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Developing Strategies for using IT in Teaching &
Learning
Tuesday 20th October 1998
Dr Jay Dempster
Academic Staff Development Office
Educational Technology Service
• Reasons/pressures for IT intervention
• Looking at models of teaching
• Identifying (new) teaching aims
• Establishing a basic strategy
• Looking at IT solutions
• Integrating a range of methods
• Evaluating effectiveness of changes
Developing Strategies for using IT in Teaching &
Learning
Reasons/pressures for IT intervention
• personal reasons
• national pressures
• departmental pressures
• TQA
• institutional?
Models of teachingOld model New model Technology implications
classroom lectures individual exploration networked Pcs withaccess to information
passive absorption(active learning)
apprenticeship requires skillsdevelopment &simulations
individual work team learning benefits from collaborativetools & email
teacher as dispenserof information
teacher as guide access to experts over thenetwork
stable content fast-changing content requires network andpublishing tools
homogeneity diversity requires a variety ofaccess tools and methods
Larger groups require changes in:
Format of seminarsmore student centred
Staff deploymentmore effective use of GTAs
Group skillspresentationsdiscussion leadersgroup facilitators
Tutor being a manager for learning
inducting students to student-centred learning so they know what is expected of them
setting up support structures for students: basic learning resources, contacts etc.
managing GTAs: giving them basic training, making clear what is expected of them, setting up procedures
In the new teaching & learning methodology
• the teacher becomes guide/manager of learning resources
• the student becomes more independent and manages his/her learning
• the student works collaboratively with peers, not competitively
• communication and resources are accessible via the internet
• multimedia resources become are delivered over the network for flexible access
Computers in Education
ResourcesCAL packagesWeb (internet)CD-ROMsText/Databases
CommunicationsElectronic mailMailbases/UsenetComputer conferencingWhiteboardingVideo conferencing
ToolsWord processorsSpreadsheetsDatabasesProgramming
Establishing a basic strategy• challenges faced
• current & future problems
• the overall vision
• course aims & objectives
• method/materials
• available delivery infrastructure
• course approval
• departmental priorities
• scaling up
• staff development needs
• student motivation & induction
• implementation planning
• evaluating effectiveness
Strategic thinking
IT in T&Lstrategy
Current teaching practice - new challenges & present problems
Overall departmental and programme aims
Specific course objectives
Investigate methodologies (IT?)
Discuss/collaborate with dept/faculty/ support services
Training needs (staff/ students), resources required, costing
Implement methods, monitor & adapt
Evaluate effectiveness
student feedback
TQA
support services
Teaching aims IT solutions
Check your basic assumptions
• Assessing your own level of technological ability
• Expectations of student IT skills after graduation
• Support for IT developments
Looking at IT solutions
• Communicate your ideas• Integrate admin, teaching and
assessment procedures if possible• Exploit the Web, CMC, databases,
other tools for flexible l.resources• Identify useful IT-based learning
materials & sources of funding• Integrate a range of learning
technologies as appropriate
Matching learning technologies to teaching & learning objectives
to liven up lectures presentation technologies& multimedia
work-based assignmentsto provide structured learning for corecontent
CAL packages
to deal with quantity and diversity ofremedial teaching
CAL packagessimulations
to get difficult concepts across tostudents
animationssimulationsproblem-solving
to give more feedback to students toreinforce learning;to reduce marking
objective testingcomputer-based
assessmentto teach more efficiently evaluate cost-benefits of
current vs IT methods
Matching learning technologies to teaching & learning objectives - 2
to improve student and tutor interaction &communication
electronic groupscomputer conferencing
to encourage student-centred explorationor discovery learning, better use of internetresources
resource-based learningenvironments, e.g. via the web
to avoid routine enquiries (e.g FAQs) email lists/newsgroupbulletin boards
to improve access to materials web-based delivery
to enable flexible learning fromremote sites at times which suitstudents
web-based learningenvironment
to enable the teaching of largergroups of students
combination of methods(e.g. web-based delivery ofmaterials with built-in CMC)
Integrating a range of methods
• Fit IT method(s) to the needs of a particular course
• Use a “pick ‘n’ mix” approach
• Find ways to motivate students to learning
• Make changes incrementally
• Monitor and adapt
• Evaluate against objectives
Your personal strategy• Main teaching aims
• IT solution /combination
• Motivators to action
• Barriers to progress
• (Seek support/funding)
• Check IT infrastructure
• Embed motivation for students
• Evaluating effectiveness
Further reading & resources• Rethinking University Teaching: A Framework for the Use of Educational
Technology, Diana Laurillard, 1993. ASDO student reserve collection area
• Educational Technology Service web site: http://www.warwick.ac.uk/ETS/
– Resources section for useful guides and case studies
• Academic Staff Development web site: http://www.warwick.ac.uk/services/SED/teaching/
– Teaching & Learning section for case studies and details of TDFund and funded project summaries
• LTDI publication “Implementing Learning Technologies”: http://www.icbl.hw.ac.uk/ltdi/
• CTI Support Service journal, Active Learning - full of case studies
– http://www.cti.ac.uk/
• TLTSN case studies - series of 3 short publications
– http://www.tltp.ac.uk/tltsn/
Dr Jay Dempster
Academic Staff Development Office
Educational Technology Service
Humanities Building H.112
Web site: www.warwick.ac.uk/ETS/
Email: [email protected]
Tel: x 24670
Fax: x 72736
Contact details
Computers in Education
ResourcesCAL packagesWeb (internet)CD-ROMsText/Databases
CommunicationsElectronic mailMailbases/UsenetComputer conferencingWhiteboardingVideo conferencing
ToolsWord processorsSpreadsheetsDatabasesProgramming
Check your basic assumptions
• Assessing your own level of technological ability
• Expectations of student IT skills after graduation
• Support for IT developments
Assessing your level of technological ability
• general skills:– can you set up video player,OHP, computer
• does the idea of using IT:– worry you or excite you
• computer-based materials:– text (keyboard, OCR)
– graphics (paint/draw packages, scanning)
– media (sound, moving images, animation, photographs)
Assessing your level of technological ability - 2
• managing files:– backing up data
– preventing and coping with viruses
– copyright of electronic materials
• using data projection devices• using email, discussion lists, conferencing
• understanding the web:– using it, browse/search skills, creating pages, managing
web sites
Expectations of student IT skills
• Dearing skills specifications• “graduateness”• Public accountability of HE• Employers in industry/commerce/business• Quality assessment
– TQA Learning resources:• looking for overal strategy of IT in teaching and
learning, and specific provision of IT infrastructure including support
Support for IT developments
• Academic development• Computing services• Librarians• National CTI Centres
– discipline-based expertise and resources
• Nationally available courseware materials – TLTP, ITTI, FDTL ...
• Departmental• Teaching Development Fund