ICT Enhanced Learning and Teaching: The ICTELT mindmap discussed

Experiences around piloting the ICT Enhanced Learning and Teaching model and framework revealed that practitioners were often at a loss as to what a design might ‘look’ like, and discussions tended to be esoteric and scattered. It was suggested therefore that teams draw up a mindmap that identified the main functionality and design of the programme or session they had chosen. However, some teams found this a challenge, so a mindmap ‘model’ (http://docs.google.com/View?id=dcqj5jv4_131d2686rhf or you can access the full map in Mindomo – ) was developed.

The online mindmap is adaptable, and users are encouraged to change it to suit their purposes. The range of spaces, activities, tasks and interactions illustrated in the mindmap is extensive. However, rather than expecting that all will be used simultaneously, users are guided to select the items and tools carefully, and to ‘mix and match’ to suit circumstances and to change or omit any elements that are irrelevant or unsuitable. Although the central starting point of the mindmap is labelled ‘course’ it could just as easily be a Community of Practice, a department, or a support unit.

This video – http://blip.tv/file/4305734, after briefly visiting some of the principles and current research that underpins the design, then takes the watcher on a guided tour of the mindmap. The mindmap has been piloted with virtual community space design, as well as with academic programmes and activities. Anecdotal feedback to date suggests that teams thought it was a great help to ‘see’ their design, and visualise all of the disparate but interconnected elements. It was also a great springboard for discussions about the pedagogical reasons for including elements such as, for example, informal, social spaces.

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About ictenhancedlearningandteaching

I am a director and consultant at Ethos Consultancy NZ (http://www.ethosconsultancynz.com/). I have a keen interest in all aspects of ICT Enhanced Learning and Teaching (ICTELT) where the focus lies on ways of scaffolding and empowering learners. In particular, I am interested in the way that creative, blended approached to Academic Professional Development can create trust, rapport and encourage reflective practice. As such, ICTELT is approached from facilitation, design, evaluation and assessment as opposed to the tools and what they can offer. I am a strong advocate of the potential of Web 2.0 to empower learners from all walks of life and cultures, especially after my experiences working for 6 years in the Middle East. In particular, I am interested how ePortfolios can be used in the VET sector (especially where Literacy and Language challenges are faced), in Recognition of Prior Learning, and in authentic, applied assessment. I have been involved with designing and developing ICTELT approaches and programmes for ten years. Following research informed approaches and design, I apply a qualitative, iterative process to evaluate the effectiveness of interventions, programmes and tools, encouraging learners' voices and input from all stakeholders.
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