Entries in the wikis from the morning discussions can be summarised into three categories –
Impact on Teaching Staff · An evolving pedagogy – ‘teachers are using technology in the old transmissive mode’ · Is mobile/online duplicating activities and therefore adding to workload? · What is a baseline technology capability? (also for students) – how we meet or continually raise this? · Collaboration beyond the walls – with other institutions, industry, etc; bring in specialists from around the world · Dumbing down of learning by such ready web-access to information? · Learning activities must be authentic · Changing assessment strategies – eg assessable learning content vs exams; smaller pieces of ongoing assessment rather than large high value assessment points; students contribute to assessment tasks, eg MCQs · Importance of the Library and authenticity of content · Are there sufficient training opportunities to ensure lecturers are not just changing by trial and error? · Need to use models of course design that incorporate technologies in ways that encourage critical thinking and problem solving · Intellectual Property – who owns online teaching material?
Impact on Students · Social implications of social media – are students losing the art of communication face-to-face, attention span? · A risk of students as freeloaders if material is shared? · How good are students at learning to learn? How can this be facilitated for students from different cultural and educational backgrounds? · What do students need, vs what do students want? · Are students engaged by being aware of the learning experience?
Questions of Technology · Experiences of unreliable technology add to workload and uncertainty · Social media limits the communication – no body language, no human contact; importance of blended learning · Physical facilities (eg lecture theatres) not adequately equipped · Technology that offers better support for disabilities, eg visual or hearing-impaired
Afternoon topics – Challenges
Structural · Lifelong learning, eg e-portfolios; students need access to work and resources after graduation · Share knowledge and support across the institution; communities of practice · Support by way of incentives, promotion, barriers · What is the position or responsibility of IT Services in supporting new technologies, eg mobile, wireless, immersive (Second Life, etc) · What do government policies allow, encourage, discourage? · Design of physical spaces, new teaching spaces · Does the curriculum allow for innovative course design? · Are there Management perceptions of efficiency that impact on emerging pedagogies? What are the resource implications?
Pedagogical · Balance of content and engagement – blending using technologies as well as traditional teaching · Supporting students in assessment, eg peer assessment, peer teaching - aligned with learning outcomes · How do you assess student reflection? · If we concentrate on learning rather than knowing, do students understand the value of this? · We have traditionally transmitted knowledge and information. How do we impart wisdom to use this knowledge?
Support · What technologies are staff and students most comfortable with? · ‘Digital natives’ concept not as simple as that – all levels require support · 24-hour support systems – are they available, do we need them?
Morning topics - Opportunities
Entries in the wikis from the morning discussions can be summarised into three categories –
Impact on Teaching Staff
· An evolving pedagogy – ‘teachers are using technology in the old transmissive mode’
· Is mobile/online duplicating activities and therefore adding to workload?
· What is a baseline technology capability? (also for students) – how we meet or continually raise this?
· Collaboration beyond the walls – with other institutions, industry, etc; bring in specialists from around the world
· Dumbing down of learning by such ready web-access to information?
· Learning activities must be authentic
· Changing assessment strategies – eg assessable learning content vs exams; smaller pieces of ongoing assessment rather than large high value assessment points; students contribute to assessment tasks, eg MCQs
· Importance of the Library and authenticity of content
· Are there sufficient training opportunities to ensure lecturers are not just changing by trial and error?
· Need to use models of course design that incorporate technologies in ways that encourage critical thinking and problem solving
· Intellectual Property – who owns online teaching material?
Impact on Students
· Social implications of social media – are students losing the art of communication face-to-face, attention span?
· A risk of students as freeloaders if material is shared?
· How good are students at learning to learn? How can this be facilitated for students from different cultural and educational backgrounds?
· What do students need, vs what do students want?
· Are students engaged by being aware of the learning experience?
Questions of Technology
· Experiences of unreliable technology add to workload and uncertainty
· Social media limits the communication – no body language, no human contact; importance of blended learning
· Physical facilities (eg lecture theatres) not adequately equipped
· Technology that offers better support for disabilities, eg visual or hearing-impaired
Afternoon topics – Challenges
Structural
· Lifelong learning, eg e-portfolios; students need access to work and resources after graduation
· Share knowledge and support across the institution; communities of practice
· Support by way of incentives, promotion, barriers
· What is the position or responsibility of IT Services in supporting new technologies, eg mobile, wireless, immersive (Second Life, etc)
· What do government policies allow, encourage, discourage?
· Design of physical spaces, new teaching spaces
· Does the curriculum allow for innovative course design?
· Are there Management perceptions of efficiency that impact on emerging pedagogies? What are the resource implications?
Pedagogical
· Balance of content and engagement – blending using technologies as well as traditional teaching
· Supporting students in assessment, eg peer assessment, peer teaching - aligned with learning outcomes
· How do you assess student reflection?
· If we concentrate on learning rather than knowing, do students understand the value of this?
· We have traditionally transmitted knowledge and information. How do we impart wisdom to use this knowledge?
Support
· What technologies are staff and students most comfortable with?
· ‘Digital natives’ concept not as simple as that – all levels require support
· 24-hour support systems – are they available, do we need them?