Where do I Start? Integration of ICTELT into blended curricula

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Abstract:"The potential of information communication technology (ICT) to enhance learning is under-utilised even though there are numerous process models and frameworks have been developed to assist in the design and / or adaptation of curricula. Issues with many existing design models are complex and range from the pragmatic, such as resource requirements, skills and ownership of a project, to models being mechanical, inflexible, hierarchical and / or impenetrable.

This session starts by exploring the learning and teaching value ICT can add to curricula, and then describes a process model and framework that I have adapted from existing examples. The accessible, scaffolded approach described is appropriate for very small teams or individuals working with few resources to develop resources ideal for instructors interested in blended learning and/or distance approaches.

The pedagogical underpinnings of a design process are outlined, in which practitioners identify a teaching and learning problem and assess whether ICT could enhance learners experience of new or existing programmes, modules, units, sessions, or learning objects. Guiding questions are posed to help support the process, and an iterative practice is encouraged whereby a design is developed, piloted, evaluated, revisited, modified and re-evaluated over time, with recognition that the practitioners experience, skills and attitudes are likely to shift.

The practical application of the model and framework is illustrated through an example developed for use in Moodle at UnitecNZ.

The model and framework have yet to be piloted and MoodleMoot will offer a hands-on opportunity for participants to experiment and evaluate the tools in this session by identifying a resource or session that they would like to adapt. Then, working collaboratively, in Moodle they will work through the first part of the process model by completing the framework. Feedback and comments will be gladly accepted."

Associated sites: Slideshare: http://www.slideshare.net/hazelowendmc/where-do-i-start-integration-of-ictelt-into-blended-curricula-presentation

Wiki: http://efest2008collaboratingbydesign.pbwiki.com/

Please cite as: Owen, H. (2008, October 8-10). Where do I Start? Integration of ICTELT into blended curricula. Paper presented at the MoodleMoot NZ 08, Eastern Institute of Technology, Hawkes Bay, New Zealand.

Information literacy skills - disipline-specific, online tutorials

Image source: http://www.flickr.com/photos/mikesansone/2606565992/

You might like to check out these online, discipline-specific tutorials from the 'Virtual Training Suite'. The blurb on the site describes them as "a set of free Internet tutorials to help you develop Internet research skills for your university course", and goes on to say that "All our tutorials written and reviewed by a national team of lecturers and librarians from universities across the UK". The estimated time for each tutorial is one hour of self-directed study.

Laptops in the Classroom - fundamental questions

The other day, two colleagues asked if I knew of any videos of sound practice around students using laptops in the classroom. Actually, there appears to be a dearth of such material. I have some word pictures I could paint around the experience I have had in Dubai and at Unitec, and I am sure Thom could do the same...but not quite as visual :-)

I did however, after some hunting around come up with the range of videos:

1. http://www.youtube.com/watch?v=uzJDuBlIrHc
2. http://www.youtube.com/watch?v=mOYg5ZMo-mA
3. http://www.youtube.com/watch?v=Pj45RmhaCQM
4. http://www.youtube.com/watch?v=TkXeNR52w_o
5. http://www.youtube.com/watch?v=1m8Ax5NUHhg
   

While watching the video, for me a number of fundamental questions arose:

• What are the assumptions around learning indicated by what is said by students and teachers/lecturers in these videos?
• What are the assumptions around teaching indicated by what is said by students and teachers/lecturers in these videos?
• Was there much evidence of 'real' collaboration and co-construction of knowledge?
• What did the educators do to facilitate 'real' collaboration and co-construction of knowledge?

I could go on, but I think four questions are about right! Thoughts, ideas, issues, concerns...?

ICTELT in Action: Applying ICT Enhanced Learning Programme Design

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This video is an extract from a workshop that was facilitated by Diana Ayling and Hazel Owen with the Business Department at Unitec NZ. The workshop was part of an initiative initiated by the Business Department to revisit the programmes that they offer students, and the learning experience. Formal and informal sessions focussed on aspects such as:

• Course design and lesson planning
• Facilitation of learning
• Assessment
• Evaluating teaching and learning

A sense of the dynamic discussions that have been ongoing is captured, as well as a feelings of excitement, seeing potential, anxiety, and concerns around pragmatic issues.

The extract features discussion around the results of the ICTELT survey that participants had completed before the session, as well as dialogue around blended learning in general, and what a course that uses the ICTELT design mindmap as a foundation may feature.

(If you would like to find out more about the work that underpins some of the workshop and the ICTELT mindmap, please feel free to visit the ICT Enhanced Learning and Teaching wiki.

A discussion: ePortfolios - how are they supporting 21st Century learners?

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"A discussion: ePortfolios - how are they supporting 21st Century learners?" is the recording of a conversation that occurred at the eFest meets Teaching and Learning Conference (http://efest-teach-learn.ning.com/). The discussion covered a range of themes, issues and potentials, with particular reference to the tertiary education and vocational education and training sector.

The discussion was facilitated by Justin Sampson from Ako Aotearoa, who plays a key part in the ePortfolio Community of Practice hosted by Ako (http://akoaotearoa.ac.nz/communities/eportfolios-new-zealand).

The combined conference eFest meets Teaching and Learning Conference was run from Wednesday 30 September to Friday 2 October 2009 and was hosted by UCOL in Palmerston North, NZ.

Pedagogy, Policing or Preventing Plagiarism? Experiences with facilitating Professional Development and Turnitin

This was a paper Vickel Narayan and I presented at the eFest meets Teaching & Learning conference, UCOL 2009. It was an interesting experience at a vibrant conference. A time for firsts, it was Vickel's first time to present and write an academic paper for a conference, and it was the first time that we had written and presented together. I felt that we both learned a lot on the way, from each other, from the feedback we gathered from the audience (see below), and from reflecting on how well it went on the day.

It was an interesting audience, and it was great to have much more of a discussion underway throughout the session. There appeared to be a lot of sharing of experiences, strategies, and problems faced, which saw the audience fully engaged. Throughout the session there was also a couple of people Tweeting about main points, and I found this was a great way, afterwards to see how people had interpreted what had been said, and what they saw as central points. It was also great to find out, for example, that the mindmap I had made building on previous work I'd done in 2006, was in fact useful and did illustrate some key factors behind why learners plagiarise.

All in all, judging from the comments, the discussion, and the feedback, I think the audience went away with some new ideas and approaches, as well as affirmation that they 'not alone'! :-)

To access the accompanying handout: http://www.scribd.com/full/20133056?access_key=key-2kh798rentwwpywxfd9l

To access the full paper: http://www.scribd.com/full/18077894?access_key=key-2d8r0452hsbwlgdffwx7

Feedback

• Excellent; general overview; positive approach to manage plagiarism
• Session was great. Just enough time to have our discussion!
• Liked the suggestion: getting students to have constructive dialogue about plagiarism
• Love the handout w the links. Thanks heaps. T
• I enjoyed the session but needs longer time for discussion
• Plagiarism is a lot more than I realised
• Important - see a way to move from punitive to formative
• "Use a free tool for formative use" - this was a new idea for me! Thanks for all the links - I will use
• Good to see Turnitin as a formative tool rather than punitive
  
• Turnitin as a tool - not the answer
• Thanks for the references
• Cultural issues seem to be the main factor but I value the deterrence factor and want to improve arguments

Abstract: Plagiarism is a global issue that needs to be addressed by all educators and learners. This paper considers a simple definition of plagiarism, and then briefly considers reasons why students plagiarise. At Unitec NZ, Te Puna Ako: The Centre for Teaching and Learning Innovation (TPA:CTLI) is working closely with faculty, managers, student support services and library personnel to introduce strategies and tools that can be integrated into programmes and curricula whilst remaining flexible enough to be tailored for specific learners. The authors therefore provide an overview of one of the tools available to check student work for plagiarism - Turnitin - and describe the academic Professional Development (PD) approaches that have been put in place to share existing expertise, as well as help staff at Unitec NZ to use the tool in pedagogically informed ways, which also assist students in its use. Evaluation and results are considered, before concluding with some recommendations. It goes on to theorise how blended programmes that fully integrate academic literacy skills and conventions might be used to positively scaffold students in the avoidance of plagiarism. Conference participants will be asked to comment on and discuss their institutions' approach to supporting the avoidance of plagiarism (including the utilisation of PDS and other deterrents), describe their own personal experiences, and relate the strategies they employ in their teaching practice and assessment design to help their learners avoid plagiarism. It is planned to record the session so that the audience's narratives can be shared with other practitioners.

Please cite as: Owen, H., & Narayan, V. (2009, 29 Sept - 01 Oct). Pedagogy, Policing or Preventing Plagiarism? Experiences with facilitating Professional Development and Turnitin. Paper presented at the Teaching excellence - excellence in teaching: Teaching and Learning Conference Meets eFest 2009, Universal College of Learning (UCOL), Palmerston North.

Pedagogy, Policing or Preventing Plagiarism? Experiences with facilitating Professional Development and Turnitin

View more presentations from Hazel Owen.

Web 2.0 ePortfolios that work for both students and educators: Strategies and recommendations

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To access the accompanying handout: http://www.scribd.com/full/20963840?access_key=key-tjhoooneoyc6p12igkx

Abstract:
The VET ePortfolio Roadmap was released in June 2009 to provide guidelines, specifications, and strategies for implementing ePortfolio initiatives. The Roadmap was published, in part, as a response to the increasing interest in the potential of ePortfolios to improve the Recognition of Prior Learning process, and expedite work-based learning, apprenticeships, and traineeships. Previous research studies into learners' use of ePortfolios endorse this response, suggesting that their levels of engagement, creativity, and feelings of empowerment are enhanced, thereby increasing retention and success. It all sounds extremely promising...but what does it actually 'look' like for students and educators? How are learners, practitioners and other stakeholders actually engaging with ePortfolios?

In this paper I have three main aims. The first is to provide some background by referring to an early initiative that was implemented between 2003 and 2006 with Foundation students at Dubai Men's College (DMC) where the students created a Career ePortfolio as part of an integrated Computer, Research Skills and Projects Course. The ePortfolios, however, were not interactive, were rather 'static', and the final artifact was primarily produced for assessment rather than self-reflection and development. Since this and similar early initiatives, the introduction of Web 2.0 social software elements to ePortfolios has helped realise additional benefits, including improved reflective practice, augmentation of the quality of final artifacts, and a heightened awareness of purpose and audience. As such, the second aim is to explore recent work with Web 2.0 ePortfolios with students and faculty at Unitec NZ (a multi-sector education institution in NZ), and some of the associated findings and implications. Finally, I will draw the threads together to discuss a number of key strategies and recommendations for the effective implementation of Web 2.0 ePortfolio initiatives, including targeted Professional Development for staff, and scaffolding and guidance to assist the students with self-reflection, collection and selection of evidence of achievements, while also fostering their personalised and creative life-long learning journeys.

Please cite as: Owen, H. (2009, October 16). Web 2.0 ePortfolios that work for both students and educators: Strategies and recommendations. Paper presented at the VET E-portfolios Showcase 09 - learning for life.