Learners re-shaping learning landscapes: New directions for old challenges?

In a couple of days I am off to present at the ASCILITE conference in Melbourne, Australia, and am really looking forward to it - should be very interesting. Below is the full version of the paper that I will be presenting, and if you click this link it will take you to a copy of the PowerPoint presentation in Slideshare. I'll give an overview of the conference once I've arrived :-)

Please cite as: Owen, H. (2008). Learners re-shaping learning landscapes: New directions for old challenges? In Hello! Where are you in the landscape of educational technology? Proceedings ascilite Melbourne 2008. http://www.ascilite.org.au/conferences/melbourne08/procs/owen.pdf

Abstract:
The sheer inevitability and momentum of global adoption of all forms of technology has engendered a range of responses from wholehearted welcome and exploitation, to denial and anger . Consequently, the education landscape has been shifting, although not in the colossal, earth-rending manner that was initially envisaged. Information, Communication Technology Enhanced Learning and Teaching (ICTELT) has progressively continued to evolve and mature, embedded in an increasing foundation of research. One key benefit identified in this process is the inclusiveness and fluidity that can be built into ICTELT experiences, especially when they occur within a collaborative community. This paper explores an example of how ICT was used to adapt part of an existing ‘problematic’ curriculum in a way that helped address central issues, encouraged collective learning and enabled learners. In the Foundations programme at Dubai Men’s College (DMC) students find the conventions of academic writing, and the requirement to improve their proficiency, challenging, especially as they are also struggling with the transition from secondary to tertiary education, and their own changing identities. The framework of existing Communities of Learning (CoL) was employed to introduce a blended, scaffolded approach that aimed to assist students with academic writing, as well as assisting their transition to more self-directed, confident learning. The design and implementation of the interventions is described, and a brief overview of the results of the associated research study is given, along with recommendations for educators wishing to adopt a similar approach.

Owen

Get your own at Scribd or explore others: eLearning/Online Lea Education communities of learn ICTELT

Using online tools to provide relevant, authentic and timely assessment

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This is a link to the audio of the presentation (Using online tools to provide relevant, authentic and timely assessment) that Helen Martin and I gave at the Symposium on Tertiary Assessment and Higher Education at Victoria University, Wellington - 17h - 20th Nov 2008. Click here to follow the link to the PowerPoint on Slideshare.

Abstract: "Assessment practice is at its most rich when assessment events are relevant, authentic and timely. Relevant assessment is that which is inextricably linked to learning outcomes designed to meet an agreed graduate profile (Biggs, 1999). Authentic assessment requires students to perform real-world tasks that demonstrate meaningful application of essential skills and knowledge. Timely assessment provides students with the opportunity to apply skills and knowledge gained as they learn. Teaching and learning in a blended format enables relevant, authentic and timely assessment that is greatly facilitated by the use of online tools, including self-grading, simulation and problem-based approaches, activities that require reflection and peer-review and the electronic delivery of assessment tasks. Drawing on Blooms extended taxonomy of cognitive development (Anderson, Krathwohl, & Bloom, 2001) and sociocultural theory (Vygotsky, 1934) this paper will demonstrate the value of designing and using e-assessments to enhance student learning. Examples will be explored that illustrate some of the benefits to teaching and learning offered by moving toward assessments based in flexible, mobile, collaborative learning technologies."

Please cite as: Owen, H., & Martin, H. (2008 , November 17-19). Using online tools to provide relevant, authentic and timely assessment. Paper presented at the Symposium on Tertiary Assessment and Higher Education Student Outcomes: Policy, Practice, and Research, Rutherford House, Wellington, New Zealand.

Using online tools to provide relevant, authentic and timely assessment

This is a link to the presentation (Using online tools to provide relevant, authentic and timely assessment) on Slideshare that Helen Martin and I gave at the Symposium on Tertiary Assessment and Higher Education at Victoria University, Wellington - 17h - 20th Nov 2008. I recorded the session and will podcast it as soon as I have the opportunity :-)

Abstract: "Assessment practice is at its most rich when assessment events are relevant, authentic and timely. Relevant assessment is that which is inextricably linked to learning outcomes designed to meet an agreed graduate profile (Biggs, 1999). Authentic assessment requires students to perform real-world tasks that demonstrate meaningful application of essential skills and knowledge. Timely assessment provides students with the opportunity to apply skills and knowledge gained as they learn. Teaching and learning in a blended format enables relevant, authentic and timely assessment that is greatly facilitated by the use of online tools, including self-grading, simulation and problem-based approaches, activities that require reflection and peer-review and the electronic delivery of assessment tasks. Drawing on Bloom’s extended taxonomy of cognitive development (Anderson, Krathwohl, & Bloom, 2001) and sociocultural theory (Vygotsky, 1934) this paper will demonstrate the value of designing and using e-assessments to enhance student learning. Examples will be explored that illustrate some of the benefits to teaching and learning offered by moving toward assessments based in flexible, mobile, collaborative learning technologies."

Please cite as: Owen, H., & Martin, H. (2008 , November 17-19). Using online tools to provide relevant, authentic and timely assessment. Paper presented at the Symposium on Tertiary Assessment and Higher Education Student Outcomes: Policy, Practice, and Research, Rutherford House, Wellington, New Zealand.

Using online tools to provide relevant, authentic and timely assessment

View SlideShare presentation or Upload your own. (tags: assessment tertiary)

Symposium on Tertiary Assessment and Higher Education, Victoria University, Wellington - 17 Nov 2008

The conference was held at Rutherford House, Victoria University and started on a very wet and windy day in Wellington. I met with Helen, Bettina, Ed, and Colin and we 'walked' across the venue being buffeted all the way. Having arrived we chatted with a few people, and I recognised a couple of people from EIT which was good. After registering we were then delighted to find out that there is Internet access - hurrah, and even better the login works with the wireless network as well.

Because I was busy socialising on Sunday night with colleagues, I did not have time to swot up on our presentation for Monday, but looking through it this morning I feel fine - I think it will go well. It's going to be a wee bit tight on the time, given the number of slides, but I do feel as though we have something valuable to add. Once we arrived at the venue, I went to find where Helen and I are presenting and figured out where I will be able to plug my laptop in, and how to get things sorted out, so I feel a little more confident about the presentation.

After the welcome Kerry Shephard (just over from the UK - Uni of Southampton where he was ed tech learning and teaching manager) presented. He brought to the fore some of the central aspects of assessment, raising questions and starting points for discussions for the rest of the symposium. It was also suggested that research led teaching was the goal that should be aimed for and, in fact what is currently the form in NZ and Australia. It was suggested that the two mesh together, and we do not have to be equally in expert in each, but can certainly research what we are doing and publish the results. Another aspect that was under discussion in several of the session was the focus on performance rather than just giving grades.

It has been a valuable conference with a range of important areas covered in particular the increasing use of peer-review and peer-assessment/feedback, self-reflection, and the importance of using well-written rubrics. Also key themes was the use of online assessment, and the incorporation of cultural factors into assessment.

Academic Professional Development and Web 2.0

I was doing some research around the subject of professional development (PD) in academia, with especial reference to ICT enhanced learning and teaching and came across: "Out of Isolation Circles:Web 2.0 for Teacher Professional Development" by Hala Fawzi (http://englishonlinects.blogspot.com/ - who is based in Khartoum, Sudan). The slideshow looks at the various meanings and aspects of PD and Web 2.0, and then explores ways of forming communities of inquiry that enable the sharing of experiences, ideas, and expertise globally.

Out of Isolation Circles:Web 2.0 for Teacher Professional Development

View SlideShare presentation or Upload your own. (tags: web2.0 teacher-professional-dev...)

Setting up a PBWiki site

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This is a 'how to video' that shows you how to set up a PBwiki site. It has been developed for Unitec New Zealand, but is relevant for anyone who would like to set up a PBWiki site (www.pbwiki.com).

Karen Haines talks about using podcasting for ESL/EFL learners

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Karen Haines (School of Language Studies, Unitec NZ) talks about her experiences of using podcasts with ESL students, and the feedback she received from the students.

Jan Bambury talks about the five steps to ICT enhanced learning and teaching "enlightenment"

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Jan Bambury (School of Language Studies, Unitec NZ) takes a lighthearted look at the steps of ICT enhanced learning and teaching 'enlightenment' and reflects on her experiences with particular reference to teaching in China.

Howard Norton talks about using ICT to enhance learning in China, in particular Hot Potatoes quizzes

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Howard Norton from the School of Language Studies (Unitec New Zealand) talks about using ICT to enhance learning in China, in particular Hot Potatoes quizzes.

Why use Smartboards with ESL / EFL students?

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Lisa Simperingham reflects on what inspired her to use smarboards with students and some of the challenges and rewards she encountered.

Smartboard Traning Session with Lisa Simperingham and Grete Larson

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These are short extracts from a Smartboard training session that Lisa Simperingham and Grete Larsen ran in the School of Language Studies at Unitec New Zealand (May 2008). The video shows basic functions such as how to move the tool bar down, move text, and write on the Smartboard. (The sound quality is not very good...).

How to set up and customise your a Flickr account

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This is a 'how to video' that shows you how to set up and customise your own Flickr account. It has been developed for Unitec New Zealand, but is relevant for anyone who would like to set up a Flickr photostream.

How to use Wimba Course Genie

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This is a 'how to video' that shows you how to use the basic features of Wimba Course Genie to generate your own Web site from an MSWord document. It has been developed for Unitec New Zealand, but is relevant for anyone who would like to use Wimba Course Genie.

Slideshow: Out of Isolation Circles:Web 2.0 for Teacher Professional Development

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Policy in Practice: A Blended Learning Approach to ELT

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This is the audio of a presentation that Emma Durham and I gave at the Thai TESOL Conference in Khon Kaen, Thailand, January 2008. If you would like to access the slideshow: http://www.slideshare.net/hazelowendmc/slideshows Please cite as: Owen, H., & Durham, E. (2008, January 24-26). Policy in Practice: A Blended Learning Approach to ELT. Paper presented at the English Language Teaching: Progress in Practice and Policy Conference, Khon Kaen, Thailand.

Breaking down the barriers and celebrating diversity: A collaborative Wiki-based writing project

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This is the audio from the presentation that Clayton Young and I gave at the LED conference at the university of Waikato in New Zealand, November 2007. Please cite as: Owen, H., & Young, C. (2007, November 21-24). Breaking down the barriers and celebrating diversity: A collaborative Wiki-based writing project. Paper presented at the Language, Education and Diversity Conference, The University of Waikato, Hamilton.

Basic conventions for compare and contrast essays (tertiary Foundation level)

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This video covers, step-by-step, the basic conventions of writing a compare and contrast essay. It was produced for Dubai Men's College students, but is suitable for any Foundation level, tertiary students looking for a starting point.

How to reference personal interviews using Noodlebib

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Not sure how to reference personal interviews? This video shows you, step-by-step, how to reference using the online tool, Noodlebib (which produces MLA style reference lists). The video was produced for Foundation students at Dubai Men's College, but may offer you a starting point.

How to use Noodlebib

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Noodlebib is a referencing tool from Noodletools (http://www.noodletools.com/). This video covers how to set up an account, and basic functionality of the tool. It was designed and developed for students in Foundations at Dubai Men's College, but you may find it useful if you wish to use Noodlebib.

Writing an advantages and disadvantages essay (Tertiary - Foundation level)

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If you are unsure where to start when writing an advantages and disadvantages essay, you may find this video useful. The video covers how to start, what to include, and the type of language you might use. Developed for English as second language speakers at Dubai Men's College, this video may be useful if English is not your first language.