7 posts tagged “dubai men's college”
I have previously included a link to this Slideshare presentation, but now it comes with sound! :-)
This session starts by exploring the learning and teaching value ICT can add to curricula, and then describes a process model and framework that I have adapted from existing examples. The accessible, scaffolded approach described is appropriate for very small teams or individuals working with few resources to develop resources ideal for instructors interested in blended learning and/or distance approaches.
The pedagogical underpinnings of a design process are outlined, in which practitioners identify a teaching and learning problem and assess whether ICT could enhance learners’ experience of new or existing programmes, modules, units, sessions, or learning objects. Guiding questions are posed to help support the process, and an iterative practice is encouraged whereby a design is developed, piloted, evaluated, revisited, modified and re-evaluated over time, with recognition that the practitioner’s experience, skills and attitudes are likely to shift.
The practical application of the model and framework is illustrated through an example developed for use in Moodle at UnitecNZ.
The model and framework have yet to be piloted and MoodleMoot will offer a hands-on opportunity for participants to experiment and evaluate the tools in this session by identifying a resource or session that they would like to adapt. Then, working collaboratively, in Moodle they will work through the first part of the process model by completing the framework. Feedback and comments will be gladly accepted."
Associated site: http://efest2008collaboratingbydesign.pbwiki.com/
Please cite as: Owen, H. (2008, October 8-10). Where do I Start? Integration of ICTELT into blended curricula. Paper presented at the MoodleMoot NZ 08, Eastern Institute of Technology, Hawkes Bay, New Zealand.
In a couple of days I am off to present at the ASCILITE conference in
Melbourne, Australia, and am really looking forward to it - should be
very interesting. Below is the full version of the paper that I will be
presenting, and if you click this link it will take you to the PowerPoint presentation on Slideshare. I'll give an overview of the conference once I've arrived
:-)
Please cite as: Owen, H. (2008). Learners re-shaping learning landscapes: New directions for old challenges? In Hello! Where are you in the landscape of educational technology? Proceedings ascilite Melbourne 2008. http://www.ascilite.org.au/conferences/melbourne08/procs/owen.pdf
Abstract:
The
sheer inevitability and momentum of global adoption of all forms of
technology has engendered a range of responses from wholehearted
welcome and exploitation, to denial and anger . Consequently, the
education landscape has been shifting, although not in the colossal,
earth-rending manner that was initially envisaged. Information,
Communication Technology Enhanced Learning and Teaching (ICTELT) has
progressively continued to evolve and mature, embedded in an increasing
foundation of research. One key benefit identified in this process is
the inclusiveness and fluidity that can be built into ICTELT
experiences, especially when they occur within a collaborative
community. This paper explores an example of how ICT was used to adapt
part of an existing ‘problematic’ curriculum in a way that helped
address central issues, encouraged collective learning and enabled
learners. In the Foundations programme at Dubai Men’s College (DMC)
students find the conventions of academic writing, and the requirement
to improve their proficiency, challenging, especially as they are also
struggling with the transition from secondary to tertiary education,
and their own changing identities. The framework of existing
Communities of Learning (CoL) was employed to introduce a blended,
scaffolded approach that aimed to assist students with academic
writing, as well as assisting their transition to more self-directed,
confident learning. The design and implementation of the interventions
is described, and a brief overview of the results of the associated
research study is given, along with recommendations for educators
wishing to adopt a similar approach.
This is a link to the audio of the presentation (Using online tools to provide relevant, authentic and timely assessment)
that Helen Martin and I gave at the Symposium on Tertiary Assessment
and Higher Education at Victoria University, Wellington - 17h - 20th
Nov 2008. The link to the PowerPoint on Slideshare is:
http://www.slideshare.net/hazelowendmc/using-online-tools-to-provide-relevant-authentic-and-timely-assessment-presentation.
Please cite as: Owen, H., & Martin, H. (2008 , November 17-19). Using online tools to provide relevant, authentic and timely assessment. Paper presented at the Symposium on Tertiary Assessment and Higher Education Student Outcomes: Policy, Practice, and Research, Rutherford House, Wellington, New Zealand.
This is a link to the presentation (Using online tools to provide relevant, authentic and timely assessment) on Slideshare that Helen Martin and I gave at the Symposium on Tertiary Assessment and Higher Education at Victoria University, Wellington - 17h - 20th Nov 2008. I recorded the session and will podcast it as soon as I have the opportunity :-)
Abstract: "Assessment practice is at its most rich when assessment events are relevant, authentic and timely. Relevant assessment is that which is inextricably linked to learning outcomes designed to meet an agreed graduate profile (Biggs, 1999). Authentic assessment requires students to perform real-world tasks that demonstrate meaningful application of essential skills and knowledge. Timely assessment provides students with the opportunity to apply skills and knowledge gained as they learn. Teaching and learning in a blended format enables relevant, authentic and timely assessment that is greatly facilitated by the use of online tools, including self-grading, simulation and problem-based approaches, activities that require reflection and peer-review and the electronic delivery of assessment tasks. Drawing on Bloom’s extended taxonomy of cognitive development (Anderson, Krathwohl, & Bloom, 2001) and sociocultural theory (Vygotsky, 1934) this paper will demonstrate the value of designing and using e-assessments to enhance student learning. Examples will be explored that illustrate some of the benefits to teaching and learning offered by moving toward assessments based in flexible, mobile, collaborative learning technologies."
Please cite as: Owen, H., & Martin, H. (2008 , November 17-19). Using online tools to provide relevant, authentic and timely assessment. Paper presented at the Symposium on Tertiary Assessment and Higher Education Student Outcomes: Policy, Practice, and Research, Rutherford House, Wellington, New Zealand.
The conference was held at Rutherford House, Victoria University and
started on a very wet and windy day in Wellington. I met with Helen,
Bettina, Ed, and Colin and we 'walked' across the venue being buffeted
all the way. Having arrived we chatted with a few people, and I
recognised a couple of people from EIT which was good. After
registering we were then delighted to find out that there is Internet
access - hurrah, and even better the login works with the wireless
network as well.
Because I was busy socialising on Sunday night with colleagues, I did not have time to swot up on our
presentation for Monday, but looking through it this morning I feel fine - I think
it will go well. It's going to be a wee bit tight on the time, given
the number of slides, but I do feel as though we have something
valuable to add. Once we arrived at the venue, I went to find where Helen and I are presenting and
figured out where I will be able to plug my laptop in, and how to get
things sorted out, so I feel a little more confident about the
presentation.
After the welcome Kerry Shephard (just over from the UK - Uni of Southampton where he was ed tech learning and teaching manager) presented. He brought to the fore some of the central aspects of assessment, raising questions and starting points for discussions for the rest of the symposium. It was also suggested that research led teaching was the goal that should be aimed for and, in fact what is currently the form in NZ and Australia. It was suggested that the two mesh together, and we do not have to be equally in expert in each, but can certainly research what we are doing and publish the results. Another aspect that was under discussion in several of the session was the focus on performance rather than just giving grades.
It has been a valuable conference with a range of important areas covered in particular the increasing use of peer-review and peer-assessment/feedback, self-reflection, and the importance of using well-written rubrics. Also key themes was the use of online assessment, and the incorporation of cultural factors into assessment
I've been making podcasts and vodcasts - a lot from the training sessions that have been underway and Unitec New Zealand. Please feel free to go and listen, watch and comment.
ICT Enhanced learning on Podomatic
These are pictures taken during a team building event that I took part in with some of my colleagues from Dubai Men's College. The idea was to run a relay through Wadi Bih which runs for over a 100 kms from the UAE to Oman. Each team has to provide their own support - hence the jeep. It was fun, hot, and incredibly rewarding :-)
