Researching Innovations in Technology Use in Learning & Teaching at USP

1. Researching Innovations in Technology Use in Learning & Teaching at USP Flora Bentley (CFL USP)

2. Overview • Preliminary report of a larger project currently underway consisting of several smaller projects. • Literature Review • Brief report of project

3. Introduction LiLi • Rapid increase in technology investment in the last two decades. • Assumption - technology mediated learning environments provide opportunities for students to: • search for and analyze information; • solve problems; • communicate and collaborate. • Success stories when used properly, technology does lead to enhanced teaching and learning and has been changing classroom practices and learning processes. (Lim, P.C. et.al, 2013)

4. Continued… • Pockets of innovation occurring across the institution that needs to be identified, showcased, acknowledged and assessed. • Essential to be aware of these innovations. • CFL Improve the effective use of learning technologies.

5. The Growth of USP’s Online learning environment • Since launching of USP’s 2013-2018 strategic plan, Online and Blended learning - relatively new concept. • LMS (Moodle) early stages repository, minimal instructional design and student engagement. • Pre 2013-2018 Strategic Plan- low number of courses with online/Moodle component (mainly Print courses). • Post 2013 (in response to Strategic plan) - policy resulted in rapid increase in courses with online component (Moodle).Irrespective of mode.

6. The Growth of USP’s Online learning environment Note Table 1: Total Number of Moodle courses Note: Figures based on Moodle data provided by LST & does not include Flexi school count

7. Continued.. • One of CFL goals - making FL courses more interactive and engaging to promote a meaningful learning experience. • Simply including the LMS in courses in no longer innovative to much of the University. • Shift in emphasis - how is technology used to enhance teaching and learning?

8. What is innovation in technology? According to the literature innovation is defined in generic terms. One such term is: • “…the real essence of innovation is fresh thinking that leads to value creation”…(Vijay Vaitheeswaran, 2007) • “…will it improve the learning experiences of a diverse group?” Rowan & Bigum (n.d) • A more specific definition in terms of educational technology is: “a new and useful way of solving existing educational problems, such as improving student understanding of content. • Innovation does not have to be a new tool, it could be in the changing of the way an existing tool is used. Importantly any innovation needs to be understood in terms of its context.

9. Educational Technology today Salmon (2005) describes educational technology as having gone through two stages: • Phase 1: When ‘learning technologies’ were used as a new way of doing something familiar – some aspects of teaching moves online but essentially no underlying assumptions of pedagogical approach are changed. • Phase 2: is when technology is used in new ways not previously possible in the classroom and learning technology combines with traditional approaches to meet new objectives and “purposes of teaching and learning”. Lack of institutional awareness of the many isolated examples of innovation where there is little reward, recognition or support of systematic change or experimentation. • Basic use of OLEs. • Many lecturers do not move beyond this point without specific help and do not see the pedagogical ability of educational technology (Cox 2008, Deacon & Jaffer 2008). • “Learning technologies are not transparent” and cannot in themselves achieve learning benefits - to do that you need support and pedagogical input (Salmon ibid).

10. Nature of technological innovations and organisationas ecological systems • Almost all technology policies and decisions are about change and often require specific changes within any educational institution. • In addition, technology is universally viewed as a change agent that can catalyze various changes in learning, teaching and the learning environment. • Impacts learning environment

11. Example

12. Continued.. • Technology innovations introduced to the institution are essentially invaders. • Whether they can be successfully adopted and become permanently established depends on their compatibility with the teaching and learning environment and the co adaptation between the technology and the institution as an ecological system (Zhao & Frank, 2003).

13. Ecological thinking

14. Ecological thinking..

15. Continued.. • Therefore, the dynamic co-adaptation and co-evolution of students, teachers and institutional leaders with technology and the system determines whether the opportunities of technology for teaching and learning can be realized. (Zhao & Frank, 2003).

16. Background & Purpose of the TEL Research • Support investigations into the influences of online and digitally enhanced learning and teaching and how ICTs are being used or can be used to leverage learning and teaching transactions at USP. • Specifically focusing on the use and integration of ICTs along the following areas:

17. Continued..

18. More on the TELs Project • Flip Approach – Expression of interest • Overwhelming interest from faculty staff   • 12 research projects now funded by CFL’s TEL project.

19. The 12 Research Projects • Evaluating learner engagement with academic literacy via a virtual learning environment. • Enhancing Learning and Teaching through the use of mobile Technologies . • The evaluation of ePortfolios in the Hospitality Industry Practicum Course . • Effectiveness of Peer review assessment strategy in online/blended learning course. A case study of Pacific Islands. • “Facilitating the Pathway for Francophone students in Science at USP through ICT • Enabling Students with Severe Disabilities to Communicate with Learning Environments.

20. The 12 Research Projects 7. Equal Educational Opportunities for Students Using Blockchain Technology-based Bursary Scheme 8. Evaluating the use of Open Educational Resources, content curation and mobile app design as teaching strategies for eLearning 9. Learner Engagement with the assessment activities: A case study of academic skills online 10. Facilitating Collaborative Online Reading 11. Learner Engagement with the assessment activities: A case study of academic skills online 12. Faculty Audit of Turnitin

21. Projects at a glance 1. Engagement with Assessment Activities – A study of Academic skills online test • Based on a multi-modal generic course Focuses on student engagement with both the assessment activity and with the content by measuring the effectiveness of online test offered at an extensive scale. 2. Effectiveness of OERs, Content Curation & Mobile App design as ICT strategies for e-learning • Collaborative approach • Taps into students research skills through the process of data collection and filtering content for themselves. • Promotes active engagement with the content, teacher, other learners and learning environment. • Students are given the opportunity to take control of their learning with the guidance of the teacher building content through collaboration. • This is further enhanced by the creation of an online App which draws the content together in the online space for further engagement with the subject matter.

22. Projects at a glance 33 3. Collaborative online Reading • Research looks at implementing a collaborative online reading tool (Perusal) in a pilot course. • Provides students an opportunity to develop and enhance their skills by engaging in active collaborative reading.

23. Projects at a glance 33 4. Effectiveness of Peer Review assessment • Allows for student engagement with other learners, assessment activities and feedback using an online assessment tool. • Students given the opportunity to build on their evaluation skills through the provision of constructive feedbackwhile encouraging collaborative learning & fostering ownership.

24. Projects at a glance 33 5. Enhancing learning & teaching through the use of mobile technologies • Explore students’ (online students) use of mobile technologies (specifically mobile phones) and use that knowledge to create/modify online learning activities to enhance student engagement and participation online.

25. Conclusion 33 • Innovation does not have to be complex..keep it simple & contextualized (to your setting, learners’ needs & available resources). • ICT plan & policies • Support & training • Ecological thinking approach • 5Cs - Consult, Cooperate, Collaborate & Consolidate. • Sustainable innovations to promote and foster the development of research skills online.