david m. kennedy, phd 甘明德 博士 director, teaching and learning centre associate professor,...
Post on 19-Dec-2015
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David M. Kennedy, PhD甘明德 博士Director, Teaching and Learning CentreAssociate Professor , CDS
The context Outcomes-based
approaches to T &L Learning design The students The tools Impact
voices of the students Feedback
Opportunities & Issues Questions
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Research intensive UniversityPost- & under-grad.OBA is now the norm
Previous exp. of students Didactic Exam-driven F2F
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Emphasis on Critical thinking Real problem-solving Whole-person development Communication – local and global! Language – particularly in HK Transforming information into knowledge Being self-organised, engaged, passionate
The Biggs model align outcomes, activities
and assessment articulate criteria for success
▪ rubrics communicate expectations
to students▪ provide examples▪ provide feedback
Content and concepts
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Quantitative phase Qualitative phase
Missing the point Single point Multiple unrelated points
Logically related answer
Unanticipated extension
Misses point
StateRecogniseRecallTell
EnumerateDescribeListClarifyDo algorithms
Compare/contrastExplain causesAnalyseRelateApplyPredict
TheoriseGeneraliseHypothesiseReflectCreateDesign
Biggs, J. B. (2003). Teaching for quality learning at university (2nd ed.). Buckingham: Open University Press.
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(McNaught, et. al., 2006)
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(McNaught, et. al., 2006)
Lots of opportunities
BUT …
Disorganized, disparate, demanding
Designhttp://www.bargainpoolsupplies.com/images/NT125_RaftCad_beforeafter.jpg 9
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Things to consider Learning tasks – Active authentic learning
▪ real problems involving reflective processes ▪ peer feedback, modeling and mentoring
Learning resources for blended learning▪ e + books, e + journals, e + media▪ social networking
Learning support▪ using the tools to manage feedback, exemplars,
rubrics
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Careful design to achieve curriculum alignment
Integration of F-2-F AND technologyUse the MOST appropriate
technology (discipline)Don’t forget research
opportunities
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Use of ICTs Web 2.0 technologies
in particular▪ Blogs – for reflective
writing▪ Social networking – for
communities of practice▪ Walls, Tagging, Forums
ePortfolios for more flexible assessment artifacts
http://www.ethics.org.au/resources/img/general-content/articles/0148b-hammer-cartoon.gif
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Under-grad demonstrate the use of
Information and Communication Technologies (ICTs) to implement curriculum reforms in language education
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Post-grad Demonstrate an
effective understanding of the design of eLearning environments
build a blended learning environment
demonstrate an academic perspective
http://digitalconversations.files.wordpress.com/2008/12/calvin-on-writing-a-thesis.jpg24
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The student voice (MSc – ICT coordinator) impact on your learning and class
dynamics
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Primary school ICT coordinator impact on your learning
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… when I started this module I thought the assessment was unfair … but, as I undertook the tasks I was reminded of how you always ask us to demonstrate our knowledge. Now I have completed the tasks, built my own learning platform, set up forums, added videos I now have the confidence to develop myself further. Thank you, PL
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More engaging forms of assessment More choice in the assessment possible Better management Better modeling of assessment
requirements Better evidence of reflective practice Better engagement Better motivation Better use of media to illustrate complex
ideas (good teaching and course evaluations) 32
The need to model ‘academic’ blogging/presentation Plagiarism – need Turnitin or equivalent Citations and bibliographies The effective use of media The use of visual representations Students do NOT naturally use learning
technologies These are non-trivial issues The next slide
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With thanks to ALT-C for the invitation to share my T&L
experiences My students for sharing their views
David M. Kennedy Director, Teaching and Learning Centre Associate Professor, CDS Lingnan University, Hong Kong [email protected] http://www.ln.edu.hk/tlc/staff/davidmkennedy/dmk0.ht
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Some have argued that Web 1.0 environments are passé: Web 2.0 is where the action is! However, what may be more useful is to think of Web 1.0 and 2.0 applications as offering a raft of potential affordances and opportunities. Learning designs that incorporate an LMS/VLE to provide support for scaffolding, grouping and organising learning can be combined with Web 2.0 applications (e.g., for students to share, and collaborate) and ePortfolios. The synergy of these tools offers increased flexibility, manageability and more student-centred learning.
The presentation will examine an outcomes-based approach to learning design and how this may be supported by the synergy of Web 1.0 and Web 2.0 applications.
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