technology support for active learning pedagogies

Center for Enhanced Learning and Teaching

Hong Kong University of Science & TechnologyWith permission © CELT, HKUST

Technology Supportfor Active Learning Pedagogies

IEE 2011Post-Conference Workshop on Faculty Development

22 Jan 2011

Quick Review: Effective Pedagogies and Assessment Strategies

for Motivating Student Learning

• What were some of the important points you took away from this morning’s session with Prof Ko?

Session OutcomesBy the end of this session, you should be able to:

• describe ways that technology can be used to enhance key learning principles• explain how a number of specific technologies can be used to support active

learning in:– large lectures; and– small-groups.

It is also hoped that after the session, participants will be willing to experiment with an expanded range of technologies for student learning for different pedagogies

Agenda• Teaching and Learning Landscape• Participants’ Local Technology Landscape• Students’ Technology Landscape

– Globally (developed economies)– HKUST– Your institutions?

• Current and future technologies in education• Technology-supported Active Learning in Courses• A framework for the use of technologies in learning and teaching• References and Keeping up-to-date

Teaching and Learning ActivitiesTeaching Activities Learning Activities

In-class

Out-of-class

KEEP THESE TEACHING AND LEARNING ACTIVITIES IN THE FORFRONT OF YOUR MIND AS WE MOVE FORWARD IN THE WORKSHOP

USING TECHNOLOGIES IN TEACHING AND LEARNING

YOUR CONTEXT

A Quick Poll

• 5 out of 16 respondents to survey, so can we do a quick show of hands in the room.

Technologies at your university

• Learning Management System (e.g. Blackboard, WebCT, Moodle, or an in-house system)

• Clickers or Personal Response System (PRS)• Video capture service of lecture• Other

Learning Management System – typical functions used by teaching staff• Syllabus• Content function for distributing course materials• Assignment function• Quizzes function for summative / formal assessment (e.g.

grading)• Quizzes function for formative / informal assessment (e.g. for

learning improvement)• Discussions• Other

Clickers – main reasons for use

• Promote peer learning• Formative / informal assessment (e.g. for

learning improvement)• Summative / formal assessment (e.g. grading)• Take attendance• Other

Web 2.0 Technologies – know about

• Forums / Discussion boards• Social Networking sites (e.g. Facebook, Ning)• Micro-blogging sites (e.g. Twitter)• Blogging sites (e.g Blogger, Wordpress)• Wikis (e.g. Wikispace)• Video Sharing Sites (e.g. Youtube)• Photo Sharing sites (e.g. Flickr, Picasa)• Slide Sharing Sites (e.g. SlideShare)• Bookmark Sharing sites (e.g. Delicious)• RSS feeds• Other

Web 2.0 Technologies – used for yourself

Web 2.0 Technologies – used for teaching

Comfort Level Using New Technologies

1. Very uncomfortable2. Uncomfortable3. Neutral4. Comfortable5. Very comfortable

USING TECHNOLOGIES FOR LEARNING

STUDENTS’ CONTEXT

Digital Natives Study (HKUST, 2007)

• As we review these data together, please think about the students at your home institution.

• What similarities and differences with the HKUST results do you think you would see?

Digital Natives (Kansas State University)A Vision of Students Today (Prof Michael Wesch and is 200-student class)

Digital Natives - Task• In your group, discuss in what ways students at your

institutions might be similar and different from Hong Kong and US students in their technology use?

• Please decide on one person in the group who will takes notes online by creating your own Primary Pad at http://primarypad.com/ - you can do this without creating an account for a maximum of five people. Please give the facilitator (Nick), the web address (URL) of your group's Pad

Technology-Supported Active Learningin Courses

Technology-Supported Active Learningin Courses - Task

Instructions:1. Each group, will be assigned one of the interactions (teacher - students, student-student, student-

content) for multiple learning environments to brainstorm ideas on how technologies could be used to support these contexts.

2. One person in the group should create an account at VoiceThread.org and add a photo (from Google images or Flickr) that represents the interaction type you are working on and add the question to start this.

3. The person then shares the URL for this link for this with others in their team and the facilitator (Nick) who will let everyone know this URL at the end.

4. Each person in the group, should then add their ideas / comments in voice and / or text.5. You will have 15 minutes for this.

6. We will then review each groups at the end.

Framework for Technology Use in Learning and Teaching

Framework for Technology Use in Learning and Teaching(only if time allows)

Instructions:1. With the group at your table, you will be assigned one of the following three Web 2.0

technologies: online mindmapping, social bookmarking, Google reader2. One person in the group should create an account in the online mindmapping software called

MindMeister This person will type for the group.3. Review the example you are assigned and together decide which of the 4 Time/Place quadrants

the learning tool could be used for (it could be more than one quadrant). As you do this, keep in mind the list of teaching and learning activities for both large lecture and small group teaching that you collectively provided at the beginning of the session

4. Discuss and decide the pros and cons of the tool for each quadrant and for large lecture and small group teaching contexts.

5. Be prepared to present a summary of these points to the class using the online mindmapping tool . The teacher will tell you at the end which person in the group will be the presenter.

6. IF you finish quickly, your group can extend this activity by choosing another technology to work on.

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