integrating+technologies

‘Integrating online tools into your teaching programs’ with Marty Cielens and Leigh Blackall
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 * Start Time || End Time || Description ||
 * 9:00 AM || 9:15 AM || Welcome ||
 * 9:30 AM || 10:00 AM || Our current approaches to teaching & learning ||
 * 10:00 AM || 10:30 AM || Things we want to happen - ideal outcomes ||
 * 10:30 AM || 11:00 AM || Morning tea ||
 * 11:00 AM || 11:30 AM || Things that need to change in order to achieve the outcomes ||
 * 11:30 AM || 12:30 PM || Options for choosing/grouping applications ||
 * 12:30 PM || 1:00 PM || Lunch ||
 * 1:00 PM || 2:00 PM || Apply the tools ||
 * 2:00 PM || 2:45 PM || Lessons learned & ideas for implementation ||
 * 2:45 PM || 3:15 PM || The future ||
 * 3:15 PM || 4:00 PM || Questions and discussion ||



It is not possible to answer all the questions here; what is possible is to make sure we have asked the right questions and are satisfied that our answers are sufficiently valid to justify the investment of time and energy in designing for technology supported learning. First, it helps to be very clear as to the purpose of your teaching activity. If we are working in a simplistic training model (deliver content -> examination), then the learning model embedded in most VLEs is probably adequate. If that is not your focus, then we need to be very clear as to just how ICT Information & Communications Technology) tools will help us achieve the learning outcomes we are aiming for. But to do that, we need a clear idea as to just how the teaching and learning processes that are successful operate. Are we able to describe the model in enough detail to identify the points at which ICTs can enhance rather than displace learning opportunities? Do we really understand the social psychological dimension of social interaction outside of the task context? What is the role played by interactive group learning, shared understanding and social construction of knowledge in the acquisition of competencies? Once we can answer these questions, we are then able to see what tools will help and how they should be used.
 * Note** - this is a work in progress so you will find gaps in the content. Before launching into the debate as to what is the best design for technology supported learning, it might be useful to ask the question "Can it be done?" Now of course the answer is "Yes, it has been successfully used in x, y and z .... that is a pointless question!" But because it has been done does not mean we should not closely scrutinise the assumptions and results of current and past experience before leaping into a design frenzy.

**Our current approaches to teaching & learning (Cmap)**
Cmap model of the learning process

**Things we want to happen - ideal outcomes (Cmap)**
Cmap + LAOG of how we can prevent good learning outcomes

**Things that need to change in order to achieve the outcomes (Improved solutions)**
Improved solutions game It is critical to step back and first ask some simple questions about one's own teaching, such as:


 * What am I doing now that I'd like to do better?
 * What pedagogical problems would I like to solve?
 * What do I wish students did more often or differently?
 * "In what contexts, and by what means, do students tend to engage in learning rather than coping?"

Following those questions, then, I think we can reframe the question about technology's impact on teaching and learning to be something like this: //**"What aspects of good teaching, and contexts of good learning, do particular technologies serve well?"**//

**Opportunities offered by ICT (demo)**
Give students to have direct access to the growing distribution of knowledge across diverse resources The ability to arrange and represent complex ideas in multiple ways in electronic environments Provide spaces across for student conversation and dialogue at their own pace and perhaps in smaller, less threatening communities than face-to-face. Allow them to converse with students (at a distance) representing a wider diversity of viewpoints than they have in their class. Tools for students to engage in constructive learning, building projects over time, making connections concrete through electronic linking and multimedia, and making their constructions available as real products for people to utilise. Students who think of their work and ideas as public tend to take their work more seriously and engage in issues more thoroughly. Offer students multiple paths where they learn to make strategic choices, facilitate group process as well as provide flexible writing spaces for both reproducing knowledge and reflecting on it.
 * Distributive Learning**
 * Authentic Tasks and Complex Inquiry**
 * Dialogic Learning**
 * Constructive Learning**
 * Public Accountability in light of methodological issues;**
 * Reflective and Critical Thinking**

**Overview of the technology tools**

 * Free, easy and web based.**


 * Personal websites (Blogs, Moblogs, Journals)
 * Web favorites (Del.icio.us)
 * Newsreaders (Bloglines)
 * Start pages (Protopage)
 * Wikis (Wikispaces, Wikipedia, Wikiversity)
 * File storage and sharing (Flickr, OurMedia, The Archive)
 * Live communications (flashmeeting)
 * Email (GMail)
 * Searching (Google)
 * Broadcasting (Feedburner)


 * Free, easy and client or local server based**


 * Image editing (GIMP, Picasa)
 * Office Suite (OpenOffice.org)
 * Web browser (Firefox)
 * VOIP, IM, Live conferencing (Skype, Google Talk, Gizmo, Jybe, Group Board)
 * Audio recording and editing (Audacity)
 * Quiz, tests, feedback (Hot Potatoes)
 * Concept Mapping (CMap Tools)
 * Learning Management Systems (Moodle)
 * Operating Systems (Ubuntu)


 * Low cost, easy and client based**


 * Copernic
 * Powermarks


 * forms of connectivity - wired / wireless**


 * mobile (PDA, laptop, phone, storage discs/media players)
 * Desktop (PC, LAN, application servers)

**Apply the tools (activity)**
Deploying learning programs. Consider role of:
 * Creating learning environments**


 * Audiotape
 * Video Tape
 * Movie Film
 * View Master
 * MicroFilm
 * Video
 * CD ROM


 * Engaging learners**
 * Bringing it together**

**How to do it**
set up start page


 * wiki
 * blogger

Examples of how others have approached the challenge Distributing the Responsibility for Learning Teachers can use the distributive power of interactive technology to get students to bring individualized contributions to discussions and to develop their own perspectives by mediating their discovered and constructed materials for their peers.

**Lessons learned & ideas for implementation (Envelopes + Cmap)**

 * Innovative approaches to learning design
 * Electronic mentoring
 * Open Resources
 * Design pool
 * Resources exchange
 * Firefox on flashdrive with course resource