1. Good Practice in Technology-
enhanced Learning and
Teaching
The ALTC Good Practice Reports
Mike Keppell, NATA, Co-leader
Gordon Suddaby, NATA Co-leader
Natasha Hard, NATA Project Manager and Research
Assistant
2. Question
Have you ever read or engaged
with an ALTC Good Practice
Report?
Please select either:
Yes OR No
3. Webinar Overview
Webinar facilitators
Good Practice Reports (GPRs)
GPR - Technology-Enhanced Learning and
Teaching
Approach
Outcomes & Recommendations
Accessing the Report
Network of Australasian Tertiary Associations
GPR „E‟ Resources
4. Facilitators
Mike Keppell Gordon Suddaby Natasha Hard
5. Questions to Consider
throughout Webinar
How do we recognise Good Practice in
technologically-enhanced learning and
teaching?
How do we communicate/disseminate
Good Practice in technologically-enhanced
learning and teaching?
How do we integrate Good Practice into
learning and teaching?
6. Number of GPRs?
How many Good Practice Reports have been
developed?
A. 3
B. 5
C. 8
D. 11
Show of hands for your response
7. ALTC Good Practice Reports
11 GPRs were commissioned to provide a
summative evaluation of useful outcomes
and good practices from the 264 ALTC
projects and 52 ALTC fellowships on key
topics in higher education (as at 1st Dec
2010).
The GPRs were also designed to include
recommendations of areas in which
further work or development were
appropriate.
8. Reports Commissioned
Assessment of Science, Technology,
Engineering and Mathematics (STEM)
students (2011)
Assuring graduate outcomes (2011)
Blended learning (2011)
Curriculum renewal (2011)
Learning and teaching across cultures (2011)
9. Reports (Cont.)
Revitalising the academic workforce (2012)
Supporting students‟ transition into higher
education (2011)
Work integrated learning (2011)
Technology enhanced learning and
teaching (2011)
10. Question
Have you read or engaged with the
Technology-Enhanced Learning and
Teaching Report prior to participating
in this webinar?
Please select either:
Yes OR No
11. Technology-Enhanced Learning
and Teaching Report
Covered 25 complete projects (including three
fellowships) and 8 ongoing projects (including
one fellowship) in the area of technology-
enhanced learning and teaching.
For example:
Learning to teach online (LTTO): developing
high-quality video and text resources to help
educators teach online (CG9-1091)
Virtual microscopy for enhancing learning and
teaching (CG7-398)
12. Defining Technology-Enhanced
Learning and Teaching
Our perspective of technology-enhanced
learning (TEL) and teaching aligned with
Laurillard, Oliver, Wasson & Hoppe (2009)
who suggest that the “role of technology [is]
to enable new types of learning
experiences and to enrich existing
learning scenarios” (p. 289).
In addition, they also suggest that “interactive
and cooperative digital media have an
inherent educational value as a new
means of intellectual expression” and
creativity (p. 289).
16. Outcomes 1-4
1. A focus on learning design allows academics to
model and share good practice in learning and teaching
2. Authentic learning provides a means of engaging
students through all aspects of curricula, subjects,
activities and assessment
3. Successful academic development focuses on
engaging academics over sustained periods of time
through action learning cycles and the provision of
leadership development opportunities
4. Engaging teaching approaches are key to student
learning
17. Outcomes 5-7
5. Technology-enhanced assessment provides
flexible approaches for academics to provide
feedback to students
6. Integrating technology-enhanced learning
and teaching strategies across curriculum,
subjects, activities and assessment results in
major benefits to the discipline
7. Knowledge and resource sharing are central
to a vibrant community of practice
18. Outcomes 8-10
8. Academics require sophisticated online
teaching strategies to effectively teach in
technology-enhanced higher education
environments
9. Academics need a knowledge of multi-
literacies to teach effectively in contemporary
technology-enhanced higher education
10. Exemplar projects focused on multiple
outcomes across curricula integration,
sustainable initiatives, academic development
19. We considered the following
question…
How can I find a
project that is relevant
to the specific areas of
TEL that I am
interested in without
having to read through
every summary?
20. Concept Maps
• Definition of
Academic
Development
• Recommended
Reading in this
area with link
where possible
21. Exemplar Projects
Exemplar projects
focused on multiple
outcomes across
curricula integration,
sustainable
initiatives, academic
development and
community
engagement.
22. Recommendations
1. Senior management support
2. Sustainability of initiatives
3. Curriculum-wide approaches
4. Update websites & repositories
5. Rigorous evaluation
6. Consider relevant assessment
7. Academic development
8. Share learning designs
9. Support multi-literacies
10. Postgraduate student involvement
23. Using the Report
Hyperlinks to Learning design, authentic •Specific details
all sections of learning, academic development, •Resource links
the report engaging teaching, assessment, •Project
including integration, CoPs, online outcomes &
individual teaching strategies, multi- findings
reports. literacies. •Project team
Contents Literature Recommendation Project Concept
Overview
Pages Review s Summaries Maps
Includes: Guidelines that may be Groups projects around the 10 key
•Background considered when outcomes based on their strength
•TEL definition implementing strategies in the relevant area. Also includes
•Approach on both a macro and a definition & recommended reading
•Outcomes micro scale within the on the outcome area.
university & HE sector.
27. GPR ‘E’ Resources
Good Practice Report ‘E’ Resource
To develop e-resources from the GPR‟s that
can be used asynchronously by the
Australasian Tertiary sector;
To publicise the existence of the Good Practice
Report and their themes more widely;
To enhance understandings of the value and
lessons that the Good Practice Reports afford;
To enhance the dissemination of the Good
Practice Reports.
28. Revisiting the Initial Questions
How do we recognise Good Practice in
technologically-enhanced learning and
teaching?
How do we communicate/disseminate
Good Practice in technologically-enhanced
learning and teaching?
How do we integrate Good Practice into
learning and teaching?
29. What can I do to help integrate
Good Practice into learning and
teaching?
30. Links
To download the Technology-Enhanced Learning
and Teaching Report:
http://www.olt.gov.au/system/files/resources/G
PR_Technology_Enhanced_Keppel.pdf
To access the GPRs:
http://www.olt.gov.au/resource-library/good-
practice-reports
To access the NATA blog:
www.nataonthenet.blogspot.com
31. References
Laurillard, D, Oliver, M, Wasson, B & Hoppe, U
2009, „Implementing technology-enhanced
learning‟ in N Balacheff, S Ludvigsen, T De
Jong, A Lazonder & S Barnes (eds.),
Technology-enhanced learning, Springer.
Notes de l'éditeur
Gauging awareness and understanding of the GPRs???
ALTC awarded 264 projects, 52 fellowships (1st December, 2010)Commissioned 11 GPRsAssuring graduate outcomes Blended learning Curriculum renewalSupporting students’ transition into higher educationThe Good Practice Reports were commissioned by the Australian Learning and Teaching Council Ltd. (ALTC) to provide a summative evaluation of useful outcomes and good practices from ALTC projects and fellowships on key topics in higher education. Each report contains:a summative evaluation of the good practices and key outcomes for teaching and learning from completed ALTC projects and fellowshipsa literature review of the good practices and key outcomes for teaching and learning from national and international researchthe proposed outcomes and resources for teaching and learning which will be produced by current incomplete ALTC projects and fellowshipsrecommendations of areas in which further work or development are appropriate.
Our perspective of technology-enhanced learning (TEL) and teaching aligns with Laurillard, Oliver, Wasson & Hoppe (2009) who suggest that the “role of technology [is] to enable new types of learning experiences and to enrich existing learning scenarios” (p. 289). In addition, they also suggest that “interactive and cooperative digital media have an inherent educational value as a new means of intellectual expression” and creativity (p. 289). Laurillard et al. (2009) also suggest that “the route from research to innovation, then to practice, through to mainstream implementation requires the following:an understanding of the authentic professional contexts that will influence the curriculum, pedagogy and assessment practices that need technology enhancementcongruence between innovation and teacher valuesteachers having time to reflect on their beliefs about learning and teaching because TEL requires a more structured and analytical approach to pedagogyteachers and practitioners need a sense of ownership through their involvement in co-development of the TEL products and environments.TEL research must be conducted to reflect the interdependence between researchers and userseducation leaders need more support for the radical change of institutional teaching and learning models needed, if technology is to be exploited effectivelyteachers need to be more closely engaged in the design of teaching that uses technology, collaborating with peers and exchanging ideas and practices” (Laurillard et al. 2009, p. 304).
How we did it (Meta-analysis of 33 projects, Matrix, Thematically analysed, 10 themes/outcomes (Connection Maps), Lit review and Recommendations
Outcomes for best practice in TEL1. A focus on learning design allows academics to model and share good practice in learning and teaching2. Authentic learning provides a means of engaging students through all aspects of curricula, subjects, activities and assessment3. Successful academic development focuses on engaging academics over sustained periods of time through action learning cycles and the provision of leadership development opportunities4. Engaging teaching approaches are key to student learning5. Technology-enhanced assessment provides flexible approaches for academics to provide feedback to students6. Integrating technology-enhanced learning and teaching strategies across curriculum, subjects, activities and assessment results in major benefits to the discipline7. Knowledge and resource sharing are central to a vibrant community of practice8. Academics require sophisticated online teaching strategies to effectively teach in technology-enhanced higher education environments9. Academics need a knowledge of multi-literacies to teach effectively in contemporary technology-enhanced higher education10. Exemplar projects focused on multiple outcomes across curricula integration, sustainable initiatives, academic development and community engagement.
Revisit after modifying the outcomes slide
Definition: Academic development “is used to refer to the developmental activities informed by the discipline of teaching and learning in higher education. This discipline is underpinned by research into university teaching and learning (Fraser 2005, p.5)Recommended Reading: Ling, P & Council of Australian Directors of Academic Development (CADAD) 2009, Development of Academics and Higher Education Futures.
Recommendation 1: The active engagement and involvement of senior management is critical to institutional integration and uptake of technology enhanced learning and teaching initiatives. Recommendation 2: Project sustainability is enhanced when there is engagement with an active (existing) community of practice. Recommendation 3: Embedding a technology-enhanced learning and teaching initiative into the wider curriculum is likely to lead to a more sustainable change than confining the initiative to within a single course or subject. Recommendation 4: To ensure continuity and ongoing value from repositories and websites, they must be actively managed and maintained both during and beyond the required three years post completion of the project. Recommendation 5: The development of tools for use within a technology-enhanced context must be accompanied by rigorous evaluation across a range of relevant contexts. Recommendation 6: Assessment considerations should be an integral component of all technology-enhanced learning and teaching initiatives. Recommendation 7: Academic development activities need to focus on sustainable, immersive strategies that allow teachers to enhance their own discipline teaching.Good practice report: technology-enhanced learning and teaching 25 Recommendation 8: Academic teachers should be encouraged to model and share learning designs within their own university, partner institutions and symposiums and conferences in higher education. Recommendation 9: Teachers need to learn the language of the internet, new media and new thought processes, as multi-literacies in the digital age require a new set of skills in order to effectively communicate and interact in the modern world. Recommendation 10: Projects should consider the inclusion of postgraduate students (Honours, Masters, PhD) to research the technology-enhanced learning initiative.
What is the NATA?Key Objectives?PartnersKey projectsThe overarching vision for the National Networking Initiative (NNI) is to facilitate a sustainable collaborative network between established higher education associations with the intent of fostering best practice in networks to engage members more strongly with Australasian higher education learning and teaching.