Tag Archives: engaging students in learning

Peer Partnerships: the professional development program that really resonates

Posted by:

Angela Clarke, Senior Research Fellow,
A/Prof Andrea Chester, Acting Deputy Pro Vice-Chancellor, Learning and Teaching
&
Dallas Wingrove, Senior Advisor, Learning and Teaching, Property, Construction and Project Management, 
College of Design and Social Context, RMIT University.

Rebekha Naim and Shayna Quinn are peer partners from the School of Media and Communication.

Rebekha Naim and Shayna Quinn are peer partners from the School of Media and Communication.

The RMIT Peer Partnerships program has been running for two years. Over that time the program has been successfully implemented in 17 Schools/centres and units across campuses in Australia and Vietnam. There have been over 195 peer partners and 24 leaders who have participated. The response from academic staff has been overwhelmingly positive, as evidenced by the following comments:

*One of the most positive and enriching professional development experiences I have had in nearly ten years at RMIT. 

*Best PD ever! To be great, you have to want to be great, there is always room for improvement as an academic…this is a great structure for reflective practice in teaching and learning.

*Very positive and insightful. Helped me conceive and expand possibilities for my own teaching practice. Sparked new ideas.

*This was a valuable program, which fostered teaching skills in ways both practical and theoretical.

*I found peer partnerships to be a really effective way of learning and reflecting on practice. It was particularly rewarding as a sessional teacher as many other opportunities aren’t open to us so it made me feel part of the RMIT team – for possibly the first time – which is really important to me.

These responses from our teaching staff suggest that the RMIT Peer Partnerships program is truly resonating with our staff and is having a positive impact. This is due to many factors including the structure of the program and the underpinning principles which foreground voluntary participation, reciprocal exchange and confidentiality. Many academics feel that this program is filling a professional gap in their academic work.  The process, which focuses on reciprocal observation of teaching practice, has generated meaningful professional conversations about teaching and learning and is fostering collegiate communities of practice within Schools/units.  For some staff who are seeking promotion or a teaching award, Peer Partnerships have offered a safe way in to the experience of peer observation and feedback for continuous improvement.

The program is open to all academic teaching staff, including sessionals and caters for early, mid and experienced professional development needs. The program has been specifically devised for implementation within the local context of a School.

We are now in our third year of implementation. This year we are very pleased to announce that two College representatives will co lead Peer Partnerships with us: Laurine Hurley in the College of Science, Engineering & Health and Tom Palaskas in the College of Business. We would like to welcome anyone who is interested in Peer Partnerships to contact dallas.wingrove@rmit.edu.au or angela.clarke@rmit.edu.au.

For further information visit our website www.rmit.edu.au/teaching/peerpartnerships.

Share your thoughts and questions in the comments section!
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Planning learning design through storyboards

Guest Post: Professor Gilly Salmon, Pro Vice-Chancellor, Learning Transformations, Swinburne University of Technology. 

Professor Gilly Salmon is one of the world’s leading thinkers in online learning. She researches and publishes widely on the themes of innovation and change in Higher Education and the exploitation of new technologies of all kinds in the service of learning. The Learning Transformations Unit is responsible for the exploration and exploitation of learning technologies; the resourcing, preparation and scholarship of staff; and the development of partnerships that increase and extend Swinburne’s online provision and presence. This year Gilly will be a guest speaker at the upcoming DEANZ Conference and EduTECH National Congress & Expo.

Gilly tweets @gillysalmon.

Opens in a new window.

Click to see the details of Gilly’s latest book: ‘E-tivities: The Key to Active Online Learning, 2nd Edition’

Late last year I was invited to speak to academics at RMIT and we had a great afternoon together working on ideas around building scaffolds for learning using newer technologies.

Of course the time we had together  went by too quickly!  When I looked at the feedback, I noticed several participants had commented that they liked the idea of storyboarding for planning learning and wanted to know more about it. From the Learning Transformation Unit at Swinburne, we’re in the middle of running a MOOC for professional development around the Carpe Diem process.

I’ve made a series of little videos for the MOOC and one is about storyboarding — essentially representing the sequence or journey of your learners through the time you have together – and how helpful I’ve found it for planning forward-looking learning and teaching. So it’s here for you to have a look at and maybe get together with a course or program team and try!

For me, the focus on learning design is a key shift in the way we need to consider creating the future in our various disciplines and domains.

I would be interested to know how it goes for you.

Best wishes,

Gilly

Share your thoughts about learning design in the comments section!

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The art of questioning

Posted by: Associate Professor Andrea Chester, Deputy Pro Vice Chancellor, Learning and Teaching, Design and Social Context, RMIT University.

Over the years I have read quite a bit on the use of questions in education. There are a number of useful websites that describe the importance of questioning in teaching and defining different types of questions. The UNSW L&T Unit has one, as does Cornell’s Center for Teaching Excellence.

make-just-one-change-smAs part of the toolkit of a student-centred teacher, questioning has long been considered a core skill for all teachers from primary through to the tertiary context. So central is the skill that Mary Jane Aschner (1961) described educators as ‘professional question makers’. I know from experience how a well-chosen question can open up a rich discussion and how the wrong question can close it down.

What I hadn’t spent much time thinking about was how to encourage students to ask their own questions.  That is, until I read Make just one change: Teach students to ask their own questions by Dan Rothstein and Luz Santana.

Rothstein and Santana argue teaching can be transformed if students, rather than teachers, assume responsibility for questioning. They argue that asking questions is fundamentally empowering and that all students can and should learn to formulate their own questions and that all teachers can integrate development of the skill into their regular teaching practice. While the book is pitched at teachers of K-12, the ideas can easily be applied to tertiary teaching.

The book and associated online resources available through the Right Question Institute set out the seven-step Question Formulation Technique (QFT™) summarised below.

Step

Description

Principle

Approximate time allocation

  • Begin with a question focus (QFocus)
This is the work you do to develop a stimulus, which can be a topic, a sentence, an image or an object, depending on your purpose, but generally not a question itself.  -  (varies)
  • Share and discuss the rules for producing questions
There are four rules:

  • ask as many questions as you can
  • do not stop to discuss, judge or answer questions
  • write down each question exactly as it is stated
  • change any statements as questions 
Meta-cognition 5-7 minutes
  • Produce Questions
In small groups students produce as many questions as they like within the available time. Divergent thinking 5-8 minutes
  • Categorise Questions
In this step students are encouraged to improve their questions by labeling each as either open or closed and discussing the differences between these two types of questions. Students are encouraged to change some questions from one type to the other to explore the difference in possible responses. Analysis and convergence 5-10 minutes
  • Prioritise Questions
Students prioritise their questions, articulate their rationale and select the three most important questions. They note where these questions occurred in their original list of questions, at the beginning, middle or end. - 5 minutes
  • Next Steps
Here students consider how they will use their questions. This depends on your purpose for engaging in the activity. Application Will depend on purpose of QFT™
  • Reflection
Finally students reflect on what they learned and how they can use it. Meta-cognition 5-8 minutes

The entire sequence can be completed in 30 minutes, with a reduction as you and the students become more familiar with the process.

When you might want to use the QFT™
The QFT™ can be used to:

  • generate interest at the start of a course

    Click on the image to see Dan Rothstein's TEDx presentation: "Asking questions is the single most powerful renewable source of intellectual energy: It's in our minds we can create it, we can create it continuously..."

    Click on the image to see Dan Rothstein’s TEDx presentation: “Asking questions is the single most powerful renewable source of intellectual energy: It’s in our minds we can create it, we can create it continuously…”

  • introduce a new topic
  • assess and/or deepen understanding
  • stimulate new thinking
  • prepare for an assessment task
  • conclude a topic or course.

What to know more?

References:

Aschner, M. J. (1961). Asking questions to trigger thinking. National Education Association (NEA) Journal, 50, 44-46.

Share your thoughts and questions in the comments section!
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What will the campus of the future look like?

Guest Post: Jo Dane is a designer, educator and researcher with a passion for educational transformation enabled through research-based design practice. Jo works at woodsbagot.com and tweets @WB_JoDane.

Jo_Dane_Twitter_PicI’m a design educator and someone who’s regularly tasked with putting together a vision of physical spaces for students. Ideally, these new spaces are supposed to be ‘future-proof’. So it can be fun to do some crystal-gazing about the future of the university campus.

Here are some observations, speculations and predictions that I’ll commit to the blogosphere in 2014:

1. Students will be empowered with choices of how, when and where to learn.
It will be increasingly possible to get a degree at University X which includes undertaking core subjects at University Y or via accredited MOOCs. If the quality of the learning experience (and facilities and spaces will be part of that equation) doesn’t stack up, students will shift their allegiance to another institution. And the funding will follow the student.

2. Hybrid learning experiences will be the new norm.
On-campus delivery will increasingly incorporate online components such as response software in lectures, multimedia content, group collaboration and teacher consultation. Digital platforms will continue to improve and enable both synchronous and asynchronous learning encounters.

3. Learning will be social and happen with other students IN REAL TIME.
For too long learning has happened in isolation in students’ homes while studying for exams, or preparing essays and assignment work. It has long been recognised that learning is a social experience. A room full of students is also a room full of teachers. Interaction between students broadens each student’s perspective and provides an opportunity to share and reinforce important concepts.

Click to see more pictures of MUSE, a Woods Bagot project completed this year.

MUSE – Macquarie University Spatial Experience, Sydney, 2014

Real time learning will happen in the classroom when a) the teacher facilitates the interactive learning experience and b) the classroom is designed to enable such encounters.

4. The notion of a 24-7, ‘sticky campus’ will endure.
Students (especially undergraduates) will be encouraged to stay on campus for longer periods of time. They will continue to blur boundaries between learning, socialising and working. The campus, therefore, will provide ‘sticky’ spaces where students can undertake both serendipitous and asynchronous activities. These will include media hubs for small groups to collectively engage in online material, or to Skype subject experts/overseas peers.

Click to see more pictures of MUSE, a Woods Bagot project completed this year.

MUSE – Macquarie University Spatial Experience, Sydney, 2014

5. Mobile devices, ‘Bring Your Own Device’ and cloud computing mean that students can access specialist software anywhere, anytime.
Students need no longer be tethered to the dehumanising lab computer, but can choose where and with whom to study, whilst accessing critical digital infrastructure.

6. Say goodbye to lecture theatres and computer labs!
While this might seem to counter to the ‘sticky campus’ idea (but really it should clarify the purpose of bringing students together) students are voting with their feet and where possible opting to tune into lectures online rather than face-to-face. Not only this, the prevalence of high quality (free) content, through YouTube, TED Talks, MOOCs and a plethora of other online repositories means that students are finding expert content from alternative sources rather than from the prescribed teachers. Universities will increasingly share exemplary content rather than rely on academics reinventing content every year.

7. Augmented learning, wearable technologies, 3d printing and gaming experiences are coming.
These are recognised trends on the horizon. We might not know exactly what they will look like, nor the impact they will have on the campus environment. Get used to this feeling. The better you adapt to change, uncertainty and the unforeseeable, the more agile you are. Agility is a key trait needed for the emerging knowledge economy.

Screen Shot 2014-03-16 at 5.16.10 pm

Media & Communication staff at RMIT discuss learning spaces in the Swanston Academic Building.

8. Academics will work increasingly in teams, sharing and collaborating in teaching and research activities.
The academic workplace will need to provide for a younger generation of academics who are more collaborative and connected than any previous generation. The next generation of academics won’t be hidden away in confined offices. The campus will include ‘third spaces’ — extensions of the workplace where workers can seek alternative environments to promote innovation and problem-solving.

9. Academics will be more accessible to students, but will connect through digital means moreso than face-to-face.
For teachers and lecturers, the skills of delivering remotely and facilitating online discussions will be as crucial as your in-class toolkit. This means your potential reach increases (and so does your profile) but of course that there’s another set of skills that are currently seen as optional.

10. This one’s a fill-in-the-blank, left for you, the reader…
Posts like this can often live on through the comments thread — why not make your own prediction (or disagree with/clarify one of my own) by commenting below.

Share your thoughts and predictions in the comments section!
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What does ‘good’ look like?

Posted by: Ruth Moeller, Lecturer in Education and Senior Advisor, Learning and Teaching, College of Design and Social Context, RMIT University.

Series of sticky notes all saying 'good'.Let me begin with an anecdote.

Several years ago, I returned to study to do a post graduate course in Organisational Behaviour. I remember the first assessment clearly, we had to write an analysis of a group situation, I think it was about 1500 words.  I remember the anxiety, I had no idea of what I was doing. I had done the reading, attended the classes, consulted fellow students but in writing my analysis I made the best go of it I could but really had no idea of what was required.

I missed the class when the work was returned, so had to catch up with the lecturer at another time – I still remember the nervousness and trepidation I felt in waiting for my paper, and I did ask her, ‘Just tell me if I passed or if I have to do it again.’ When I got the paper back I got an HD, I still don’t know how, and I suspect that the lecturer regretted the mark, when she realised that I didn’t really know what I was doing!

The purpose of this anecdote was not to tell you I got an HD or to share my neuroses, but rather to make the point that when assessing and grading students they need to know what is expected and to what standard. Or to put it another way, ‘What does “good” look like?’

This is particularly important for students transitioning: from school to tertiary studies, from vocational to higher education or from one year level to the next. Expectations can be different, so we shouldn’t assume that students will understand what is required of them.

To help, consider these three questions:

  1. What criteria are you using? Are you assessing a product, application of theory, diverse reading, critical analysis, spelling and grammar, team work? Make this clear to the students and then they can aim to demonstrate what they can (or can’t) do, rather than try to guess what you want.

  2. What does ‘good’ look like?  You may have assessment criteria but when you are grading, could you explain to a student the difference between a Credit and a Distinction?  “It’s just the vibe of the thing…” (Dennis Denuto in The Castle) isn’t a satisfactory explanation.  This is often highlighted when a student questions their grade and asks what was missing. What did they need to do to get a higher grade?  Rubrics can help here.

  3. Can you explain what students have to produce? Even better, are there examples they can look at?  Students like to see what is required. You think you have clearly articulated the requirements but nothing beats a physical example. I get my post grad students to write wiki posts, and until I provided sample posts, I was always fielding questions about what was wanted, even though I thought it was clearly explained in the course guide.

It is Week 2 for Higher Education and Week 5 for Vocational Education, so it’s not too late to review your assessment tasks and see if there are ways to make them student-friendly rather than ‘guess what I want’ tasks.

Resources that can help:

Assessing student work
Rubrics for assessing English language and academic literacies

Share your thoughts on what ‘good’ means in the comments section!
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First impressions

Posted by: Jon Hurford, Senior Advisor, Learning and Teaching & Andrea Wallace, Educational Developer, College of Design and Social Context, RMIT University.

Andrea is a member of the Inclusive Teaching and Assessment Practices Project working to develop resources and deliver professional development to staff.

Sign in a school bus reads: 'Keep Out. Please put on seatbelt + be quiet + behave. Thanks'

A sign in a school’s excursion bus at the Old Melbourne Gaol this week.

As the saying goes, ‘You don’t get a second chance at a first impression.’

This week, across Australia, thousands of lecturers and tutors will be meeting their new students or welcoming back continuing students.

In Vocational Education, classes have been back for almost a month, but still, it’s early days.

It’s obvious that getting off on the right foot and creating the right environment for students has a special importance in tertiary education. For one thing, in a 12-16 week delivery schedule, the feeling that time is precious is understandable.

In wanting students to take our course seriously, in the feeling that we’re competing for the mindshare of their course load, in rushing about, is there a risk of putting up a sign (metaphorically) like the bus driver (or the staff who share driving duties) in the picture to the left? Note the ‘Keep Out’ in red and the tiny ‘Thanks’ at the right. What messages are we sending students in their first classes?

So this post is just a quick reminder that in the midst of all the organisational and administrative tasks we should still hold our personal philosophy of education front-and-centre and be enacting the strategies and principles that brought us through university as learners, and that brought us to university to teach.

The Inclusive Teaching and Assessment Practices Project has a set of principles that might help you see that big picture (or the jigsaw pieces of the bigger picture that are your courses) and we can’t think of a better time of the year (at least for our southern hemisphere audience) than now to put them in front of readers. Each of the following links has an associated page with key questions, resources and examples of the principle in use:

Getting a piece of writing from your students in a class early in your teaching schedule is an easy diagnostic tool. You’ll get to know a key aspect of their learning skill set and coupled with a quick survey you can get an impression of what your students expect from the course. Perhaps you teach online (or you’ve taken these elements of your course online) and you use a discussion board or blog for this. You can probably see how this simple task hits many of the principles above– if you’ve asked students what was their inspiration to study a certain discipline; if you’ve read the responses and turned them around to the students quickly; if you’ve then provided the means for them to share their responses and maybe organise themselves in study groups based on this for the first assessment, you’re establishing an environment that is ‘feedback rich’.

But what about longer pieces of writing? What about supporting your students in documenting their progress in your course?

Next week, there’s an opportunity for all staff at RMIT as Associate Professor Mary Ryan (School of Education, QUT) delivers a lecture and workshop on the Teaching and Assessing Reflective Learning (TARL) model that she and her team developed in a recent OLT project.

Professor Ryan will explain how the systematic approach can be used to embed the pedagogy of reflective writing across courses in different disciplines.  The workshop will explore the suite of pedagogical patterns and accompanying resources for systematically teaching and assessing reflective practice underpinned by the TARL and EPC models.

Lecture: Teaching and Assessing Reflective Writing
Thursday 13 March 2014
11.30 am – 12.30 pm
Building 80, Level 1, Room 2
Workshops: Teaching and Assessing Reflective Writing
Thursday 13 March 2014
12.30 – 2.20 pm
Building 13, Level 3, Room 5 (City)
Or
Friday 14 March 2014
11.00 am – 12.30 pm
Building 514, Level 1, Room 2 (Brunswick)

Registration for the workshops is essential. Space is limited. Click here to register (RMIT Login required).

Oh, and on the topic of first impressions, we’d also like to mention two blogs that have made good impressions on us during the break and will be of particular interest to casual, sessional and part time staff:

We recently added them to our blogroll (right of screen)– go visit their site for more perspectives on starting the year.

Share your thoughts on first impressions, inclusive teaching and reflective writing in the comments section!
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Learning Analytics: What does it all mean?

Posted by: Erika Beljaars-Harris, Educational Developer, Learning and Teaching, College of Design and Social Context, RMIT University.

Ever heard of the term ‘Learning Analytics’? If you haven’t, then you will. The 2013 Horizon Report describes it as the “[f]ield associated with deciphering trends and patterns from educational big data, or huge sets of student-related data, to further the advancement of a personalized, supportive system of higher education.”  What does this all mean? It means that we can gather student data to uncover trends, patterns and issues. It’s what we do with that data and how we can support the student that is the key.

Click on the image to explore educause.edu's resources on learning analyticsThe report also leads us to believe that it will take 2-3 years to adopt. However I believe it’s already here.

For example, in Blackboard you can access the ‘Performance Dashboard’ (from the Control Panel) to ascertain when a student last entered the course and drill down to the exact date and time they entered. As an instructor you can also view the last date and time that you accessed the course. This means that you (as an instructor) can confirm the amount of interaction the student is having with the online course. As I am a Blackboard gal, I presume that this is all possible with other learning management systems (LMS). Regardless of what LMS you use, there is already the capacity to obtain some basic data on students and instructor navigation within an online course.

Click on the image to explore educause.edu's resources on learning analyticsUseful? You betcha. Think of it this way, you are able to determine those students who have not accessed the course in the first week, this is a red flag. One possible intervention method is to contact the student and notify them that they haven’t accessed the course and you want to ensure that they are not having any technical issues, access issues, or any other issues. Then, the student emails you back with ‘thanks for your email I had problems accessing my course as I am located in a remote part of Australia/America/Afghanistan’ (wherever). Problem solved.

And this is only the beginning of what learning analytics can do. It can predict the learning route of a student, it can assist in personalising the student’s learning, and it can recommend and apply interventions. As an instructor (with some setup) Blackboard can present the results of your assessment with full item analysis, meaning that you can look at what aspects of a course or topic your cohort found difficult and what they have mastered. You can use this data to modify your teaching after (or even during) the semester.

There are already criticisms to learning analytics including: ethical issues on the collection of data, who owns the data, the sharing of data, privacy and legal issues too. These are all valid concerns that need to be navigated carefully. Regardless of the route, learning analytics is here, and it’s only gaining ground.Screen shot 2013-12-05 at 1.50.51 PM

If you’re still not quite sure what learning analytics is, take a look at the infographic “Learning Analytics” produced by Open Colleges. It provides an excellent breakdown of what it is. If you still have more question, as we all do. Try www.educause.edu and do a search on learning analytics. You will find plenty of resources.

References:

Horizon Report. 2013 Higher Education Edition. Retrieved from http://net.educause.edu/ir/library/pdf/HR2013.pdf

‘Learning Analytics 101. Leveraging Educational Data.’ Open Colleges. Retrieved from http://net.educause.edu/ir/library/pdf/HR2013.pdf

Share your thoughts on learning analytics in the comments!

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Everyone can have their moment – Celebrating learning and teaching

Posted by: Ruth Moeller, Lecturer in Education and Senior Advisor, Learning and Teaching, College of Design and Social Context, RMIT University.

BHFor me it can be easy to forget why I teach and more importantly why I love to teach; its about the students, the engagement, what I learn from them as well as imparting the odd bit of knowledge to them. Can anything be as rewarding as a student saying ‘You know we talked about “X”- I tried it and it worked!’? Or a student showing you they have come up with something that is unexpected, proof of effort and that they are proud of their achievements?

I believe that teaching is an art; well informed by theory and practice but in essence it is the way it is enacted with different students, in different situations, at different times that produce diverse and often unexpected results that make it such an exciting profession.

Having said all that, it can be somewhat demoralising to have your teaching distilled into a GTS (Good Teaching Score) that is such a cold set of numbers that may or may not JFreflect the experience of you or your students in the classroom. A misread question, numbering down the wrong side or students unhappy with _________ (fill in the blank) can all skew the results. That doesn’t mean that we should dismiss the GTS as it is a form of feedback from students but it is important to keep it in perspective.

So with that in mind, I am starting a movement to encourage all teaching staff to take a breath and think about their teaching, their students and the positive experiences they have had during the year and to value that.

How to do this you ask?

One way can be to ask yourself three questions: ‘What have I learnt when teaching?’, ‘How have my students surprised me?’ and ‘In my teaching I am pleased with…’

You may even want to do this with colleagues, to reflect, acknowledge and celebrate what makes you keep teaching.

RM

So complete the following sentences:

What I have learnt when teaching is…

My students have surprised me by…

In my teaching I am pleased with…

Thanks to Julie and Bronwyn for sharing their responses!

Share your thoughts in the comments!

 


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There’s an app for that…

Posted by: Howard Errey, Educational Developer, Learning and Teaching, Design and Social Context College, RMIT University.

This post focuses particularly on use of the iPad for educators although some of what I share will be relevant for Android devices and smartphones. The ‘digital divide’ is a real issue and one that I’d like to take up in a future post- but increasingly most students will have more than one mobile device. So for ‘iPad’, read ‘iPad, tablet and increasingly smartphones’.

RMIT's Open2Study Course: Foundations of PsychologyOften staff are interested in how they can adopt new technology but are concerned about not having enough time to learn and make successful changes in their teaching. One of the things I have found about the iPad is that it has improved my productivity as well as provided new ways to transfer learning. The challenge, as with a lot of new technology, is putting in the investment of time before the payoff in effectiveness can occur.

There are a couple of examples where I have been involved with iPad use in education that have been illustrative of both the challenges and advantages of adopting iPads. Often iPads are introduced with a simple focus that fails to address the complexity of issues the device also creates as well as the potential complex advantages.  In the Open2study free online Foundations of Psychology course, you can see the iPad being used primarily so that the academic can continue to face the camera while delivering the content. However in several of the early Open2study courses the iPad was merely being used as a whiteboard without taking more advantage of the functional strength and flexibility of the device.

I’ve also been involved in vocational settings where iPads have been handed out to students as a paper and cost-saving activity.  Loading electronic versions of textbooks was going to be cheaper than the provision of textbooks and workbooks. As the devices get cheaper and as the publishers shift to eTextbooks this trend will continue. In this case students were not given enough context and training in using the device and teachers were initially resistant due to a lack of support and preparation. What these instances highlight is the need to be clear (from the teaching team’s perspective) about what moving to devices like this means to their delivery model.

Productivity

I find that the iPad helps my productivity in several ways. One example is that I like to use the Evernote app for note-taking. Evernote is a wonderful tool for collating all sorts of notes. It works across all devices or in a browser and saves notes to the cloud. When I go to a meeting and start a new note Evernote automatically brings the meeting title from my calendar into the note’s heading – making it easier to just begin and know that when I am back at my desktop the notes are already saved and ready to use. I also find the iPad very fast for making presentations – faster than on my laptop or desktop. More on that below.

Challenges in VET and HE

One of the challenging things about the iPad is not having a file system. There are no content folders, no usb port, just apps that you download on to the devices. For a number of reasons, Apple has made this side of the system opaque to users. This means you have to start thinking differently about how you go about things. A part of the solution is to start thinking in combinations of apps. Often you might use two or three different apps to achieve what you want. You might use a third-party camera because it allows for more control over the shot; that shot goes into the iPad’s Photo app and you might use a different third-party app to edit the photo. It’s important then to think in terms of workflows. If you are planning activities with students, you need to consider how you create evidence for what they do on the device (process) as well as how artefacts are transferred off the device (the final product) into an appropriate place (like Blackboard) for assessment.ipad and moleskine notebook

So remember these three questions when you’re planning an activity:

  1. How will the students get the content onto the device? (Will the students use one of the inbuilt tools on the device: web browser, microphone, camera, video camera, notepad or gps?)
  2. What are the students doing with the content once they have it? (What’s the critical or creative task that they’ll be engaging in on the device? Does it require an app or an internet connection?)
  3. What is the process for getting the work from the device and onto, for instance, their peers’ devices for comment or back to their ePortfolio, or into the Learning Management System? (Will the result for you, as an assessor, be easily viewable? Will you be able to see the process as well as a finished product?)

The best way to increase your capacity with these devices is to use them for yourself in meaningful ways. You’ll find yourself using a version of the steps above in your own use-cases. As well, playing with the device is an important element that makes it easier to discover your own approaches to teaching with the device. Here are three ways that I find the iPad useful as an educational device.

1. Presentations

There are several apps that make creating and running presentations easy and engaging. I like to develop PowerPoint style presentations in Keynote. It makes it easy to quickly move content around and it has a notes function that enables you to read from this while presenting. Haiku Deck is an app that encourages good design using free to use images and less text. If you want to use a PowerPoint you have already created then try SlideShark which will import and run the presentation on the iPad without animations.

students using iPhones.

For running presentations try Penultimate which is like a flipboard that you can write on – and you can also import your slides to write over these. Even more sophisticated is Explain Everything which will enable the same activity and will also record what you do on your screen with your voice as you present. You can then save the presentation and send it to students via email or place it in the LMS.

2. Content specific apps

It’s worth visiting Apple’s App Store (or Google’s equivalent Google Play) and typing in your subject or topics relating to your subject. For example, a chemistry teacher will find dozens of apps relating to molecular bonds. There are many free and low-cost apps that could enliven demonstrations on particular topics, allowing students to perform simulated experiments or used as study aids. Trouble Tower (see a screenshot below) is an example of an RMIT-developed app that looks at Occupational Health & Safety in the context of the Australian construction industry.

3. Playing around

Sometimes an app will demonstrate or provide a purpose in unexpected ways. For example the popular game Angry Birds gives a wonderful demonstration of the principles of physics. Fun, intuitive apps like Comic Life and storyboarding apps are used for quick mock-ups in courses like theatre, literature and cinema studies.  Apps that you might use in your own life might have applicability across a range of disciplines. For example Magic Plan allows you to point the device in a room and accurately measure dimensions to create a floor plan.

A note on Android tablets and smartphones

There are often the same (or equivalent) applications for Android devices. And there are a number of aspects in which the Android platform currently has the lead on Apple; a tighter integration with Google’s online tools is a significant one.

Opens a new window to Trouble Tower in the App Store.

A screenshot from Dr Stefan Greuter’s app ‘Trouble Tower’

Androids have other advantages; they offer more customisation and they play Flash animations. While iPads are often easier to use, Androids can often be better adapted to do specific things you want to do. They can also represent good value if you want basic functionalities without the cost of the iPad.

In closing, start small! Try to modify one activity in your class that you think would be enriched by using mobile technology. A colleague at another university recently told me about an OH&S activity she ran where the students had 10 minutes to walk around the building and snap pictures of hazards on campus. The students messaged the pictures to her which then formed the basis of the group’s discussion. A simple activity like that can begin a process of harnessing the tools we’re carrying in our pockets for quick, real-world learning.

Share your thoughts (or useful apps and learning activities) in the comments section or contact me (Howard Errey on Yammer or on Twitter: @howard61) or your School’s Senior Advisor, Learning and Teaching for more information

Don’t forget you can subscribe to have the tomtom delivered to your email as soon as it’s published and you can follow us on facebook: www.facebook.com/TeachingTomTom.

The use of technology in teaching and learning: A game of mix and match

picture of Ehsan

Guest post: Dr Ehsan Gharaie, Lecturer, School of Property, Construction and Project Management, RMIT University.

It seems like there’s a compelling new technology available for teaching every day. New teaching platforms, new software, and more recently new apps.  Add to this, new hardware such as tablets and smartphones.  As educators, we face a huge realm of possibilities and a big confusion, if not a headache: how to keep up? For some people, the question is more profound: should I keep up at all? And if yes, which technology should I choose?

Reflect and decipher

Dr Ehsan GharaieBefore you answer these questions, you need to decipher what happens in your teaching practice. Without reflecting on your own practice you will not be able to make active decisions. And I assure you, without you making these decisions; the decisions will be made for you.

Wait another few years and you will find yourself with a tablet in hand without knowing how to make use of it. The new movement towards MOOCs is one example of  the technology changing and leaving us to follow the trend instead of making active decisions.

To explain what I mean by deciphering your teaching practice, I reflected on my own class to see what exactly happened and then I listed what my students experience. Here is the list, in no particular order, or rather, a list that I could order or rank in many different ways:

My voice
My appearance
A space for their voice to be heard
A space for them to think and learn
My body language
Their body language
The human interaction between me and them
The human interaction between them
The learning environment/atmosphere/space
The lecture slides
The readings
Oral answers to their questions
Written answers to their questions
Class activities
Feedback (one-on-one)
Feedback on their written work
Discussion within their groups
Written communication within their groups.

Mix and match

Dr Ehsan Gharaie at LecternAfter the deciphering (and I would encourage you to do a similar audit of what goes on in a typical class) you need to look at the technology offered and see what the technology can do for you. And what it may prevent you from doing.

If you are a lecturer and the only thing that your students get from your class is your voice and lecture slides, then you could use PowerPoint with your recorded narration, and save yourself and your students, time and hassle. But if your teaching style is based on your personal relationship with students and the learning that happens from students collaborating, then narrated PowerPoint slides would kill your teaching practice.

If you are good at responding to emails and using written explanations of things to students, then an online platform may help your workflow. But if you prefer a teaching style similar to Michael J. Sandel’s (view a lecture from his ‘Justice’ course here) and believe in conversations and discussions during the class, then perhaps moving to an online platform would limit your practice.

The point that I want to make here is that before making any decision for the use of technology, reflect on your practice. Think about how you want students to learn, then look at the proposed technology and see what can be gained. Then it will be a matter of mixing and matching to get a good combination of technology-enabled and traditional teaching.

Wordpress shows the country of origin for your blog's viewers.

And remember, technology is not always there to replace the current practice and make life easier. Sometimes it gives new opportunities and opens new frontiers but this might come at the cost of an investment of time.

We are all confined in time and space. I can only be at one place and one time, but students can play lecture videos anywhere and anytime. In a modest way, even this particular post expands my existence; my audience. These words reach places I would never be able to visit in a single lifetime as an academic. Look at the picture on the left: it shows the country of origin from every viewer of this blog yesterday. Lecturers like Sandel are now reaching tens of thousands of students!

Thus, it is not all gloomy or geeky. Just as we express to our students, learning involves thinking, trying, and even failing at some attempts to succeed in the long run.

Share your comments on deciphering your own teaching and using technology in the comments!

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