Technology Support for Active Learning Pedagogies


Session Outcomes


By 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
    • active learning in 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









PART 1 - PARTICIPANTS' LOCAL TECHNOLOGY LANDSCAPE


Survey on experience of using Technologies in Teaching and Learning.




Participant Survey Results


Hope to have gained by end of two workshops. Would particularly like to cover.

  • How to deliver teaching using iPad? In what way will the teacher and student benefit from Social media and apps?
  • I would like to learn about new teaching / learning technologies specially those who are compatible with iPad.
  • I hope I can know some technologies to support teaching. And I want to know the efficient way to use these technologies.
  • Maybe show some examples of using different technologies in teaching.
  • How to use an iPad for teaching
  • A quick way of website production.
  • No
  • How the new technology will help my research
  • Technologies (such as social media and tablet apps) to support research career


Comfort level when using a new technology in teaching
Q1.jpg

Reasons for anxiety or unease when using a new technology
  • Whether or not the technology is easy to learn and use
  • Possible failures during using the technology. Sometimes new technology can distract audience's attention.
  • I may need extra work to get familiar with and use the new technology. For example, it is not very easy to input complex math equations into computer comparing with writing it on whiteboard.
  • No demo. Lack of useful instructions.
  • Unsure of procedures
  • No template. Do not know how much time I need to devote and how depth I need to learn in order to accomplish my target production. Do not know how to fix bugs.
  • It is a complex technology and difficult to learn and use. Too many operation rulesand requirements should be followed and remembered.
  • The unknown functions and the possible embarassment if I can't handle it
  • Learning how to use the new interface.


Teaching-enhanced technologies used as a learner and as a teacher

Q3.jpg


Learning management system - typical functions used by teaching staff

Q4.jpg


The main purposes in using clickers

Q5.jpg



Other technologies used in teaching
  • No/none (x6)
  • Does playing a YouTube video count? Does simulation game count?
  • I only used PowerPoint.
  • Online forum for discussion




Web 2.0 technologies participants know about and have you used

Q7.jpg


Tablet PC (no yes - which one)
  • No x5
  • Yes x4 (all iPad)








PART 2 - STUDENTS' TECHNOLOGY LANDSCAPE



Convergence - The 21st Century Information and Communication Technology (ICT) Landscape


"The ubiquitous presence and utility of ICT in modern life are having a significant impact on the way we live, and even on the notion of an educated person. It has led to the concept of the knowledge society - sometimes also called the learning society or information society. There is a widespread awareness that these developments have profound implications for education, and that schools must change, but as yet little detailed consideration of the extent of the change needed and the advantages that ICT can bring. The growth of the knowledge society and the pervasiveness of technology represent a major challenge a major opportunity for education."

Organisation for Economic Co-operation and Development (OECD) Learning to Change: ICT in Schools (2001), p.9



Convergence and the 21st Century Learner


http://shifthappens.wikispaces.com/versions



Please go here and type in words or phrases for your reactions to watching the video.

The facilitator will then create a Wordle from these like the example below.

Reactions in Words to Shift Happens (Did you know ...?) Video

ShiftHappensReactionWordle.png


Digital Native Study (HKUST Fall 2007)

288 students

  • 70% 20 years old
  • 93% Year 1 (freshmen)
  • 89% Local students



Access Exclusively for respondents' own use / access any time respondents need it, shared it with others


  • 99% have mobile phone
  • 91% have desktop computer
  • 87% have broadband internet access
  • 79% have portable computer


TECHNOLOGIES USED EVERYDAY by 50% of students


  • Use mobile to text / SMS people
  • Use web for instant messaging / chat
  • Use web to look up reference information for study
  • Use web to browse general information
  • Use web to send / receive email


TECHNOLOGIES NEVER used by 50% of students


  • Use mobile to post blog entries, access instant messaging, and send/ receive email
  • Use web to contribute Wiki
  • Use web to read RSS feeds
  • Use social bookmarking software


TECHNOLOGY USES VALUED BY STUDENTS


  • Access university based services via web
  • Download / access online supplementary AV materials
  • Download / access online lectures not attended
  • Create / present multimedia as course requirement
  • Revise lectures via online AV recordings
  • Communicate with students via instant messaging
  • Receive course information via RSS feeds
  • Share digital course files via web






LEARNING TASK

In your group, discuss in what ways HKUST students might be similar and different from the US students (from the video) 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 email the facilitator (Nick), the web address (URL) of your group's Pad.





PART 3 - CURRENT AND FUTURE TECHNOLOGIES IN EDUCATION




Web1-Web2.png

  • Typically not built for education but being used by teachers and learners









PART 4 - FRAMEWORKS FOR THE USE OF TECHNOLOGY-SUPPORTED ACTIVE LEARNING IN COURSES

Ch11fig1_web.jpg


TimePlace.png
Learning Technology Use: Time and Place



porous_4_pillars.jpg
The Porous Interactive Course - information and communication flows in and out




Learning Activities and Supporting Technologies


Examples using the above framework

Robin Good's Overview (interactive mindmap)



Examples for Specific Technologies




LEARNING TASK


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 reader

  2. 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.





REFERENCES - LEVERAGING TECHNOLOGIES TO ENHANCE ACTIVE LEARNING


**IMPLEMENTING THE SEVEN PRINCIPLES: Technology as Lever,,by Arthur W. Chickering and Stephen C. Ehrmann**

7 Principles of Good Practice for Undergraduate Education (Chickering and Gamson, AAHE, 1987)




http://www.utoronto.ca/tatp/handouts/Seven_Principles_for_Good_Practice.pdf

acu-20th-21st-educat.jpg




K-12 Technology Standards For Students, Teachers and Administrators (ISTE)



Students
Teachers
Administrators
1. Creativity and Innovation

2. Communication and Collaboration

3. Research and Information Fluency

4. Critical Thinking, Problem Solving, and Decision Making

5. Digital Citizenship

6. Technology Operations and Concepts
1. Facilitate and Inspire Student Learning and Creativity

2. Design and Develop Digital-Age Learning Experiences and Assessments

3. Model Digital-Age Work and Learning

4. Promote and Model Digital Citizenship and Responsibility

5. Engage in Professional Growth and Leadership
1. Visionary Leadership.

2. Digital-Age Learning Culture.

3. Excellence in Professional Practice.

4. Systemic Improvement.

5. Digital Citizenship.




Reading professors like an open facebook, or how teachers use social media
Courtesy of: Schools.com




KEEPING UP-TO-DATE








LEARNING TASK - Reflections on Your Experience

Instructions
  1. Use one minute to think about either one of the following questions:

    • What is a key point you are taking with you? or,

    • What are the technologies you have found relevant or useful for your own teaching e.g. for the course you submitted the syllabus for?

  2. Be prepared to share with the class