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Windhoek slides
- 1. ICTs in practice: students and academics as agents Professor Shirley Alexander Deputy Vice-Chancellor (Teaching, Learning and Equity) University of Technology, Sydney @SAlexander_UTS
- 4. UTS City toSurf team
- 5. The hype cyclefor evolution of new technologies (Gartner group) Peak of inflated expectation Slope of enlightenment Excitement Plateau of Technology productivity Trough of trigger disillusionment Years
- 6. Castells (2001, p28) • “..we engage in a process of learning by producing, in a virtuous feedback between the diffusion of technology and its enhancement….. It is a proven lesson from the history of technology that users are key producers of the technology, by adapting it to their uses and values, and ultimately transforming the technology itself…”
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- 9. Managing technology in highereducation
- 10. What does itmean to be a University of Technology? Technology as system Technology as practice Technology as tools
- 11. Who are the learners? How to design the curriculum? Which technologies support aims? Which learning spaces support curriculum and technologies?
- 12. Who are the learners? How to design the curriculum? Which technologies support aims? Which learning spaces support curriculum and technologies?
- 14. Hours in paidwork 2009 2004 1999 1994 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% JAMES, R. KRAUSE, K. & JENNINGS, C. (2010). The First Year Experience in Australia Universities: Findings from 1994 to 2009.
- 15. Attendance at University 50 45 40 35 30 3 days 25 4 days 20 5 days 15 10 5 0 1994 1999 2004 2009 JAMES, R. KRAUSE, K. & JENNINGS, C. (2010). The First Year Experience in Australia Universities: Findings from 1994 to 2009.
- 16. Classroom audits Weekly comparisonshows that attendance decreases slightly each week over the course of the semester (approx average of 3% per week)
- 17. Who are the learners? How to design the curriculum? Which technologies support aims? Which learning spaces support curriculum and technologies?s paces
- 18. 1. An integratedexposure to The UTS professional practice through dynamic and multifaceted model of modes of practice-oriented education learning 2. Professional practice situated in a global workplace, with international mobility and international and cultural engagement as centre piece 3. Learning which is research- inspired and integrated, providing academic rigour with cutting edge technology to equip graduates for life-long learning
- 21. Who are the learners? How to design the curriculum? Which technologies support aims? Which learning spaces support curriculum and technologies?
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- 25. Student current andpreferred involvement in course learning activities that use technologies Develop an e-portfolio Participate in virtual worlds Collaboration using web conferencing Collaboration using Facebook etc Collaboration using wikis Collaboration using documents Share using social AV media (YouTube, Flickr) Share using social bookmarking Use Twitter Preferred Develop and share blogs Current Design and build webpages Create and share AV Use discipline-specific software Use RSS feeds to subscribe to info Listen to student podcasts Join in remote webconference lectures Listen to lecturer podcasts/vodcasts Find info using earch engines Find info using library online resources 0 10 20 30 40 50 60 70 80 90 100 Current or preferred use: a few times a week, daily or more often
- 26. Communication with otherstudents and teaching staff Face-to-face Blogs Virtual worlds Social networking eg Facebook, Twitter Mobile phone-voice Students-preferred Students-current Web conferencing eg Skype Teaching staff-preferred Teaching staff-current UTSOnline-discussion boards, mail Email SMS Instant messaging 0 10 20 30 40 50 60 70
- 27. Who are the learners? How to design the curriculum? Which technologies support aims? Which learning spaces support curriculum and technologies?
- 28. Learning spaces: importanceto students (2007) 5.00 4.50 4.00 3.50 3.00 2.50 2.00 1.50 1.00 0.50 0.00 1 3 5 7 9 11 13 15 17 19 21 23 25 27 29 31 33 35 37 39 41 43 45 47 49 51 53 55 57 59 61 63 65 67 69 71 73 75 77 79 81 83 85 87
- 29. Learning spaces: studentperception of performance (2007) 5.00 4.50 4.00 3.50 3.00 2.50 2.00 1.50 1.00 0.50 0.00 1 4 7 10 13 16 19 22 25 28 31 34 37 40 43 46 49 52 55 58 61 64 67 70 73 76 79 82 85 88
- 30. Learning spaces: importancevs. performance 2007 (4.5, 3.4) There are 3.5 (4.65, 3.7) My classes are held in sufficient, well equipped lecture theatres, classrooms and other adequate spaces on learning areas campus for me to work with other students on group assignments High (4.4, 3.3) There are sufficient quiet places to study on campus Importance (3.9, 3.4) There are sufficient spaces for me to use my laptop on campus 3.5 Low Low Performance High
- 31. 2008 student photodiaries
- 33. Good A really goodplace, Quiet, Neat, Work in peace & Helpful tutors
- 34. Bad Building 5B, outside Room 111 • It is beside the lecture hall and there are many students passing by • It is noisy and students cannot concentrate when studying or when having discussion • I would not like to study and have my discussion in that area as it is noisy
- 35. Student Feedback: Informalspace that does not work well • The area outside the computer labs at building 5. Reasons: - Too noisy (during the day) - Bad lighting.. Really bad lighting - Not suitable for serious study or undisturbed discussions (during peak hours) - However it is a good quite place to study alone for the night.
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- 37. 8/18/10 After
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- 41. Bad Building 1 Level 3 Union Area •No light •Noisy •Dirty Before
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- 50. Student feedback • Whenasked to rate the space, 92% of students rated it as Good or Very Good • What do you like about the space? – Access to microwaves, free internet, powerpoints (25%) – A good place to study (20%) – Quality of the design – colour and variety of spaces (13%) – Access to computers (11%) – Quiet (10%)
- 51. Learning spaces: importancevs. performance 2007 (4.5, 3.4) There are 3.5 (4.65, 3.7) My classes are held in sufficient, well equipped lecture theatres, classrooms and other adequate spaces on learning areas 2009 campus for me to work with other students on group assignments High (4.4, 3.3) There are sufficient quiet places to study on campus Importance (3.9, 3.4) There are sufficient spaces for me to use my laptop on campus 3.5 Low Low Performance High
- 52. Learning spaces: importancevs. performance 2007 (4.5, 3.4) There are 3.5 (4.65, 3.7) My classes are held in sufficient, well equipped lecture theatres, classrooms and other adequate spaces on learning areas 2009 campus for me to work with other students on group assignments 2011 High (4.4, 3.3) There are sufficient quiet places to study on campus Importance (3.9, 3.4) There are sufficient spaces for me to use my laptop on campus 3.5 Low Low Performance High
- 53. Business as usual Flipped Learning Individualised learning Hybrid Learning
- 54. Individualised learning Each student undertakes a course personalised to their background, interests, and strengths Business as usual and weaknesses. Technology is used to provide access to: Greater use of technology • content that is personalised • mentors as per individual requirements • access to international experts and practitioners Flipped Learning Diminished use of traditional models of accessing content – done through OER such as MOOCs. Hybrid Learning Student still participate f2f and come to Students move around countries, institutions campus but for more interactive learning and MOOCs accumulating credits then sitting experiences such as: challenge tests to determine what they still • project work need to do in order to gain qualification • more f2f interaction with academics and other learning support staff such as Librarians, careers counsellors, learning advisorys
- 55. The future offormal learning?
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Editor's Notes
- #26 The question was ‘How often do you, and how often would you like to, engage in the following learning activities that use technologies as part of your course?’The responses represent students who checked ‘a few times a week’ or ‘daily or more often’Current use was lower than preferred use for every item except use of search engines, which is fully within students’ control. (I haven’t put the data through SPSS so am unsure whether all differences are significant.Biggest gaps between current and preferred use related to:listening to/watching podcasts/vodcasts made by lecturers RSS feeds to information relevant to your studiesusing webconferencing etc to join in remotely to lectures or tutorialsuse of discipline-specific softwareOne of the other questions asked ‘Use a tablet computer (egiPad) to access or contribute study-related information on the internet’ Only 5% of students currently do this, but 42% would like to!
- #27 The responses represent students who checked ‘a few times a week’ or ‘daily or more often’Email, UTSOnline and face-to-face were the most popular current and preferred means of communicating with teaching staff.Methods of communicating with other students are more diverse. Email and F2F are still popular, but SMS comes in third followed by mobile phone calls and social networking sites like Facebook.
- #51 When asked what was missing a significantnumber of students said Nothing (11% ofresponses), however the most commonrequest for additions to this space was thateven more space like this be provided (15%).Students specifically identified that additionalcomputers were required (8%) and that quietspaces for study were needed (7%). Thestudents also suggested that the wirelessprovision the space was too slow for theirneeds (5%).Reflecting the blendednature of studyandrelaxing was alsoreflected in the requestformore Casual Seating (5%). ImportantlystudentsalsowantedBetter Food (8%), Water(5%) and Coffee (5%) suggestingtheyweresettling in thisspacefor significant periods oftime. Thiscorrespondstostudentsreportingtheyspend on average 2 hours in the space.