Post on 13-Jan-2016
Designing for learning:a collaborative approach
Dr Aziza Ellozy
Director, Center for Learning and TeachingThe American University in Cairo
4th Conference on e-Learning ApplicationsJanuary 3-4, 2006
Designing for learning
Rethink Learning and Teaching What has worked in the past may no longer be
helpful or reliable (more so if teaching is at a distance)
Create new partnerships with specialists and peers "Teachers can’t do it alone."
Current trends in teaching and learning*
Course [and class] time is devoted to discovery-based learningdiscovery-based learning over traditional lecture modes
Teaching emphasis has moved away from memorizing facts towards finding, finding, evaluating and using informationevaluating and using information
"ResearchResearch" and "teachingteaching" are perceived as mutually enhancing rather than antithetical.
* From http://technology.berkeley.edu/critical1.html
Current trends in teaching and learning*
New teaching and learning styles incorporate collaborative workcollaborative work in diverse teams or groups.
Course contentcontent is publicly accessiblepublicly accessible and shared beyond the members of an individual course
* From http://technology.berkeley.edu/critical1.html
Current trends in teaching and learning*
The instructorinstructor is perceived as a partner a partner in a learning communityin a learning community rather than as a sole entrepreneur.
AssessmentAssessment is multilevel and complex
* From http://technology.berkeley.edu/critical1.html
Current trends in teaching and learning*
Today's studentsToday's students have grown up with technology as the air they breathe, are used to being wired 24x7, are comfortable multitasking in multimedia, and bring very different expectations to the classroom as a result
Today's employersToday's employers prize transferable skills (e.g., problem solving, creativity, interdisciplinary teamwork) over encyclopaedic knowledge.
* From http://technology.berkeley.edu/critical1.html
Implications for Content DesignImplications for Content Design
Designing for learning
Today’s Learners
New Learning Spaces
Learning Technologies
PedagogyPedagogy
LEARNING
Emphasis on the learning paradigmlearning paradigm
A shift in the role of facultyA shift in the role of faculty from teacher-centered to learner-centered
Faculty are moving from being disciplinary experts who impart knowledge by lecturing to becoming designers of learning environmentsdesigners of learning environments where they apply the best methods for producing learning and student success
““Teach less, learn more”Teach less, learn more”
Designing for learning:Pedagogy
Designing for learning: Pedagogy
ModifiedLecture
Discussion
PeerInstruction
Case Study Just-
in-time
teaching
Inform.
literacy
Problem
based
learning
Assess-ment
Critical Thinking
Service
learning
PedagogyPedagogy
ETC.
Digital Connected Experiential Immediate Social
*Copyright Diana G. Oblinger, 2005. Copied by permission of the author.
The Net GenerationThe Net Generation
Designing for learning:Today’s Learners*
*Copyright Diana G. Oblinger, 2005. Copied by permission of the author.
Born in or after 1982 Gravitate toward group activity Focused on grades and performance Busy with extracurricular activities Identify with parents’ values; feel close to parents Respectful of social conventions and institutions Fascination for new technologies
Designing for learning:Today’s Learners*
The Net GenerationThe Net Generation
*Copyright Diana G. Oblinger, 2005. Copied by permission of the author.
Born in or after 1982 ‡‡ Gravitate toward group activity ‡‡ Focused on grades and performance
‡ ‡ !! !! !! !! Busy with extracurricular activities ‡‡ Identify with parents’ values; feel close to parents ‡‡ Respectful of social conventions and institutions ‡‡ Fascination for new technologies ‡‡
Designing for learning:Today’s Learners*
The Net GenerationThe Net Generation‡ ‡ AUC studentsAUC students
Generational comparison
StudentsStudents FacultyFaculty
Multitasking Single or limited tasks
Engaging Disciplined
Spontaneous Deliberate
―adapted from Himes, 2004*
Pictures, sound, video Text
Random access Linear, logical, sequential
Interactive and networked
Independent and individual
*Cited in www.educause.edu/educatingthenetgen
Implications for Content DesignImplications for Content Design
Need to make learning interactivelearning interactive and experientialexperiential
Need to consider peer-to-peer approachespeer-to-peer approaches
Need to utilize real-world applicationsreal-world applications
Implications for content design
Need to emphasize information literacyemphasize information literacy in courses
Need to use both online and face to faceuse both online and face to face learning
Need to encourage reflectionencourage reflection
Need to create opportunities for synthesisopportunities for synthesis
Implications for content design
Designing for learning:Pedagogy and the Net Generationa. Need to make learning learning
interactiveinteractive and experientialexperiential
b. Need to consider peer-to-peer-to-peer approachespeer approaches
c. Need to utilize real-world real-world applicationsapplications
d. Need to emphasize emphasize information literacyinformation literacy in courses
e. Need to use both online and use both online and face to faceface to face learning
f. Need to encourage reflectionencourage reflectiong. Need to create opportunities opportunities
for synthesisfor synthesis
ModifiedLecture
Discussion
PeerInstruction
Case Study Just-
in-time
teaching
Inform.
literacy
Problem
based
learning
Assess-ment
Critical Thinking
Service
learning
PedagogyPedagogy
ETC.
Designing for learning:Learning Technologies
“encompass information and instructional technology, as well as telecommunications tools, applications, and systems that support learning.”
“EDUCAUSE” definition
Designing for learning:Learning Technologies
May include the following:
Course Management Systems (WebCT, Blackboard…) ‡‡ Curricular Software ‡‡ Digital Video ‡‡ Electronic Portfolios Electronic Whiteboards ‡‡ Simulations and Games ‡‡ Learning Objects ‡‡ Mobile learning devices (wireless environments) ~~ Multimedia Applications ‡‡ Social Software ~ ~ (blogs, wikis, IM) Student/Classroom Response Systems (clickers) Web-based learning resources (MERLOT, Wisc-Online etc.) ‡ ‡ Videoconferencing ‡‡
‡‡ ‡ ‡
‡ ‡ Used at Used at AUCAUC
Learning technologies
Allow for innovations in instruction
Can be very powerful tools for learning
Should be driven by specific learning goals
Designing for learning:New Learning Spaces
New “learning spaces” New “learning spaces” support new types of support new types of teaching and teaching and learninglearning.
The shift shift in the designin the design of these learning spaces is driven by driven by changes in pedagogy changes in pedagogy and technologyand technology..
Before
After
NC STATE
PHYSICS CLASS TRANSFORMED TO INQUIRY-BASED FORMAT. STUDENTS INTERACT IN SMALL GROUPS
New learning spaces
Face forward is for listening, inaction
Round tables promote collaboration
New Learning Spaces*
*From http://www.ncsu.edu/per/SCALEUP/Classrooms.html
All share certain features:*
tables to facilitate group interactions (usually round, 6' or 7' in diameter)white boards around the room and/or for each groupteacher station near the center of the roomnetworked laptop computers
*From http://www.ncsu.edu/per/SCALEUP/Classrooms.html
New Learning Spaces*
Designing for learning
Today’s Learners
New Learning Spaces
Learning Technologies
PedagogyPedagogy
LEARNING
Designing for learning
In the face of this changing In the face of this changing landscape in teaching and learning landscape in teaching and learning faculty cannot work in isolation any faculty cannot work in isolation any moremore
There is a crucial need for There is a crucial need for collaboration between faculty, collaboration between faculty, technologiststechnologists and librarians, to librarians, to produce meaningful learning produce meaningful learning experiences.experiences.
The AUC Model
LLTLLTDeanDean
AcademicAcademicComputing Computing
ServicesServices
Center For
Learning and
Teaching
Web Web Develop-Develop-
mentment
Rare Rare Books and Books and
Special Special Collections Collections
LibraryLibrary
Classroom Classroom Techno-Techno-logieslogies and and MediaMedia
ServicesServices
Main Main LibraryLibrary
Libraries and Learning Technologies (LLT)
THANK YOUTHANK YOU
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