T.E.L.L.: Case Studies In Innovative Technology Use
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This presentation will discuss the rationale, importance, and implementation of this open webresource that profiles faculty’s innovative use of educational technology to promote student learning. The development of this resource was instigated by the need to highlight and support faculty-led approaches towards innovation in education by showcasing them and their work using a case-studies approach. The resource includes videotaped interviews of faculty across BC’s higher education community who answer key questions related to learning and teaching with technology by offering best practice guidelines, tips, and solutions to common educational technology problems. The site also includes some videos/snapshots or ‘captures’ of exemplar courses and accompanying sample learning materials (i.e. links to concept mapping tools, sample questions or online assignments) that will help other instructors adapt, conceptualize and apply strategies and best practices in their own courses and contexts. In addition to teasing out some of the common themes and advice shared by faculty, the presentation will offer strategies for using the site to support and promote innovation amongst faculty in various institutions.
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T.E.L.L.: Case Studies In Innovative Technology Use
- 1. What’s in a Question? Case Studies in the Use of Innovative Educational Technologies Scott Gerrity, Patric Lougheed, UVic & Valia Spiliotopoulos, UBC
- 2. OBJECTIVES Knowledge-sharing “Professional Learning Opportunities” "Professional Learning Communities” Scholarship of Teaching and Learning Engagement Institutional Social Memory Imagination Advocacy Opportunity and support to become more involved with piloting and implementing initiatives Transferable Good Practices Examples of good practices shared by other instructors ‘Tried and true’ teaching with technology frameworks, activities, examples, tips
- 3. Resource 2.0Resource “How might educators Community Open Platform envision using this site?” Engagement at Royal Roads Modular Resource 2.0Resource 2.0 Faculty Transferable Case Studies Development in Course and Open Knowledge Program (Re)design Open Source Faculty/Student New Social Work Profiles for Student MSW Program and Faculty Recruitment 3
- 4. So, What’s in a Question? 1) What teaching and learning related issue or problem did you think this learning technology (or range of learning tools) would help you address? 2) What learning and teaching strategies are most effective with the tool(s) you used? 3) A. How did using this technology and related strategies impact student learning (motivation, collaboration, inquiry)? How did you measure this impact? • B. How did they impact your curriculum or instruction (meet or change learning strategies/ outcomes/ assessment)? 5. What challenges did you or your students face and how did you address them? What would you do differently next time? 6. What advice or recommendations would you make to other instructors who are interested in using the educational technology(ies) you used? 7. What resources would further support your needs in teaching and learning with technology?
- 6. Technologies Referenced in the Case Studies 6
- 7. Faculty Answers; Student benefits Student interaction and critique – online “peer review Martin Smith, Question 3 Professional Identity Development – wikis/blogs David Leach, Question 1
- 8. Faculty Answers; Student Benefits Flexibility in Student Learning/Self-directed learning – video tutorials David Creasey, Question 2 Authentic Assessment – ePortfolios Mary Sanseverino, Question 1 8
- 9. Faculty Answers; Student Benefits Authentic Assessment –wikis Catherine Caws Experiential Learning – ePortfolios Tim Hopper, Question 1 9
- 10. Next Steps? Resource Difficult questions to ignore… • How can we reach more potential adopters? • How can academic environments Resource 2.0 Research and policies better support potential adopters and the diffusion of innovation? • What is the student role in the diffusion of innovation? Dissemination .
- 11. Case Studies in the Use of Educational T echnologies Questions? sgerrity@uvic.ca valia.spiliotopoulos@sauder.ubc.ca patricw@uvic.ca
Editor's Notes
- Student interaction and critique “ One is the whole thing is public. This is what science is about... That is one of the things that differentiates scholarly work which is open to criticism from all sides. Because it is public, another thing this does is it involves students interacting with each other in a systematic formal way. I find the students love this because now they get to see what the other people are doing and sometimes it is a real eye opener. ” Martin Smith, Question 3 Professional Identity Development “ ...how to get the students to think about themselves not as students, but rather as editors, as writers, as publishers, as art directors, and then I tried to think about how can I use technology… ” David Leach, Question 1
- Flexibility in Student Learning/Self-directed learning The use of these tablets has led to something else I have been trying recently, and that is the construction of short video tutorials for students to use at home, or perhaps while they are at work or wherever they might be. ” David Creasey, Question 2 Authentic Assessment “ You ’ re finished with my class and at the end of the term you go home and your mum or dad says to you, ‘ So, what did you learn at school this year? What did you do at the university this year? ’ I don ’ t want students to say, ‘ Oh…well, I did this…and I did that. ’ I want the first things that my students do is to take their parents by the hand and lead them to a computer and say, ‘ You have got to see this. ‘ Cause I did this. ’ So that ’ s a big goal for me. ” Mary Sanseverino, Question 1
- Authentic Assessment “ ...the process really changed a lot because they were involved in what I would call a real life situation. They became writers for sure instead of students just writing for a teacher and I think that had a real positive impact on their ability to write. ” Catherine Caws Experiential Learning “ I use the Moodle really to enable connection and to allow the authentic experiences we do from here going out into the school to be something that is continuously looked at and studied, so it doesn ’ t just happen--it is a nice experience. ” Tim Hopper, Question 1