentation will draw parallels between learning online and learning to teach online. Key themes discussed will include diversity, agency, social learning, creativity, and continuity. Participants will be invited to reflect upon their own experiences and epiphanies as online teachers and learners.
{"title":"Developing online teaching and learning","authors":"D. Forbes","doi":"10.24135/pjtel.v5i1.168","DOIUrl":"https://doi.org/10.24135/pjtel.v5i1.168","url":null,"abstract":"Trendsetter Presentation https://doi.org/10.26188/22106807.v1 \u0000 \u0000As an enthusiastic online teacher for more than two decades, I have learned a great deal over the years. This presentation will highlight a few selected lessons, from early realisations to covid-inspired learning. I will share a little of what I have learned from working with esteemed collaborators, including a glimpse of university students’ online learning experiences, and insights into developing online teaching in higher education through continuing professional learning. \u0000On the basis of research and experience, this presentation will draw parallels between learning online and learning to teach online. Key themes discussed will include diversity, agency, social learning, creativity, and continuity. \u0000Participants will be invited to reflect upon their own experiences and epiphanies as online teachers and learners.","PeriodicalId":384031,"journal":{"name":"Pacific Journal of Technology Enhanced Learning","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132855606","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article explores the developments of educators' knowledge and practices in online teaching and learning as their professional development during the COVID-19 pandemic. The study begins with the question, "How do I improve my online teaching and learning knowledge?" The research is grounded in two models: the CRASP model (teachers' Critical attitude, Research into teaching, Accountability, Self-evaluation leading to Professionalism) proposed by Zuber-Skerrit (1992) and Fuller’s (1969) Concerns Based Model of Teacher Development (CBMoTD. The educators' critical attitude and skills towards their own knowledge of online teaching and learning were identified as areas that required professional development to support students' achievement at tertiary levels. Participants were two educators working with tertiary students (N=250) in the Initial Teacher Education in New Zealand. Data were collected through observations and collaborative discussions. The educators' investigation of their own practice highlighted the need for developing insights in their own professional development, including online teaching and learning, maintaining the objectives and quality of the course, and quality assessment. Interpretive Phenomenological data Analysis and Inductive methods were utilised to analyse the data. The findings highlighted students' accomplishments when a caring approach was implemented instead of a traditional task-driven approach. The findings will benefit course developers, educators, and students in online teaching settings by prioritising student care as the core of any educational settings.
{"title":"Professional Development in Online Teaching and Learning at Tertiary Level During Pandemic: A Quest for Student's Care","authors":"Parisa Tadi, Anienie Veldsman, A. Sadeghi","doi":"10.24135/pjtel.v4i3.151","DOIUrl":"https://doi.org/10.24135/pjtel.v4i3.151","url":null,"abstract":"This article explores the developments of educators' knowledge and practices in online teaching and learning as their professional development during the COVID-19 pandemic. The study begins with the question, \"How do I improve my online teaching and learning knowledge?\" The research is grounded in two models: the CRASP model (teachers' Critical attitude, Research into teaching, Accountability, Self-evaluation leading to Professionalism) proposed by Zuber-Skerrit (1992) and Fuller’s (1969) Concerns Based Model of Teacher Development (CBMoTD. The educators' critical attitude and skills towards their own knowledge of online teaching and learning were identified as areas that required professional development to support students' achievement at tertiary levels. Participants were two educators working with tertiary students (N=250) in the Initial Teacher Education in New Zealand. Data were collected through observations and collaborative discussions. The educators' investigation of their own practice highlighted the need for developing insights in their own professional development, including online teaching and learning, maintaining the objectives and quality of the course, and quality assessment. Interpretive Phenomenological data Analysis and Inductive methods were utilised to analyse the data. The findings highlighted students' accomplishments when a caring approach was implemented instead of a traditional task-driven approach. The findings will benefit course developers, educators, and students in online teaching settings by prioritising student care as the core of any educational settings.","PeriodicalId":384031,"journal":{"name":"Pacific Journal of Technology Enhanced Learning","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128929837","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Engineers ultimately work in multi-disciplinary workplaces, yet degree structures and siloing of subjects typically prevent students from interacting with those outside of their own discipline. As products and technology become increasingly complex, engineers can no longer do design in isolation. Learning designs need to mirror real world complex team projects. In this project we provide an example of how Design-Based Research can be used as a meta methodology to design a learning experience that is implemented through a design-based collaborative student team project. An important part of the design process is to understand the interface with other disciplines of engineering and be able to specify appropriate requirements and verify that those requirements are being met. If these groups of students do not interact while at university, they are ill-prepared to do such design across disciplinary boundaries in the workplace. Moreover, if they are incapable of being able to formally specify what they require from other engineers, then they would not be able to verify that the design meets those specifications. This capstone project seeks to address these issues through the following objectives: Develop a multi-disciplinary team design project that can be rolled out to two core, candidate subjects in different departments in the Faculty of Engineering and Information Technology (FEIT); Develop appropriate learning activities that support the project and promote cohort interaction outside of traditional discipline / departmental boundaries; Design relevant feedback and evaluation mechanisms in order to monitor student team progress and gauge the effectiveness of the approach in building cohort, enhancing student graduate outcomes and employability skills; Enhance students’ communication and project management skills; Expose students to real-world engineering practices through the involvement of an industry partner in the scoping and design process. The project takes a Design-based Research (DBR) (McKenney and Reeves, 2019) approach that aligns with the four stages of DBR that is mirrored in both the design of the learning experience and in the student design project itself: Analysis – problem identification (Threshold Concepts: transdisciplinary collaboration, authentic learning), literature review, establishment of a collaborative learning design team Design prototype intervention (design of authentic learning environment) Evaluation (implementation of prototype with stakeholders – students/industry partner) - Re-Design / Evaluation Iterative Loop Development of Transferable Design Principles for designing authentic (real world) transdisciplinary learning environments in collaboration with industry Designing a speaker system, which contains electrical and mechanical systems that interact in a complex transfer of energy from electrical to mechanical to acoustic energy, is an inherently multidisciplinary endeavour consistin
{"title":"Transforming Energy and Pedagogy","authors":"G. Buskes, Thomas Cochrane, Lionel K. W. Lam","doi":"10.24135/pjtel.v5i1.164","DOIUrl":"https://doi.org/10.24135/pjtel.v5i1.164","url":null,"abstract":"Engineers ultimately work in multi-disciplinary workplaces, yet degree structures and siloing of subjects typically prevent students from interacting with those outside of their own discipline. As products and technology become increasingly complex, engineers can no longer do design in isolation. Learning designs need to mirror real world complex team projects. In this project we provide an example of how Design-Based Research can be used as a meta methodology to design a learning experience that is implemented through a design-based collaborative student team project. An important part of the design process is to understand the interface with other disciplines of engineering and be able to specify appropriate requirements and verify that those requirements are being met. If these groups of students do not interact while at university, they are ill-prepared to do such design across disciplinary boundaries in the workplace. Moreover, if they are incapable of being able to formally specify what they require from other engineers, then they would not be able to verify that the design meets those specifications. This capstone project seeks to address these issues through the following objectives: \u0000 \u0000 \u0000Develop a multi-disciplinary team design project that can be rolled out to two core, candidate subjects in different departments in the Faculty of Engineering and Information Technology (FEIT); \u0000Develop appropriate learning activities that support the project and promote cohort interaction outside of traditional discipline / departmental boundaries; \u0000Design relevant feedback and evaluation mechanisms in order to monitor student team progress and gauge the effectiveness of the approach in building cohort, enhancing student graduate outcomes and employability skills; \u0000Enhance students’ communication and project management skills; \u0000Expose students to real-world engineering practices through the involvement of an industry partner in the scoping and design process. \u0000 \u0000 \u0000The project takes a Design-based Research (DBR) (McKenney and Reeves, 2019) approach that aligns \u0000with the four stages of DBR that is mirrored in both the design of the learning experience and in the student design project itself: \u0000 \u0000Analysis – problem identification (Threshold Concepts: transdisciplinary collaboration, authentic learning), literature review, establishment of a collaborative learning design team \u0000Design prototype intervention (design of authentic learning environment) \u0000Evaluation (implementation of prototype with stakeholders – students/industry partner) - Re-Design / Evaluation Iterative Loop \u0000Development of Transferable Design Principles for designing authentic (real world) transdisciplinary learning environments in collaboration with industry \u0000 \u0000 \u0000Designing a speaker system, which contains electrical and mechanical systems that interact in a complex transfer of energy from electrical to mechanical to acoustic energy, is an inherently multidisciplinary endeavour consistin","PeriodicalId":384031,"journal":{"name":"Pacific Journal of Technology Enhanced Learning","volume":"43 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129125631","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The introduction of computer science to primary schooling age is relatively new, as traditionally it was primarily set aside for secondary and tertiary level learning (Heintz et al., 2016). Experts agree that even young children can understand fundamental concepts of computational thinking (CT), and that it is important to develop skills related to CT from a young age (Boccini et. al, 2016, p.48). Increasingly computer science is becoming a compulsory area of curriculum for many countries across the world, as reported by Bocconi et al. and there has been a recent increase in the integration of CT and computer science in mandatory education, as evidenced by the recent changes in educational curricula (p9., 2016). In New Zealand, the Technology curriculum was recently refreshed with the main revisions being the addition of CT and designing and developing digital outcomes as technological areas (Ministry of Education, 2017a). The intention of digital technologies curriculum content is to “significantly contribute to students developing the knowledge and skill they need as digital citizens and as users of digital technologies across the curriculum” (Ministry of Education, 2017b, p.3). There is also an expectation that all teachers are responsible for building capacity in digital fluency and literacy. It is the teacher's responsibility to effectively use these tools, and to in turn educate students on how to take advantage of these tools for their learning (Wright, 2010, p.46). The main rationale for introducing CT in many countries is to promote the development of 21st century skills necessary for full engagement in the digital realm (Bocconi et al., 2016, p.8). ByteEd, a New Zealand based educational resource company, have recently developed a new approach to the teaching of computer science at a primary school level that incorporates 21st century skill development. The Play Code Learn series of STEM (Science, Technology, Engineering and Mathematics) kits utilise an unplugged-to-digital methodology and explore future-focused technologies of Augmented Reality (AR) and programming. Based on the research of Bell and Vahrenhold (2018), who state unplugged activities for students engage them with lasting ideas in computer science. Integrating physical digital tasks along with unplugged tasks proves to be more beneficial for learning. The kits enable students to learn and understand digital concepts before transitioning to putting skills and knowledge into action in a digital environment. This presentation delves into the impact of the first Play Code Learn kit, Dinosaur Steps, on teaching and learning in two New Zealand classrooms. The use of an unplugged approach has proven to be advantageous to learners and highlights a significant shift in knowledge retention and the understanding of concepts, skills and literacy after using the Dinosaur Steps kit and related teaching resources during Term 4 2022.
{"title":"Teaching and learning with innovative technologies and practices at primary school level.","authors":"Sarah Washbrooke","doi":"10.24135/pjtel.v5i1.165","DOIUrl":"https://doi.org/10.24135/pjtel.v5i1.165","url":null,"abstract":"The introduction of computer science to primary schooling age is relatively new, as traditionally it was primarily set aside for secondary and tertiary level learning (Heintz et al., 2016). Experts agree that even young children can understand fundamental concepts of computational thinking (CT), and that it is important to develop skills related to CT from a young age (Boccini et. al, 2016, p.48). \u0000 \u0000Increasingly computer science is becoming a compulsory area of curriculum for many countries across the world, as reported by Bocconi et al. and there has been a recent increase in the integration of CT and computer science in mandatory education, as evidenced by the recent changes in educational curricula (p9., 2016). In New Zealand, the Technology curriculum was recently refreshed with the main revisions being the addition of CT and designing and developing digital outcomes as technological areas (Ministry of Education, 2017a). The intention of digital technologies curriculum content is to “significantly contribute to students developing the knowledge and skill they need as digital citizens and as users of digital technologies across the curriculum” (Ministry of Education, 2017b, p.3). \u0000 \u0000There is also an expectation that all teachers are responsible for building capacity in digital fluency and literacy. It is the teacher's responsibility to effectively use these tools, and to in turn educate students on how to take advantage of these tools for their learning (Wright, 2010, p.46). The main rationale for introducing CT in many countries is to promote the development of 21st century skills necessary for full engagement in the digital realm (Bocconi et al., 2016, p.8). \u0000 \u0000ByteEd, a New Zealand based educational resource company, have recently developed a new approach to the teaching of computer science at a primary school level that incorporates 21st century skill development. The Play Code Learn series of STEM (Science, Technology, Engineering and Mathematics) kits utilise an unplugged-to-digital methodology and explore future-focused technologies of Augmented Reality (AR) and programming. \u0000 \u0000Based on the research of Bell and Vahrenhold (2018), who state unplugged activities for students engage them with lasting ideas in computer science. Integrating physical digital tasks along with unplugged tasks proves to be more beneficial for learning. The kits enable students to learn and understand digital concepts before transitioning to putting skills and knowledge into action in a digital environment. \u0000 \u0000This presentation delves into the impact of the first Play Code Learn kit, Dinosaur Steps, on teaching and learning in two New Zealand classrooms. The use of an unplugged approach has proven to be advantageous to learners and highlights a significant shift in knowledge retention and the understanding of concepts, skills and literacy after using the Dinosaur Steps kit and related teaching resources during Term 4 2022.","PeriodicalId":384031,"journal":{"name":"Pacific Journal of Technology Enhanced Learning","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122090266","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Presentation Link: Pre-Recorded Pecha Kucha https://www.pechakucha.com/presentations/alex-tsirgialos-sotel The consistent Learning Management System (LMS) design of large subjects with multiple instructors/coordinators can prove very challenging. Instructors have the freedom to organise their materials in different ways (without specific training on how to do this effectively) which often impacts students’ ability to find key resources in a timely manner (Holmes and Prieto-Rodriguez, 2018). Students in two large subjects at the Melbourne Dental School reported this in subject evaluations: accessing learning materials that were essential prior to campus activities and searching resources for revision was proving impossible. LMS navigation design is seen as important to students’ perceived usefulness of the system (Zanjani et al. 2013). Students will often compare their LMS experience against other (sophisticated) online services, expecting the same standards (Naveh et al. 2012). For Blended Learning (BL) subjects Diep et al. (2017) argue that “institutions should enhance the LMS functionality and design in such a way that they are easier to use, more user-friendly, functional, and personalized” (p.474). Most designs for online learning strive for learning experiences – this is true for online courses where all or most study is asynchronous. In these cases, the learning designer will aim to incorporate a ‘chunked’ or ‘step-by-step’ approach to the curriculum. This results in the familiar sight of modules consisting multiple pages which represent this linear learning experience that begins and ends in the LMS. In Blended Learning courses however, the asynchronous component delivered via LMS is often limited to very few resources and activities that represent only the starting and/or end point in a learning sequence, but not the entire experience. This presentation will showcase how designing the way students interact with the LMS by re-arranging the site’s navigation and structure aims to improve students’ affective domain while maintaining the same cognitive outcomes (no changes have been made to the existing content). It will also show how the design, moving away from the established ‘module as a learning sequence’ approach, is enabling multiple instructors to curate the curriculum in large year-long subjects with improved flexibility. The subjects’ LMS sites have been designed to accommodate the projected student activity. Central to the design is a concise Subject Schedule in which the multiple instructors can ‘curate’ their component’s learning for each week to include single Topic Pages (learning materials and activities), instructions for the Campus activities and reminders for Assessment tasks. Workbooks intended for Campus activities have been removed from the LMS (which isn’t an ideal place for file sharing) and hosted in Microsoft Sharepoint instead. Each subject component has a Component Hub (for all the compon
演示链接:预先录制的Pecha Kucha https://www.pechakucha.com/presentations/alex-tsirgialos-sotel采用多名教师/协调员的大型科目的一致性学习管理系统(LMS)设计非常具有挑战性。教师可以自由地以不同的方式组织他们的材料(没有关于如何有效地做到这一点的具体培训)，这往往会影响学生及时找到关键资源的能力(Holmes和Prieto-Rodriguez, 2018)。墨尔本牙科学校两个大学科的学生在学科评估中报告了这一点:在校园活动之前获取必要的学习材料和搜索复习资源被证明是不可能的。LMS导航设计对于学生感知系统的有用性非常重要(Zanjani et al. 2013)。学生经常会将他们的LMS体验与其他(复杂的)在线服务进行比较，期望达到相同的标准(Naveh et al. 2012)。对于混合式学习(BL)， Diep等人(2017)认为，“机构应该增强LMS的功能和设计，使其更容易使用，更用户友好，更实用，更个性化”(第474页)。大多数在线学习的设计都力求获得学习体验——这对于所有或大部分学习都是异步的在线课程来说是正确的。在这种情况下，学习设计师的目标是将“分块”或“一步一步”的方法纳入课程。这就产生了我们熟悉的由多个页面组成的模块，这些页面代表了在LMS中开始和结束的线性学习体验。然而，在混合学习课程中，通过LMS交付的异步组件通常仅限于非常少的资源和活动，这些资源和活动仅代表学习序列中的起点和/或终点，而不是整个体验。本演讲将展示如何通过重新安排网站的导航和结构来设计学生与LMS互动的方式，旨在提高学生的情感领域，同时保持相同的认知结果(现有内容没有改变)。它还将展示这种设计是如何摆脱既定的“模块作为一个学习序列”的方法，使多名教师能够以更高的灵活性策划为期一年的大型课程。科目的LMS网站的设计是为了适应预计的学生活动。设计的核心是一个简明的主题时间表，其中多位教师可以“策划”他们的组件每周的学习，包括单个主题页(学习材料和活动)，校园活动的指导和评估任务的提醒。用于校园活动的工作簿已经从LMS(这不是一个理想的文件共享场所)中删除，并托管在Microsoft Sharepoint上。每个主题组件都有一个组件中心(用于所有组件相关信息)和一个视频管理系统空间，以便在需要时托管研讨会的视频记录。这种重组使每个主题的页数从几百页减少到不到50页。将对设计进行评估，以确定干预措施在多大程度上改善了学生与LMS的“关系”，以及教师灵活控制预期课程结构的能力。参考文献Diep, A-N。，朱，C, Struyven, K.， Blieck, Y.，(2017)在不同的混合学习模式中，谁或什么因素对学生满意度有贡献?《英国教育技术杂志》第48卷，第474页DOI 10.1111 / bjet.12431Holmes, K. A.和Prieto-Rodriguez, E.(2018)。学生和教职员对教师教育中混合式学习的学习管理系统的看法。《教师教育》，第43期(3)。Naveh, G.， Tubin, D.， & Pliskin, N.(2012)学生对学习管理系统的满意度:一个关键成功因素的镜头。科技、教育学与教育，21(3)，337-350。DOI:10.1080/1475939X.2012.720413 Zanjani, N.， Nykvist, S.， & Geva, S.(2013)什么使LMS有效:当前文献的综合。在Foley, O, Restivo, M T, Helfert, M和Uhomoibhi, J(编辑)第五届计算机支持教育国际会议论文集。sciitepress - Science and Technology Publications，葡萄牙，第574-579页。DOI 10.5220 / 0004384905740579
{"title":"Honey, I shrunk the subject!","authors":"Alex Tsirgialos","doi":"10.24135/pjtel.v5i1.158","DOIUrl":"https://doi.org/10.24135/pjtel.v5i1.158","url":null,"abstract":"Presentation Link: \u0000Pre-Recorded Pecha Kucha https://www.pechakucha.com/presentations/alex-tsirgialos-sotel \u0000 \u0000The consistent Learning Management System (LMS) design of large subjects with multiple instructors/coordinators can prove very challenging. Instructors have the freedom to organise their materials in different ways (without specific training on how to do this effectively) which often impacts students’ ability to find key resources in a timely manner (Holmes and Prieto-Rodriguez, 2018). Students in two large subjects at the Melbourne Dental School reported this in subject evaluations: accessing learning materials that were essential prior to campus activities and searching resources for revision was proving impossible. \u0000 \u0000LMS navigation design is seen as important to students’ perceived usefulness of the system (Zanjani et al. 2013). Students will often compare their LMS experience against other (sophisticated) online services, expecting the same standards (Naveh et al. 2012). For Blended Learning (BL) subjects Diep et al. (2017) argue that “institutions should enhance the LMS functionality and design in such a way that they are easier to use, more user-friendly, functional, and personalized” (p.474). \u0000 \u0000Most designs for online learning strive for learning experiences – this is true for online courses where all or most study is asynchronous. In these cases, the learning designer will aim to incorporate a ‘chunked’ or ‘step-by-step’ approach to the curriculum. This results in the familiar sight of modules consisting multiple pages which represent this linear learning experience that begins and ends in the LMS. In Blended Learning courses however, the asynchronous component delivered via LMS is often limited to very few resources and activities that represent only the starting and/or end point in a learning sequence, but not the entire experience. \u0000 \u0000This presentation will showcase how designing the way students interact with the LMS by re-arranging the site’s navigation and structure aims to improve students’ affective domain while maintaining the same cognitive outcomes (no changes have been made to the existing content). It will also show how the design, moving away from the established ‘module as a learning sequence’ approach, is enabling multiple instructors to curate the curriculum in large year-long subjects with improved flexibility. \u0000 \u0000The subjects’ LMS sites have been designed to accommodate the projected student activity. Central to the design is a concise Subject Schedule in which the multiple instructors can ‘curate’ their component’s learning for each week to include single Topic Pages (learning materials and activities), instructions for the Campus activities and reminders for Assessment tasks. Workbooks intended for Campus activities have been removed from the LMS (which isn’t an ideal place for file sharing) and hosted in Microsoft Sharepoint instead. Each subject component has a Component Hub (for all the compon","PeriodicalId":384031,"journal":{"name":"Pacific Journal of Technology Enhanced Learning","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128120143","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article describes a blended synchronous learning (BSL) case study program in veterinary science, including the physical space for the program. The student cohort in this program was diverse with students from more than ten countries and four continents. Traditionally, the program was only provided in a face-to-face (F2F) format, before moving to completely on-line during the early COVID pandemic and then to the current BSL format with most learners located in the F2F location. The 145 students in the program were broken into two classes with groups of up to eight students working together in each class with some students online and some F2F in each group. Tools used to aid the integration of the blended class included Canvas learning management system (LMS), Zoom, Padlet, Peerwise, 4D Virtual Farm and Poll Everywhere. Students were instructed on the use of the technologies on the LMS platform and in the initial case study as part of the cohort getting to know each other. The use of the BSL environment allowed all students to participate in each case study irrespective of their physical location and allowed production of review material. The technology allowed students to interact within and between groups well, albeit there were challenges with audio in small group Zoom breakouts, depending on the device being used.
{"title":"Blended Synchronous Learning Case Study","authors":"Stuart Barber","doi":"10.24135/pjtel.v4i1.153","DOIUrl":"https://doi.org/10.24135/pjtel.v4i1.153","url":null,"abstract":"This article describes a blended synchronous learning (BSL) case study program in veterinary science, including the physical space for the program. The student cohort in this program was diverse with students from more than ten countries and four continents. Traditionally, the program was only provided in a face-to-face (F2F) format, before moving to completely on-line during the early COVID pandemic and then to the current BSL format with most learners located in the F2F location. The 145 students in the program were broken into two classes with groups of up to eight students working together in each class with some students online and some F2F in each group. Tools used to aid the integration of the blended class included Canvas learning management system (LMS), Zoom, Padlet, Peerwise, 4D Virtual Farm and Poll Everywhere. Students were instructed on the use of the technologies on the LMS platform and in the initial case study as part of the cohort getting to know each other. The use of the BSL environment allowed all students to participate in each case study irrespective of their physical location and allowed production of review material. The technology allowed students to interact within and between groups well, albeit there were challenges with audio in small group Zoom breakouts, depending on the device being used.","PeriodicalId":384031,"journal":{"name":"Pacific Journal of Technology Enhanced Learning","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126422562","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
CloudStor SWAN (AARNet, 2022) is a research-focused web service for running analyses that is available to staff and students at many research institutes and Universities across Australia and New Zealand. In 2021, we used SWAN as a teaching tool in the master-level subject, Computational Genomics (COMP90016) at The University of Melbourne. This subject aims to teach students how to analyse large genomic datasets using best practices software tools, pipelines and student-written, custom code. Although CloudStor SWAN was not conceived as a teaching tool, we worked with their technical staff to tailor the service to our use case. This innovative use of existing research infrastructure allowed us to effectively transition the subject to remote learning. Students and staff could log in to the service using their existing University credentials, from anywhere in the world, without the use of a VPN. The ability to access the platform from a web browser allowed for a consistent computing environment for all students regardless of operating system, and without having to worry about software installations on local machines. This presented a significantly improved experience from the custom servers that had been used in the past. We used SWAN for weekly workshops during semester and for assessment in the form of assignments and an exam. It allowed us to format subject material in Jupyter notebooks where we could seamlessly integrate text, graphics and code. Additionally, assessed code questions can incorporate automatic marking and written submissions can be checked for plagiarism. SWAN also allowed us to introduce students to the UNIX command line, an important skillset that was not previously taught in the University of Melbourne Master of Science (Bioinformatics) program. From a student perspective, SWAN allowed for a practical skillset to be developed alongside theoretical knowledge from other aspects of the course. The platform was simple to learn and allowed students to focus on the subject content and the tasks asked of them, rather than on the interface. From a teacher’s perspective, having a unified platform allowed for a single set of clear instructions, improved troubleshooting and clearer management of tool versions and software dependencies. The use of Jupyter notebooks simplified lesson plans and assessments by integrating multiple elements into single documents. This element also made the lessons more easily sharable between colleagues and collaborators. Our integration of this technology into our tertiary teaching has served as a model for a similar use at a different Australian university. We hope to share the lessons learned from this subject, the advantages of using CloudStor SWAN in a teaching environment for both staff and students and provide some advice for others who may want to adapt it to fit their own teaching needs. Presentation link: https://youtu.be/8tutCO1hd9c References AARNet. (2022). CloudStor: Access,
{"title":"Enhancing coding skills with CloudStor SWAN","authors":"S. Morgan","doi":"10.24135/pjtel.v4i1.148","DOIUrl":"https://doi.org/10.24135/pjtel.v4i1.148","url":null,"abstract":"CloudStor SWAN (AARNet, 2022) is a research-focused web service for running analyses that is available to staff and students at many research institutes and Universities across Australia and New Zealand. In 2021, we used SWAN as a teaching tool in the master-level subject, Computational Genomics (COMP90016) at The University of Melbourne. This subject aims to teach students how to analyse large genomic datasets using best practices software tools, pipelines and student-written, custom code. \u0000 \u0000Although CloudStor SWAN was not conceived as a teaching tool, we worked with their technical staff to tailor the service to our use case. This innovative use of existing research infrastructure allowed us to effectively transition the subject to remote learning. Students and staff could log in to the service using their existing University credentials, from anywhere in the world, without the use of a VPN. The ability to access the platform from a web browser allowed for a consistent computing environment for all students regardless of operating system, and without having to worry about software installations on local machines. This presented a significantly improved experience from the custom servers that had been used in the past. \u0000 \u0000We used SWAN for weekly workshops during semester and for assessment in the form of assignments and an exam. It allowed us to format subject material in Jupyter notebooks where we could seamlessly integrate text, graphics and code. Additionally, assessed code questions can incorporate automatic marking and written submissions can be checked for plagiarism. SWAN also allowed us to introduce students to the UNIX command line, an important skillset that was not previously taught in the University of Melbourne Master of Science (Bioinformatics) program. \u0000 \u0000From a student perspective, SWAN allowed for a practical skillset to be developed alongside theoretical knowledge from other aspects of the course. The platform was simple to learn and allowed students to focus on the subject content and the tasks asked of them, rather than on the interface. From a teacher’s perspective, having a unified platform allowed for a single set of clear instructions, improved troubleshooting and clearer management of tool versions and software dependencies. The use of Jupyter notebooks simplified lesson plans and assessments by integrating multiple elements into single documents. This element also made the lessons more easily sharable between colleagues and collaborators. \u0000 \u0000Our integration of this technology into our tertiary teaching has served as a model for a similar use at a different Australian university. We hope to share the lessons learned from this subject, the advantages of using CloudStor SWAN in a teaching environment for both staff and students and provide some advice for others who may want to adapt it to fit their own teaching needs. \u0000Presentation link: https://youtu.be/8tutCO1hd9c \u0000References \u0000 \u0000AARNet. (2022). CloudStor: Access,","PeriodicalId":384031,"journal":{"name":"Pacific Journal of Technology Enhanced Learning","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114415996","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Students are excited by the possibilities presented through digital technologies and their applicability across a broad range of industries. Digital literacy has been identified as a foundational 21st Century skill by the Australian Government (2020, p. 4), which is ‘essential for individuals to participate effectively in today’s society’. The need for strong transferable skills has accelerated during the pandemic as many industries have migrated to digital contexts. Digital literacy is a transferable skill sought after by employers, alongside other emerging transferable skills required for 21st Century success, including critical thinking, creativity and problem-solving (FYA 2017, p. 8). In this paper, we will provide a case study of authentic assessment in an innovative digital literacy course at an Australian university, designed to support students from underrepresented backgrounds to build transferable skills for degree study and future careers. Authentic assessment provides opportunities for meaningful learning as students complete assessments aligned with their aspirations and career interests: ‘Authenticity automatically gives relevance to the learning journey; relevance encourages engagement and enthusiasm, which should bring about meaningful learning’ (ACEL 2016). The scaffolded course design focuses on embedding professional practice through authentic assessment. Recent student projects include: an infographic of wellbeing techniques for children designed for educational contexts, an informative website to support refugees, a share-economy inspired app for deep cleaning, an infographic on sustainable architecture, a blog on brand development, and a review of robot programming for IT students. We will provide strategies for authentic assessment through technology-enhanced learning, which will offer insight and inspiration for educators interested in adopting these approaches. Choice is a key element of course design, allowing students to demonstrate key concepts through the creation of unique and meaningful projects. First, students demonstrate threshold concepts, then they follow industry practice to pitch and produce an individual digital project. Course design is grounded in Universal Design for Learning (UDL) and enabling pedagogy (Stokes 2017). UDL techniques, including multiple modes of representation, action and expression, and engagement, support the learning of all students (CAST 2011). Enabling pedagogical approaches work to support the development of confidence, capability and agency, while valuing the strengths individual students bring (Stokes 2021). Students aiming for diverse fields have followed their interests to create digital projects aligned with their career aspirations, from game development to health apps, business sites to educational modules, critical digital reviews to music videos, animations to augmented and virtual reality content. Production work is negotiated with tutors, who provide guidance and men
{"title":"Future ready? Engaging learners and building transferable skills through authentic assessment and digital literacy","authors":"J. Stokes, John Pike","doi":"10.24135/pjtel.v4i1.139","DOIUrl":"https://doi.org/10.24135/pjtel.v4i1.139","url":null,"abstract":"Students are excited by the possibilities presented through digital technologies and their applicability across a broad range of industries. Digital literacy has been identified as a foundational 21st Century skill by the Australian Government (2020, p. 4), which is ‘essential for individuals to participate effectively in today’s society’. The need for strong transferable skills has accelerated during the pandemic as many industries have migrated to digital contexts. Digital literacy is a transferable skill sought after by employers, alongside other emerging transferable skills required for 21st Century success, including critical thinking, creativity and problem-solving (FYA 2017, p. 8). In this paper, we will provide a case study of authentic assessment in an innovative digital literacy course at an Australian university, designed to support students from underrepresented backgrounds to build transferable skills for degree study and future careers. \u0000 \u0000Authentic assessment provides opportunities for meaningful learning as students complete assessments aligned with their aspirations and career interests: ‘Authenticity automatically gives relevance to the learning journey; relevance encourages engagement and enthusiasm, which should bring about meaningful learning’ (ACEL 2016). The scaffolded course design focuses on embedding professional practice through authentic assessment. Recent student projects include: an infographic of wellbeing techniques for children designed for educational contexts, an informative website to support refugees, a share-economy inspired app for deep cleaning, an infographic on sustainable architecture, a blog on brand development, and a review of robot programming for IT students. We will provide strategies for authentic assessment through technology-enhanced learning, which will offer insight and inspiration for educators interested in adopting these approaches. \u0000Choice is a key element of course design, allowing students to demonstrate key concepts through the creation of unique and meaningful projects. First, students demonstrate threshold concepts, then they follow industry practice to pitch and produce an individual digital project. Course design is grounded in Universal Design for Learning (UDL) and enabling pedagogy (Stokes 2017). UDL techniques, including multiple modes of representation, action and expression, and engagement, support the learning of all students (CAST 2011). Enabling pedagogical approaches work to support the development of confidence, capability and agency, while valuing the strengths individual students bring (Stokes 2021). Students aiming for diverse fields have followed their interests to create digital projects aligned with their career aspirations, from game development to health apps, business sites to educational modules, critical digital reviews to music videos, animations to augmented and virtual reality content. Production work is negotiated with tutors, who provide guidance and men","PeriodicalId":384031,"journal":{"name":"Pacific Journal of Technology Enhanced Learning","volume":"19 1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116680834","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Since the first industrial revolution, a specific mechanical paradigm of teaching and learning has dominated western education tradition, known as concept-based teaching and learning. This paradigm has reverberated and affected research, curriculum design, and teaching practices since the early 1960s, as well as nourishing important ideas for current discussions on the importance of factual information in curricula (Medwell et al., 2019). One of the issues with this type of knowledge transfer is that it has a reductionist and linear mindset which leads to disconnected knowledge generation, and additionally, misses on transferring tacit knowledge and any knowledge with ‘qualia’ (i.e. ‘subjective’) quality on it (Crane, 2012; Jackson, 1982, 1986). The conventional roles of the student, the instructor, the learning environment, and the learning tools and technologies must be rethought in the twenty-first century. On the other hand, cognitive philosophers such as Andy Clark and David Chalmers describe technology as a kind of scaffolding of the mind, with technology operating as instruments that we use to extend our mind (Clark & Chalmers, 1998). They are a part of us, in the same way, a spider's web is a part of the spider. We are tool-making animals that have been in a symbiotic/reciprocal feedback loop with technology since the beginning of stone tools. If technology is the real skin of our species and the extension of our nervous system and human cognition, then it should work for us and help us grow and have a better understanding of the world around us. Yet the tendency in education today under the concept-based teaching paradigm is rather the opposite, where technology can easily make learners more distracted and less aware of the surrounding subjective and experiential world (Kurniawan et al., 2021). If we want to react to today's calls for a better future, we not only need to focus on integrated and transversal knowledge development and transfer, but also on the real role, potential and opportunities that new immersive technologies, such as mixed reality (XR), can and should have in education. In this context, education ought to once again become interdisciplinary, founded on strong critical ethics and philosophical study of new alternative educational paradigms, with new epistemologies and technologies reflecting humanity's process of change and transition while reconnecting with old and ancient knowledge and methods of doing (Taheri & Aguayo, 2021). In the past, knowledge was seen to be a 'whole' obtained via journeys throughout people's lives, where individuals learned by doing and experiencing every facet of knowledge (Yazdi, 1992). Not all knowledge was thought to be transferable by teaching concepts; profound understanding of the world was only conceivable if one embarked on a long journey in life while learning (Netton, 2013). In this presentation, we suggest that education ought to embrace experience-based learning as a reacti
{"title":"XR technologies and experience-based learning","authors":"A. Taheri, C. Aguayo","doi":"10.24135/pjtel.v4i1.146","DOIUrl":"https://doi.org/10.24135/pjtel.v4i1.146","url":null,"abstract":"Since the first industrial revolution, a specific mechanical paradigm of teaching and learning has dominated western education tradition, known as concept-based teaching and learning. This paradigm has reverberated and affected research, curriculum design, and teaching practices since the early 1960s, as well as nourishing important ideas for current discussions on the importance of factual information in curricula (Medwell et al., 2019). One of the issues with this type of knowledge transfer is that it has a reductionist and linear mindset which leads to disconnected knowledge generation, and additionally, misses on transferring tacit knowledge and any knowledge with ‘qualia’ (i.e. ‘subjective’) quality on it (Crane, 2012; Jackson, 1982, 1986). The conventional roles of the student, the instructor, the learning environment, and the learning tools and technologies must be rethought in the twenty-first century. On the other hand, cognitive philosophers such as Andy Clark and David Chalmers describe technology as a kind of scaffolding of the mind, with technology operating as instruments that we use to extend our mind (Clark & Chalmers, 1998). They are a part of us, in the same way, a spider's web is a part of the spider. We are tool-making animals that have been in a symbiotic/reciprocal feedback loop with technology since the beginning of stone tools. If technology is the real skin of our species and the extension of our nervous system and human cognition, then it should work for us and help us grow and have a better understanding of the world around us. Yet the tendency in education today under the concept-based teaching paradigm is rather the opposite, where technology can easily make learners more distracted and less aware of the surrounding subjective and experiential world (Kurniawan et al., 2021). \u0000 \u0000If we want to react to today's calls for a better future, we not only need to focus on integrated and transversal knowledge development and transfer, but also on the real role, potential and opportunities that new immersive technologies, such as mixed reality (XR), can and should have in education. In this context, education ought to once again become interdisciplinary, founded on strong critical ethics and philosophical study of new alternative educational paradigms, with new epistemologies and technologies reflecting humanity's process of change and transition while reconnecting with old and ancient knowledge and methods of doing (Taheri & Aguayo, 2021). In the past, knowledge was seen to be a 'whole' obtained via journeys throughout people's lives, where individuals learned by doing and experiencing every facet of knowledge (Yazdi, 1992). Not all knowledge was thought to be transferable by teaching concepts; profound understanding of the world was only conceivable if one embarked on a long journey in life while learning (Netton, 2013). \u0000 \u0000In this presentation, we suggest that education ought to embrace experience-based learning as a reacti","PeriodicalId":384031,"journal":{"name":"Pacific Journal of Technology Enhanced Learning","volume":"36 3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-02-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129028542","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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