Tech Tools and Engagement: Why You Should Care

Tech Tools and Engagement: Why You Should Care

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  Tech Tools andEngagement: Why You Should Care Professor Michael Sankey Learning Transformations President, Australasian Council on Open, Distance and eLearning (ACODE)
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  Acknowledgement of country michael_sankey
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  Introduction michael_sankey • Our digitalecologies are changing because the way we are wanting to teach and examine is changing • We are seeing a much greater emphasis being placed on active, authentic and collaborative modes of teaching and assessment • Therefore we have had to find new tools and techniques to help us with these new tasks online • But the reasons to engage with these new tools needs to be based on sound pedagogical foundations
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  Fundamentals Learner supportLearning resources Communications and collaboration Learning activities and assessment tasks Evaluation and improvement Genre of Technology Enhanced Learning Application Delivery mode Blended learning Fully online Flipped models Open learning Hybrid models
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  michael_sankey
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  Griffith VLE –Learning@Griffith Feedback Fruits
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  BlackBoard & associated tools O365 &associated tools Pre Uni Undergraduate Post-graduate Work Year 1 Year 2 Year 3-4 Common patterns of student usage VLE Workplace technologies O365 & associated tools BlackBoard & associated tools
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  Scenario michael_sankey • I ama visual arts Teacher at TAFE, I went to arts college and did well, so well that I initially became a Tutor. • Typically, I teach the way I was taught and most of my students seem to be doing OK. I typically use a mastery model (stand and deliver) as my teaching approach in the studio. • I’ve been asked to do more of my teaching online and I hear from others that we need to be considering ‘constructive alignment’ (whatever that means). • If I want to apply to be a Lead Vocational Teacher at some point, I really need to be conscious and explicit about my teaching/pedagogical approach (whatever that means), particularly as I move to blended modes of delivery.
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  What is pedagogy? michael_sankey •It is the interaction between teachers, students, and the learning environment and the learning tasks in and around that environment. • If we say, we’re using a pedagogical approach, we talk about ‘Constructivism’. • But, we actually use a broad range of approaches, as the needs arises. • We have developed out of necessity a very eclectic approach to pedagogy. • It’s kind of like having a full set of golf clubs. If the hole is 260m, I’ll start by using my 2 wood, then I’ll use my 6 iron to get to the green. I then get to use my putter. • The next hole is only 180m so I’ll use a different combination of clubs. But I always get to use my putter.
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  Developing a pedagogyfirst approach michael_sankey • Advances in Ed Tech has been a driving force to develop new strategies, base on assumptions that technologies can facilitate pedagogical scenarios • We have tried to fit the pedagogical intent into the tool we teach it with (I like the tool), instead of using pedagogy as the reason for adopting the tool (this tool helps me apply my pedagogy) • That’s like putting the cart before the horse
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  Active learning michael_sankey • Activediscussions • Live debates • Problem solving • Case-based learning • Simulations • Role playing • Peer teaching • Team projects • This is where we engage students on an analytical level. • To facilitate students to assimilate material and information rather than passively absorbing it through traditional lectures. • So we design tasks that require students to be active, they are also being encouraged to take a deep approach to learning, that impacts on their learning in a more positive way.
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  Collaborative Learning michael_sankey • Thisrelies on engaging group structures to support students working together while maximising individual learning. • It usually involves two or more people learning something together, allowing them to capitalise on one another’s resources and skills. • We integrate this into our teaching program to encourage students to become involved, which can in-turn provide a valuable source of motivation. • Peer modelling: getting students to roleplay • An online Scavenger Hunt for information related to the topic of the week • Formal or informal debates on a given topic • Pass the Problem, where students partly answer and pass the problem onto to the next student. • Forming Groups Creatively, where students brainstorm solutions to problems
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  Authentic Learning michael_sankey • Studentsgain experience – learning by doing rather than by listening or observing. • Let them discuss, explore & construct concepts, to discover real word relationships. • Encourage them to critically think & evaluate information & data, to gain knowledge & build a professional identity from day 1. • Exposes them to various settings, activities & perspectives, allowing them an opportunity to collaborate, and practice skills in their various environments. • A problem that is ill-defined and not easily solvable • Tasks that allow for sustained investigation • Allow for multiple sources and perspectives • Reflection • Perspectives from various disciplines • Assessment that is integrated • Creation of products • Problems that have many possible solutions and outcomes.
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  https://michaelsankey.com/2020/05/22/putting-the-pedagogic-horse-in-front-of-the-technology-cart/ More details in: michael_sankey
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  Seek out goodexamples of practice michael_sankey • Griffith examples • Find your TAFE examples • https://transformingassessment.com https://app.secure.griffith.edu.au/exlnt/
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  Sharing and learningwith others michael_sankey • “We are all in this together” • Most people are very willing to share • Lets get mentoring • Get connected • Look for this from people you trust, already know • Lots of people are putting stuff up for us to learn from • But look for trusted sources https://teledvisors.net/blog/
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  Questions and Discussion