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David M. Kennedy, PhD 甘明德 博士 Director, Teaching and Learning Centre Associate Professor , CDS. Creating learning environments that are both teacher and student centred , simultaneously: Opportunities and issues. Outline. The context Outcomes-based approaches to T &L Learning design

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david m kennedy phd director teaching and learning centre associate professor cds
David M. Kennedy, PhD

甘明德 博士

Director, Teaching and Learning Centre

Associate Professor , CDS

Creating learning environments that are both teacher and student centred, simultaneously: Opportunities and issues

outline
Outline
  • The context
  • Outcomes-based approaches to T &L
  • Learning design
  • The students
  • The tools
  • Impact
    • voices of the students
    • Feedback
  • Opportunities & Issues
  • Questions
context
Context
  • Research intensive University
  • Post- & under-grad.
  • OBA is now the norm
  • Previous exp. of students
    • Didactic
    • Exam-driven
    • F2F
21 st c university
21st C University
  • Emphasis on
    • Critical thinking
    • Real problem-solving
    • Whole-person development
    • Communication – local and global!
    • Language – particularly in HK
    • Transforming information into knowledge
    • Being self-organised, engaged, passionate
curriculum alignment
Curriculum alignment
  • The Biggs model
    • align outcomes, activities and assessment
    • articulate criteria for success
      • rubrics
    • communicate expectations to students
      • provide examples
      • provide feedback
    • Content and concepts
outcomes and verbs
Outcomes … and verbs

Biggs, J. B. (2003). Teaching for quality learning at university (2nd ed.). Buckingham: Open University Press.

alignment
ALIGNMENT

(McNaught, et. al., 2006)

alignment1
ALIGNMENT

(McNaught, et. al., 2006)

learning technologies
http://www.bargainpoolsupplies.com/images/NT125_RaftCad_beforeafter.jpghttp://www.bargainpoolsupplies.com/images/NT125_RaftCad_beforeafter.jpgLearning technologies

Lots of opportunities

BUT …

Disorganized, disparate, demanding

Design

learning design i
Things to consider

Learning tasks – Active authentic learning

real problems involving reflective processes

peer feedback, modeling and mentoring

Learning resources for blended learning

e + books, e + journals, e + media

social networking

Learning support

using the tools to manage feedback, exemplars, rubrics

Learning design I
learning design ii
Careful design to achieve curriculum alignment

Integration of F-2-F AND technology

Use the MOST appropriatetechnology (discipline)

Don’t forget researchopportunities

Learning design II
learning design iii
Use of ICTs

Web 2.0 technologies in particular

Blogs – for reflective writing

Social networking – for communities of practice

Walls, Tagging, Forums

ePortfolios for more flexible assessment artifacts

Learning design III

http://www.ethics.org.au/resources/img/general-content/articles/0148b-hammer-cartoon.gif

the students
The students

http://baxterking.com/wp-content/uploads/2008/12/hong-kong-15-thumbnail-hong-kong-_tngpx10001x14537x1fa4c1096.jpg

learning outcomes
Learning outcomes
  • Under-grad
    • demonstrate the use of Information and Communication Technologies (ICTs) to implement curriculum reforms in language education
learning outcomes1
http://digitalconversations.files.wordpress.com/2008/12/calvin-on-writing-a-thesis.jpghttp://digitalconversations.files.wordpress.com/2008/12/calvin-on-writing-a-thesis.jpgLearning outcomes
  • Post-grad
    • Demonstrate an effective understanding of the design of eLearning environments
    • build a blended learning environment
    • demonstrate an academic perspective
postgraduate1
Postgraduate

http://moodle.cite.hku.hk/

voice
Voice

http://www.toastmasters.org/OtherImages/FindingYourVoice.aspx

student voices
Student voices
  • The student voice (MSc – ICT coordinator)
    • impact on your learning and class dynamics
student voice
Student voice
  • Primary school ICT coordinator
    • impact on your learning
feedback from students
Feedback from students

… when I started this module I thought the assessment was unfair … but, as I undertook the tasks I was reminded of how you always ask us to demonstrate our knowledge. Now I have completed the tasks, built my own learning platform, set up forums, added videos I now have the confidence to develop myself further. Thank you, PL

opportunities
Opportunities

More engaging forms of assessment

More choice in the assessment possible

Better management

Better modeling of assessment requirements

Better evidence of reflective practice

Better engagement

Better motivation

Better use of media to illustrate complex ideas

(good teaching and course evaluations)

issues
Issues
  • The need to model ‘academic’ blogging/presentation
    • Plagiarism – need Turnitin or equivalent
    • Citations and bibliographies
    • The effective use of media
    • The use of visual representations
    • Students do NOT naturally use learning technologies
  • These are non-trivial issues
  • The next slide
thank you and contact details
Thank you and contact details
  • With thanks to
    • ALT-C for the invitation to share my T&L experiences
    • My students for sharing their views
  • David M. Kennedy
    • Director, Teaching and Learning Centre
    • Associate Professor, CDS
    • Lingnan University, Hong Kong
    • davidmkennedy@LN.edu.hk
    • http://www.ln.edu.hk/tlc/staff/davidmkennedy/dmk0.html
abstract
Abstract

Some have argued that Web 1.0 environments are passé: Web 2.0 is where the action is! However, what may be more useful is to think of Web 1.0 and 2.0 applications as offering a raft of potential affordances and opportunities. Learning designs that incorporate an LMS/VLE to provide support for scaffolding, grouping and organising learning can be combined with Web 2.0 applications (e.g., for students to share, and collaborate) and ePortfolios. The synergy of these tools offers increased flexibility, manageability and more student-centred learning.

The presentation will examine an outcomes-based approach to learning design and how this may be supported by the synergy of Web 1.0 and Web 2.0 applications.