Operationalising good practice in technology-enhanced learning and teaching

Teaching and LearningTeaching and Learning (Photo credit: Wikipedia)Mike Keppell was facilitating this workshop at DEANZ 2012, which was based around a good practice report funded by the Australian government. The report, while not having many surprising outcomes, is supported by evidence. Mike started by asking everyone to introduce themselves, and one goal we had from the session. It was interesting the variety of people who were attending this session, ranging from the CEO of a private ITO, to practitioners working directly with students…although there was a large number of tertiary practitioners.

Mike advised that by the end of the session to give us all a toolkit to take out to use in our own practice, and that can be used in different ways.

  • How do we recognise good practice in ICT enhanced learning and teaching (ICTELT)?
  • How do we communicate / disseminate good practice in ICTELT?
  • How do we integrate good practice into learning and teaching?

The report was funded by ALTC, who commissions a wide range of reports (264 in 2010). The report looked at 25 complete projects (including 3 fellowships), and 8 ongoing project (including 1 fellowship).

Laurillard, Oliver, Wasson & Hoppe (2009) suggest that the “role of technology [is] to enable new types of learning experiences and to enrich existing learning scenarios” (p.289). They also suggest that an understanding of the authentic professional contexts that will influence the curriculum, pedagogy and assessment practices that need technology enhancement. There also needs to be a confluence between innovation and teacher values. Teachers needs time to reflect on their beliefs about learning and teaching because TEL requires a more structured and analytical approach to pedagogy. Teachers and practitioner require a sense of ownership, and TEL research must be conducted to reflect the interdependence between the practitioner and the researcher. Education leaders need more support for the radical change of institutional teaching and learning models needed, and teachers need to be more closely engaged in the design of the teaching.

The report conducted a meta-analysis of 33 projects to help develop a matrix. The outcomes indicated that:

  • A focus on learning design allows academics to model and share good practice in learning and teaching
  • Authentic learning provides a means of engaging students through all aspects of curricula, subjects, activities and assessments
  • Successful academic development focuses on engaging academics over sustained periods of time through action learning cycles and the provision of leadership development opportunities
  • Academics require sophisticated online teaching strategies to effectively teach in technology-enhanced higher education environments
  • Academics need a knowledge of multi-literacies to teach effectively in contemporary ICTELT

The full report can be accessed online here:  http://www.slideshare.net/mkeppell/final-report-10-good-practice-report

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.
This entry was posted in All, Design, Effective practice, ICT Enhanced learning and teaching, Research and tagged , , , , . Bookmark the permalink.

2 Responses to Operationalising good practice in technology-enhanced learning and teaching

  1. Pingback: Enhancing Learning With Technology | doug woods

  2. Pingback: Enhancing Learning With Technology |

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