Cartoon by Dave Parker

1. Cartoon by Dave Parker

2. Putting students at the centre: A framework to support online students Kay Margetts Department of Learning and Educational Development The University of Melbourne

3. Currently Bachelor of Early Childhood Education 4 years full time Dual qualification to practice in services for children 0-5 year of agentres and the early years of primary school (up to Grade 2) • Early Childhood and Primary Teacher Education • range of subjects including child development, curriculum, learning and teaching, professional practice • on-campus, off-campus, full-time, part-time • higher degree students • research

4. Bachelor of Early Childhood Education 4 years full time Dual qualification to practice in services for children 0-5 year of agentres and the early years of primary school (up to Grade 2) Can we please have lecture outlines and notes?

5. Students Bachelor of Early Childhood Education 4 years full time Dual qualification to practice in services for children 0-5 year of agentres and the early years of primary school (up to Grade 2) • little opportunity for guided and collaborative learning (tutorial sizes make it difficult to give personalised feedback and guidance) • limited use of library-based audio-visual resources • lacked opportunities for guided observation of practical applications of theoretical perspectives • minimal time preparing for lectures and tutorials or in systematically reviewing subject content

6. Enriched learning environment Bachelor of Early Childhood Education 4 years full time Dual qualification to practice in services for children 0-5 year of agentres and the early years of primary school (up to Grade 2) campus-based lecture/tutorial, face-to-face mode supported by online subject information including more collaborative, student-focused environments opportunities for students and teachers to: • actively engage and persevere in the process of learning • abstract and deepen existing and new understandings • transfer and generalise this knowledge for practical application • interact with each other and pedagogical tools

7. Bachelor of Early Childhood Education 4 years full time Dual qualification to practice in services for children 0-5 year of agentres and the early years of primary school (up to Grade 2) students and teachers become ‘risk-takers’ as they share and express what they think and know

8. websites developed within the Online Courseware Component Architecture (OCCA) webserver at University of Melbourne initially developed by Paul Fritze functions for developing learning activities interactive collaborative reflective functions for managing student work summaries feedback edited in DreamWeaver and/or on the web Bachelor of Early Childhood Education 4 years full time Dual qualification to practice in services for children 0-5 year of agentres and the early years of primary school (up to Grade 2)

9. message to students Bachelor of Early Childhood Education 4 years full time Dual qualification to practice in services for children 0-5 year of agentres and the early years of primary school (up to Grade 2) access to work feedback from teacher and ‘rubber stamp’ reader/printer friendly versions organisational outline/learning portfolio

11. Bachelor of Early Childhood Education 4 years full time Dual qualification to practice in services for children 0-5 year of agentres and the early years of primary school (up to Grade 2) learning and teaching activities • are contextualised • involve case studies • support knowledge construction and reflective practice • use different levels of complexity

12. Bachelor of Early Childhood Education 4 years full time Dual qualification to practice in services for children 0-5 year of agentres and the early years of primary school (up to Grade 2) use of videos to support learning

13. visual images and multiple choice responses

14. Bachelor of Early Childhood Education 4 years full time Dual qualification to practice in services for children 0-5 year of agentres and the early years of primary school (up to Grade 2) graphing tool to plot growth

15. Reflection on previous work and interactions with peers Bachelor of Early Childhood Education 4 years full time Dual qualification to practice in services for children 0-5 year of agentres and the early years of primary school (up to Grade 2) revisit work self assessment share and refine understandings of key concepts and practices with others

16. view the responses of other view own previous response revise response “In all of my revised strategies I have kept my initiial ideas and built on them further. After viewing other people’s responses I have been exposed to new and other ideas which I have incorporated into my answer. After having time to think about my responses I feel that I have been able to give a more detailed response/strategy.” revisit previous work, view peer responses

17. Step 1 Individual contribution to essay Step 2 View contribution of group members and draft essay Step 3 Send draft to peer group; receive and review peer essay Step 4 Receive feedback from peers and revise and submit essay collaborative essay/peer review

18. Student/teacher interactions Bachelor of Early Childhood Education 4 years full time Dual qualification to practice in services for children 0-5 year of agentres and the early years of primary school (up to Grade 2) • Teachers • overview of student work undertaken • access to customised views of page content • messages/comments from students • feedback to students

19. easy to use navigation view student comments view student work feedback to students reviewing and responding to student work

20. Learning and teaching benefit when teachers • actively seek student perspective/conceptions • adjust level of challenge, support and use of pedagogical tools • refine teaching approach • take risks • become more accountable Bachelor of Early Childhood Education 4 years full time Dual qualification to practice in services for children 0-5 year of agentres and the early years of primary school (up to Grade 2)

21. Teaching is a high risk career ………………. Bachelor of Early Childhood Education 4 years full time Dual qualification to practice in services for children 0-5 year of agentres and the early years of primary school (up to Grade 2) If you’re not risking, you’re not growing And if you’re not growing…………….. Then neither are your students Don Campbell The Mozart Effect; The Mozart Effect for Children

22. Some projects/sites REaLT - with Faculty of Business Economics Monash UniversityCollaborative Melbourne Monash Grant in Educational TechnologiesLes Hardy and Jodie Maxfield supported by Robyn BensonAccounting 1 - initially at Gippsland now being trialed at Frankston and CaulfieldEvaluating professional experience and mentoring in the preparation and induction of teachers for the teaching profession - with Faculty of Education Monash UniversityARC Linkage GrantJohn Loughran, Debbie Corrigan, Christine UreSchool PracticumC-TaLP - with Faculty of Education Monash University - FrankstonT@LMeT Collaborative Melbourne/Monash Teaching & Learning Courseware Development GrantAnne KennedyBachelor of Early Childhood EducationDesigning Assessment - Master of Assessment and Evaluation the University of MelbourneMargaret Wu and Patrick GriffinResearch Project - Postgraduate Certificate in Student WelfareLiz Freeman

23. Student responses The learning tasks'The tasks were clear and easy to understand which meant I could provide answers that were well thought out.’‘I found the computer tasks were enjoyable. It helped me to better develop skills in using the Internet as until we received this assignment I had never really used it’Group work‘I really enjoyed being able to talk through the task as a group gaining others ideas and perspectives as it made me look at different angles.’ Relation of theory to practice‘I found that the video clips were so helpful because they helped me bring all the theory together and make sense of the concepts in real situations.’‘It was very helpful to visualise children-staff interactions and environments which we were studying in lectures. It emphasised what we were learning and why we were learning it.’The approach to learning‘We were able to access the site when it suited us, and the multi-media and interactive format was almost like being on additional field trips. I found it useful to be able to look over situations, and replay them if needed, to think about and respond.’‘It was a different way of learning – thus it was interesting.’

24. What is your response to the assessment methods?'It was good to be assessed on everything more thoroughly.'Some students commented that it was 'difficult if some group members did not share in the work'.What did you like most?'I liked the visual aspect'. The 'variety was good, but not for every subject'. 'It was good to get comments and a picture from (tutor)''It was easy to use and I liked doing work in groups'Students commented that they liked doing work on a regular basis, 'It was better than assignments'.What didn’t you like?Students generally reported that they did not like the technical problems e.g. freezing or losing work or downloading Quicktime clips. However, they said that these became less with time and they realised that some were a result of their own computers or Internet providers.