Upload
beverley-lang
View
216
Download
0
Tags:
Embed Size (px)
Citation preview
Australia
The Role of the Librarian in Supporting Formal and Informal Learning at University
Associate Professor Rob Phillips
Educational Development Unit
Murdoch University
Put ideas forward
Be provocative
No one answer
1
My Background
1980s
Research scientist chemistry and computer science
1990s
Interactive multimedia designer and project manager
2000s
Educational designer helping academics to design better learning environments
2010s
Policy work new learning management system
Staff mentoring awards and grants
Book advert
Overview
Education for the 21st century
Delivering learning
Contemporary learning environments
The student view
Summary of issues
Education for the 21st Century
One of the basic requirements for education in the 21st century will be to prepare learners for participation in a networked, knowledge-based economy in which knowledge will be the most critical resource for social and economic development. Students will need new and different knowledge resources, skills, roles, and opportunities.
NetGen Student 1: Kate
Recently finished an online course with self-tests and an online exam
Has an iPod, mobile phone and laptop
Does more than 15 hours paid work a week
Has a blog, profile in Second Life and a MySpace page
Used MySpace to track down a musician she likes
Gets regular updates from iTunes
Met her partner on an internet dating site
Talks to her Mum on the phone while microwaving a meal, while the TV is on, while opening the snail mail
Multitasks during lectures, preparing other work on her laptop while taking in the subject of the lecture
Likes working in teams
Finds hands-on activities easier than abstract, theoretical learning
Strong visual learner
NetGen Student 2: Alan
Does an average of 15 hours of paid work per week
Is interested in new music and uses a computer for composition
Got together with a group of friends to pool knowledge for a test because he hadnt been to the lectures
Decided not to attend lectures in another subject because he believed he could learn all he needed from the materials provided
Has an iPod, mobile phone and laptop
Has a wide network of friends
Gets news from others who are travelling in India from their blog
Is a key member of a group blog
Rarely reads newspapers, but uses the internet instead
Engaging these Students
The past decade of research in networked learning has demonstrated important benefits
increased access
enhanced opportunities for active student participation in collaborative learning and knowledge building
Pedagogical Focus
However, the use of new technology does not by itself guarantee improved educational outcomes
There is a critical need for rethinking education, with especial focus on
the need for new designs for learning
new designs for the technological environments that can support enhanced cognitive as well as socio-affective activities
The Sting in the Tail
Our NetGen Students
Kate Lowe and
Alan Lamb
Age: 55 plus
With thanks to Kate Lowe
Discussion Point
What have we learnt in the last 15 years?
Focus on new tools without changing practice
Need to understand practice before we can change it
Educational technology is a tool
How can you use educational technology to support learning?
What is Learning?
Noun
knowledge obtained by study
the activity of obtaining knowledge
Adjective
Learning outcome or process
Learning can be:
Formal
Informal
Implicit
What do we know about Learning?
Learning is personal
Learning is social
Learning can be learnt
Learning can be facilitated
People learn through engaging with tasks
Can learning be delivered?
15
Overview
Education for the 21st century
Delivering learning
Contemporary learning environments
The student view
Summary of issues
Traditional Undergraduate Teaching Practice
Large lectures (100-1000 students)
Largely summative examinations
Tutorials, practicals and assessment are not so important at a policy level
17
Lectures are Useful
They are cost effective
They can engage and motivate students
They connect the lecturer and the student
18
Institutional Beliefs about Teaching at University
Lectures pervade the culture of universities
Units are defined by the number of lectures
Workload allocation is based on teaching hours
Academic titles
la lecture, die Vorlesung, der Hrsaal
19
Laurentius_de_Voltolina http://en.wikipedia.org/wiki/File:Laurentius_de_Voltolina_001.jpg
Critique of Lectures
Not much learning happens in lectures
The traditional lecture approach is legitimised only by 800 years of tradition Laurillard (2002: 93)
Lectures can be used to teach information, including the framework of a subject, but an expository approach is unsuitable to stimulate thought or change attitudes. Bligh (1972: 223)
21
What are the Alternatives?
Jones:
There are now multiple ways to provide information to students. Lectures should be used to motivate students.
22
The Discourse of Delivery
online delivery, flexible delivery, etc.
What is delivered?
We can deliver materials
We can possibly deliver education
We cant deliver learning!
Learning is not a Pizza!
Pizza & learning materials can be delivered
Learning cant
The value is not in the materials
The value is in:
the interaction with students and teachers
the assessment
http://tlt-swg.blogspot.com/2011/05/course-is-not-pizza.html
Summary
The traditional model of university teaching is inappropriate to meet the needs and pressures of the 21st century
It isnt scalable
It poorly adapts to increasing student diversity and need for flexibility
There are alternatives
We need to take a broader view
25
Overview
Education for the 21st century
Delivering learning
Contemporary learning environments
The student view
Summary of issues
Contemporary Learning Environments
A contemporary learning environment needs to
provide an equivalent learning experience for all students
across all campuses
on- or offshore
on- or off-campus
support an international perspective
facilitate work-integrated learning
facilitate development of graduate attributes
Contemporary Learning Environments
Need to support:
students from diverse academic, socio-economic, linguistic and cultural backgrounds
students
who have priorities other than study
who choose to study at different places and times
who choose to attend or not attend formal classes;
formal and informal learning
a sense of being part of a community
Principles of Learning
Generic Learning and Teaching Activities
Mapping Exercise
Overview
Education for the 21st century
Delivering learning
Contemporary learning environments
The student view
Summary of issues
WBLT project
http://www.cpd.mq.edu.au/teaching/wblt/overview.htm
Findings
Students like Lectopia
for convenience and flexibility - it fits with their busy lifestyle
Many students attend lectures and use Lectopia
Students like lectures
but dont need to attend!
Lectopia is used to engage in learning
e.g. Listen at night and make notes
34
Ways that Staff used Lectopia
68.3%
I could learn from Lectopia as well as I can from face-to-face delivery
Student views
35
Staff vs Student Views
Mismatch between staff and student perceptions of Lectopia
Students see a blurring between internal and external modes of study
Staff are concerned about falling attendance
Lack of engagement
Delay in listening to lecture recordings
Lecture Attendance is Dropping
Challenging to staff
Students seem to make informed decisions not to attend
Staff did not change unit activities
How to design an engaging and nurturing environment for students whether they attend classes or not?
37
2010 Research
Previous research not designed to explain student behaviours
Examine the unit design as a whole
not just a single technology
How do students study and learn in technology-enhanced tertiary learning environments?
Last point is relevant to libraries
38
Usage Log Analysis
Categorisation
Study Behaviour: Case A
Student A
Systematic
Attended Week 1 lecture but not after that
Listened regularly went through notes while listening
Studied at home, 9-1 on school days
Highly motivated with high level of commitment to learning
Mature age student
High distinction
Student B reviser, down loaded all lectures in week 17
High distinction
41
Study Behaviour: Case B
Crammer?
Listened to all lectures in study week with notes
Regional campus
Attended all lectures
Lecturer on Lectopia different
Distinction
Study Behaviour: Case E
Appeared to be disengaged with Lectopia
Went to most lectures, so did not access Lectopia
Unable to concentrate on Lectopia
Learn individually or with partner
High use of LMS, used discussion forums
Printed all material to read
Bare pass
Used both iLecture an dLMS
Admit: I dont have a life.
Danger of become lazy because of the iLecture
Pass (51)
43
Behaviour Summary
All 15 participants exhibited thoughtful study behaviour
They used Lectopia:
To catch up on missed lectures
To review and add to lecture notes
To prepare for assignments
To revise at end of semester
Beyond the unit of study
Overview
Education for the 21st century
Delivering learning
Contemporary learning environments
The student view
Summary of issues
Library Implications
Discussion
Library Implications
Avoid delivery
How to provide a nurturing environment for students who work remotely?
Provide informal learning spaces
Provide a sense of community
Pre-record information and screen-captured movies
Use web-conferencing
Laurentius_de_Voltolina http://en.wikipedia.org/wiki/File:Laurentius_de_Voltolina_001.jpg
Medieval Universities
The medieval university was hardly a paradise for its teachers, especially in Bologna, where the university was a guild of students that hired teachers.
The Universities of Europe in the Middle Ages, Rashdall (1895), cited in Shulman (1986)
49
Other quotes
A scholar was, indeed, obliged to attend lecture at least three times a week If he proposed to leave the town, he was required to deposit a sum of money by way of security for his return. By the City-regulations, moreover, for each day on which he failed to secure an audience of five for an ordinary lecture, or three for an extraordinary one, he was treated as absent and incurred the appointed fine accordingly.
In medieval as in modern times Lecturers had a tendency to spend a disproportionate time over the earlier portions of a book, and so leave none for the rest. An expedient was adopted at Bologna... The Law-texts were divided into portions known as puncta; and the Doctor was required to have reached each punctum by a specified date. At the beginning of the academic year he was bound to deposit the sum of 10 Bologna pounds For every day that the Doctor was behind time, a certain sum was deducted from his deposit.
References
Bligh, D. A. (1972). What's the Use of Lectures. Harmondsworth, UK: Penguin.
Gosper, M., Green, D., McNeill, M., Phillips, R. A., Preston, G., & Woo, K. (2008). Final Report: The Impact of Web-Based Lecture Technologies on Current and Future Practices in Learning and Teaching. Sydney: Australian Learning and Teaching Council. [Online] Available at http://www.altc.edu.au/carrick/webdav/site/carricksite/users/siteadmin/public/grants_project_webbasedlecture_report_aug08.pdf.
Jones, S. E. (2007). Reflections on the lecture: outmoded medium or instrument of inspiration? Journal of Further and Higher Education, 31(4), 397 - 406.
Laurillard, D. M. (2002). Rethinking university teaching: A conversational framework for the effective use of learning technologies (2nd ed.). London: Routledge.
Twigg, C. A. (2002). Improving Quality and Reducing Costs: Designs for Effective Learning Using Information Technology. The Observatory of Borderless Higher Education, (9), 1-21. [Online] Available at http://www.obhe.ac.uk/products/reports/pdf/September2002.pdf.
Shulman, L. S. (1986). Those who Understand: Knowledge Growth in Teaching. Educational Researcher, 15(2), 4-14.
US Generic Paperback Template 6 x 9 CMYK
evaluating
guiding research and practice
e-learning
connecting with e-learning seriese[
evaluating e-learning
An excellent, long overdue guide to creating the environment and conditions necessary for students to take a deep approach to learning using role-play simulations.Shirley Alexander, Professor and Deputy Vice-Chancellor (Teaching, Learning & Equity), University of Technology Sydney
Role-based e-Learning is an excellent term given by the authors to describe and define an emerging field in technology-supported education. It provides both a clear conceptual introduction and a comprehensive and accessible how-to guide for practitioners. A must-read for anyone interested in role-based learning.Professor Nancy Law, Professor and Director, Centre for Information Technology in Education, Faculty of Education, University of Hong Kong
Written for educators seeking to engage students in collaboration and communication about authentic scenarios, The power of role-based e-learning offers helpful, accessible advice on the practice and research needed to design online role play. Drawing on the experiences of world-leading practitioners and citing an array of worldwide examples, it is a readable, non-technical, and comprehensive guide to the design, implementation, and evaluation of this exciting teaching approach.
Issues discussed include:
The power of role-based e-learning offers a careful analysis of the strengths and learning opportunities of online role play, and is realistic about possible difficulties. Providing guidance for both newcomers and experienced professionals who are developing their online teaching repertoire, it is an invaluable resource for teachers, trainers, academics, and educational support staff involved in e-learning.
Professor Sandra Wills is Executive Director of Learning & Teaching at the University of Wollongong and founder of Project EnRoLE.
Dr. Elyssebeth Leigh is Director of FutureSearch, a learning games and simulations design business in Australia.
Albert Ip is Technical and Development Director of Fablusi P/L (Australia), a company specialising in online role play simulation platforms.
www.routledge.com
Connecting with e-Learning seriesCover image:
I use L
e
ctopia:
Count
%
(N=139)
to sup
p
ort
stu
d
ents
wh
o
c
a
n't
co
m
e
to
c
l
ass
127
91.4%
to pro
vi
de
a
no
t
her
t
o
ol
t
o
h
elp
st
u
d
e
nts
l
e
arn
100
71.9%
to sup
p
ort
k
no
w
n
or
u
n
k
n
ow
n
stud
e
nts
wi
th
disa
b
i
l
it
i
es
76
54.7%
to sup
p
ort
stu
d
ents
f
r
o
m
n
o
n
-
En
g
lis
h
spe
a
k
i
ng
bac
k
grounds
(
N
E
S
B)
73
52.5%
because
m
y
de
p
art
m
e
nt
r
e
quir
e
d
m
e
to use
i
t
27
19.4%
because
m
y
stud
e
nts
pressured
m
e
to use
i
t
18
12.9%
to h
e
lp
st
u
de
n
ts
cope
w
it
h
m
y
de
l
i
v
er
y
st
y
le
or
accent
15
10.8%
so I do
n
t ha
v
e
t
o
re
p
eat l
e
ctures
13
9.4%
because st
u
dents lea
r
n
just
as
w
e
l
l
us
i
ng
Lecto
p
ia
c
o
m
par
e
d
to
f
ace
-
to
-
f
ace
l
ectures.
5
3.6%
I use Lectopia:
Count
%
(N=139)
to support students who can't come to class
127
91.4%
to provide another tool to help students learn
100
71.9%
to support known or unknown students with disabilities
76
54.7%
to support students from non-English speaking backgrounds (NESB)
73
52.5%
because my department required me to use it
27
19.4%
because my students pressured me to use it
18
12.9%
to help students cope with my delivery style or accent
15
10.8%
so I dont have to repeat lectures
13
9.4%
because students learn just as well using Lectopia compared to face-to-face lectures.
5
3.6%