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Quality enhancement by use of Educational IT. Pedagogical week, NHH, Bergen, September 22-26, 2014. Educational development at Center for Teaching and Learning (CUL), School of Business and Leaning (BSS), Aarhus University (AU), Denmark. Context. Aarhus University.

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Quality enhancement by use of educational it

Centre Director, Torben K. Jensen

Centre for Teaching and Learning (CUL)

School of Business and Social Sciences (BSS)

Aarhus University (AU)

[email protected]; www.cu.au.dk/en

Quality enhancement by use of Educational IT

Pedagogical week, NHH, Bergen, September 22-26, 2014.


Context

Educational development at Center for Teaching and Learning (CUL), School of Business and Leaning (BSS), Aarhus University (AU), Denmark

Context


Aarhus university
Aarhus University (CUL), School of Business and Leaning (BSS), Aarhus University (AU), Denmark

Approx. 40.000 students and 9.000 employees

Faculty of Science and Technology

Faculty of Health

School of Business and Social Sciences

Faculty of Arts


School of business and social sciences
School of Business and Social Sciences (CUL), School of Business and Leaning (BSS), Aarhus University (AU), Denmark

The main academic area consists of the following seven departments:

Department of Economics and Business

Department of Business Administration

Department of Business Communication

Department of Law

Department of Political Science and Government

Department of Psychology and Behavioral Science

AU Herning

Currently, there is approx. 1,180 teachers at 7 departments spread out on the following categories:

  • Student teachers: 280

  • PhD students: 236

  • Postdocs: 38

  • Assistant professors: 90

  • D-VIP: 140

  • Associate professors: 255

  • Professors: 139

  • Approx. 14,000 full-time- + approx. 3,000 part-time students


  • Centre for Teaching and Learning (CUL) (CUL), School of Business and Leaning (BSS), Aarhus University (AU), Denmark

    21 employees

    Higher education teaching and learning: 8 employees

    Administrative staff: 5 employees

    Educational IT: 8 employees


    Cul s main activities
    CUL’s main activities (CUL), School of Business and Leaning (BSS), Aarhus University (AU), Denmark

    • Teaching

      • Courses for teachers at all career levels

        • Most courses are mandatory

        • Strong incentives to the heads of department and the individual teacher

      • The courses are in general evaluated as (very) rewarding

    • Development

      • Development projects at different levels

        • Course level

        • Educational-/department level

        • The faculty: BlackBoard, digital exam, digital evaluation

        • University: Analyses every third year of (1) study environment, (2) quality in the PhD process and (3) psychological workplace environment

    • Research

      • Practice-oriented research:

        • Research at an international level where data from BSS always is included and where the aim always is to contribute to better decisions and judgments for managers and teachers at BSS

        • Research that supports the course activities and the development work


    Key figures for the course activities
    Key figures for the course activities (CUL), School of Business and Leaning (BSS), Aarhus University (AU), Denmark

    • Numbers of participants in course activities pr. year at BSS:

      • All first year students, 130 TA, 35 70 students, 40 assistant professors, 85 associate and full professors spread over the two courses in supervision and Go Online.

      • In addition, staff participants in voluntary and required courses

    • In the course of a few years CUL meets the teachers at BSS 3-4 times

    • The total mandatory formal educational training corresponds to about 8 weeks

    • CUL has a yearly budget of 10 million DKK (1,2 million Euro) and costs 1% of the total revenue of BSS and about 15% of the Dean’s strategic costs

    • CUL has 21 employees, which corresponds to 3 full time positions per department at the school.


    Links
    Links (CUL), School of Business and Leaning (BSS), Aarhus University (AU), Denmark

    • Center for Teaching and Learning (CUL) http://cul.au.dk/en/about-the-centre/

    • Large scale  educational development (practice paper)

      http://cul.au.dk/fileadmin/CUL/Dokumenter/Om_CUL/Practice_at_BSS_for_the_development_of_teaching_and_teaching_competencies_2014.pdf

    • BSS's incentive structure for participation in university educational courses:

      • http://cul.au.dk/fileadmin/CUL/Dokumenter/Kurser/BSS_Courses__incentive_structure_and_course_evaluation.pdf


    Investment in edu it at school of business and social sciences aarhus university
    Investment in (CUL), School of Business and Leaning (BSS), Aarhus University (AU), Denmark Edu-it at School of Business and Social Sciences, Aarhus University


    Investment in educational it at bss
    Investment in educational it at BSS (CUL), School of Business and Leaning (BSS), Aarhus University (AU), Denmark

    • 2013: implementation of a new, commonLMS (BlackBoard)

      • System integration, support, instruction material (on line + f2f), training,

      • Entry into service: 14,000 students, 1,200 teachers, 100 course clerks, 2300 courses/semester


    • 2014: implementation of digital examination system ( (CUL), School of Business and Leaning (BSS), Aarhus University (AU), Denmark Wiseflow)

      • Workflow without paper: Providing the task, down- and upload by students, distribution of examination scripts to teachers and censors, marking and filing

      • written homework assignments + ‘skoleeksamen’ (with and without aids) (Flowlock))

      • 88% of all exams S2014 were implemented digitally; 25,000 have attended more than 300 digital written exams


    • 2015: (CUL), School of Business and Leaning (BSS), Aarhus University (AU), Denmark development and implementation of a new, common digital course evaluation system

      • Course evaluations for the teachers and key figures (BI) for the directors of study from 2300 courses pr. semester

    • 2012  Medielabfacilities

    • 2012  GoOnline

      • course for assistant professors, associate professors and full professors


    Question
    Question (CUL), School of Business and Leaning (BSS), Aarhus University (AU), Denmark

    • Why spend resources on educatioanl IT: Money, jobs, management attention, time?

    • What are the potential gains?

    • What are the educational reasons for investing in educational technology at the university?


    New words
    New words… (CUL), School of Business and Leaning (BSS), Aarhus University (AU), Denmark

    • Information Technology

    • e-learning

    • LMS (learning management systems)

    • blended learning

    • digitalized learning objects

    • MOOCs (massive open online courses)

    • blogs, discussion forums, wiki, electronic conference, video conference, learning paths, clickers; podcasts, screencasts, pencasts, audio slides …


    Business as usual

    Research-based teaching (CUL), School of Business and Leaning (BSS), Aarhus University (AU), Denmark

    Well-organized teaching

    Active students

    In-depth learning

    Business as usual…


    The university s job
    The university's (CUL), School of Business and Leaning (BSS), Aarhus University (AU), Denmark job

    • To deliver research-based teaching

      • DK: The University Act

  • The Master's degree programmes must ensure that the students master the subject’s theory, empirical knowledge, and method

    • DK: The Qualifications Framework


  • Research based teaching
    Research-based teaching (CUL), School of Business and Leaning (BSS), Aarhus University (AU), Denmark

    • Researcher teaches  lectures  attentive students?

      • Lecture

  • Research-type teaching  activating teaching  working, exploring, arguing, communicating students?

    • Exercises, projects, supervision, feedback

    • Methodology, discipline, and thoroughness= in-depth learning

      Didactic implications

  • Free us from "more chairs in”


    A (CUL), School of Business and Leaning (BSS), Aarhus University (AU), Denmark socialization/training during five years, which must succeedProgression: material, learning goals, material quantity, independence, research-type, academic competences

    Progression?

    Free us from the “education market”


    The university s conditions
    The university’s conditions (CUL), School of Business and Leaning (BSS), Aarhus University (AU), Denmark

    A bit of presence teaching

    A lot of independent work between classes

    Free us from "number-of-classes-guarantee"


    Well organized teaching
    Well-organized teaching (CUL), School of Business and Leaning (BSS), Aarhus University (AU), Denmark


    Teaching objectives
    Teaching (CUL), School of Business and Leaning (BSS), Aarhus University (AU), Denmark objectives

    In-depth learning

    Quality in teaching: That the students learn in-depth (selected parts of) the science society's knowledge (master the subject's theory, empirical knowledge, and method)


    Didactics in course planning a model

    Purpose and (CUL), School of Business and Leaning (BSS), Aarhus University (AU), Denmark

    learning goals

    Didactics in course planning - a model

    Course

    Themes and content

    Exam

    Field of

    didactic decisions

    In-depth learning

    Methods/

    organization

    Media

    - including Edu-IT

    Field of

    didactic

    framework

    Student

    preconditions

    Social/cultural

    preconditions

    Organizational and

    financial framework


    Entirely new teaching situation

    Integration (CUL), School of Business and Leaning (BSS), Aarhus University (AU), Denmark of new media

    Entirely new teaching situation?


    Media
    Media (CUL), School of Business and Leaning (BSS), Aarhus University (AU), Denmark

    Books, articles, material collections

    Auditoriums, classrooms

    Furniture, board, projector, paper, pigeon-holes, notice boards, handouts,

    Photocopying, printing, library

    Organization: Class sizes

    Etc. …

    Digital teaching material, Internet,

    LMS - Learning Management System - electronic meeting place

    AULA, BlackBoard, First Class, Campusnet,

    (Group) blog, discussion forums, wiki, electronic conference, video conference, learning paths, clickers; podcasts, audio slides, screencasts, instruction videos

    Blended learning

    Distance learning

    MOOCs

    Etc.

    classic

    digital

    Media

    - including Edu-IT


    The challenge eduit

    • All (CUL), School of Business and Leaning (BSS), Aarhus University (AU), Denmark courses can (should!) have two classrooms in future:

      • The physical classroom

      • A digital classroom

        • All courses have their own website

        • From mailbox to educational workshop: a place to organize the students' learning/work (activate)

  • Make activation and learning among the students more efficient

    • Use electronic educational technologies to activate students before, during, and after classes

    • Increase the quantity of feedback

  • Economize the teacher's resources

    (which may require an investment)

  • Meet/oblige ‘generation www’

  • The challenge - EduIT

    %

    %


    Physical classroom
    Physical classroom (CUL), School of Business and Leaning (BSS), Aarhus University (AU), Denmark


    Virtual classroom
    Virtual classroom (CUL), School of Business and Leaning (BSS), Aarhus University (AU), Denmark


    Blended learning for activation
    Blended (CUL), School of Business and Leaning (BSS), Aarhus University (AU), Denmark learning for activation

    Presence teaching

    - with digital activation possibilities

    Students' work between the classes

    - possible to organize in a digital learning space


    Examples of educational technology for increased learning
    Examples of educational technology for increased learning (CUL), School of Business and Leaning (BSS), Aarhus University (AU), Denmark


    Activation of the students before classes
    Activation of the students (CUL), School of Business and Leaning (BSS), Aarhus University (AU), Denmark beforeclasses

    • Learning paths:

      • Material to be read

      • Podcast (pencasts, screencasts) to be seen:

        • The teacher's or other's contributions from YouTube etc.

      • Assignments to be solved together with fellow students

      • Assignments to be uploaded to the course website

      • Feedback on fellow students' assignments (on the course website)

      • Submit questions to the teacher prior to the next meeting

      • 'Flipped classroom': One-way communication and material assessment prior to the meeting with the students


    Activation of the students before
    ... Activation of the students (CUL), School of Business and Leaning (BSS), Aarhus University (AU), Denmark before

    Example of the use of wiki:

    • The framework: an introductory course, which go through the 'list of kings'

      • Political Theory and the History of Ideas: Plato, Aristotle, Machiavelli, Hobbes …

    • The class is divided into study groups and each produce two wiki texts during the semester:

      • Study group 1:

        • Wiki 1: Everything in the semester's material that sheds light on Plato

        • Wiki 2: Everything in the semester that relates to the concept of justice

      • Study group 2:

        • Wiki 1: Everything in the semester's material that sheds light on Aristotle

        • Wiki 2: Everything in the semester that relates to the concept of forms of government

    • The wikis are part of the examination


    Activation of the students before1
    ... Activation of the students (CUL), School of Business and Leaning (BSS), Aarhus University (AU), Denmark before

    • Example of the use of screencast

      • In the course Principles of Micro and Principles of Macro, introduction course to Economics at 1st semester of Economics and Business Administration, BSS, AU

      • Educational challenge: very different preconditions in Mathematics


    Activation of the students during classes
    Activation of the students (CUL), School of Business and Leaning (BSS), Aarhus University (AU), Denmark during classes

    • Discussion and material assessment on the basis of submitted questions to the teacher

    • Clicker teaching (responsive systems) and peer instruction


    Activation of the students after classes
    Activation of the students (CUL), School of Business and Leaning (BSS), Aarhus University (AU), Denmark after classes

    • Feedback in the form of expanded multiple-choice (quiz)

      • Example: The Study of Law at the University of Southern Denmark

    • Peer feedback with (or without) electronic support

      • The Lund model

      • Solving a task individually

      • Correcting two assignments in groups with support from a teaching guide


    P reconditions
    P (CUL), School of Business and Leaning (BSS), Aarhus University (AU), Denmark reconditions

    • Technical: A solid Learning Management System (LMS) as the technical basis

      • From post office to learning space

    • Well-educated teachers:

      • Can make and justify didactic decisions

      • Produce teaching material

      • Organize the students' work

        • Active students demand a prior instruction

      • Assume responsibility for the students' learning

      • Certain technical skills

    • Go Online as course and development concept


    Goonline course
    GoOnline (CUL), School of Business and Leaning (BSS), Aarhus University (AU), Denmark course

    Step 1 (20 hours):

    • Introduction to a range of online tools, including basic and more advanced features in BlackBoard, clickers, wiki, blog, discussion forums, podcasts, audio, slides, screencasts, learning modules, quiz, pencasts, etc.

    • Introduction to the role as E-moderator in theory and practice,

    • Students alternate between the role of a student in a 'blended' course and the role of the teacher, which produces Web-based teaching elements/materials.


    Step 2 (10 (CUL), School of Business and Leaning (BSS), Aarhus University (AU), Denmark hours):

    • Redesign of own course

      • Identification of main challenges in the existing course

      • Analyze of possible digital solutions

    • Supervision from instructors and colleagues


    Step 3 (30 (CUL), School of Business and Leaning (BSS), Aarhus University (AU), Denmark hours):

    • Implementation of the plan in the next semester's course.

    • Production of digital teaching material

      • Technical support for production, if necessary, throughout the entire semester.

    • Writing a report and sharing experience with colleagues

      Link to course description: http://cul.au.dk/en/training-courses/go-online-course-on-blended-learning/


    Mild educational leadership
    (Mild) (CUL), School of Business and Leaning (BSS), Aarhus University (AU), Denmark Educationalleadership

    • On the one hand: The GoOnline course is mandatory for professors

    • On the other hand: You can choose to say no to the use Edu-IT in your courses

    • But the choice has to be made on an informed basis.


    Main point
    Main point (CUL), School of Business and Leaning (BSS), Aarhus University (AU), Denmark

    • Educational IT – must support the students' active learning before, during, and afterclasses

    • If new technology does not support the students' active (in-depth) learning, we do not need new technology whatsoever

    • Educational IT is not about:

      • Filming lectures

      • Distance learning

      • Distribution of teaching material


    Potential gains from the use of educational it
    Potential (CUL), School of Business and Leaning (BSS), Aarhus University (AU), Denmark gains from the use of educational it

    • Increasing quality in learning

      • activate students before, during, and after instruction to

      • increase student performance

      • increase the amount of feedback

      • differentiate teaching

      • variety and dedication

      • clearer educational choices, more transparency

        • blended learning courses are often better planned a campus courses


    Potential gains from the use of educational it1
    (CUL), School of Business and Leaning (BSS), Aarhus University (AU), Denmark potential gains from the use of educationalit

    • Economising on resources

      • Distribution of teaching materials

      • reduced needs for classrooms?

      • Fewer teachers?

      • Paperless examinations


    Potential gains from the use of educational it2
    (CUL), School of Business and Leaning (BSS), Aarhus University (AU), Denmark potential gains from the use of educationalit

    • Economising with teacher ressources

      • More collaboration among lecturer around the learning management system (BlackBoard) and the individual course sites: subject matter, teaching material and didactic know-how

      • In-service training of teachers: competencies for distance learning as by-product of blended learning

    • increasing flexibility with regard to access to teaching and learning material: time, place, device

    • meeting generation www

    • preparing students for the upcoming working life

      • Future blended learning environments there


    Prerequisites
    Prerequisites (CUL), School of Business and Leaning (BSS), Aarhus University (AU), Denmark

    • Technical requirements:

      • a solid Learning Management System (LMS) as the technical basis

      • From ‘post office’ to ‘learning space’

    • Well-trained educators who:

      • can make and justify didactic choice

      • can produce (digital) teaching material

      • can and will organise the student’s work

        • Activation of students requires a previous instruction weeks before

      • assume responsibility for the student's learning

      • possess certain technical skills


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