Transcript No Slide Title

Cartoon by Dave Parker
Putting students at the centre: A
framework to support online
students
Kay Margetts
Department of Learning and Educational Development
The University of Melbourne
Currently
• Early Childhood and Primary Teacher Education
• range of subjects including child development,
curriculum, learning and teaching, professional practice
• on-campus, off-campus, full-time, part-time
• higher degree students
• research
Can we please have lecture
outlines and notes?
Students
• little opportunity for guided and collaborative
learning (tutorial sizes make it difficult to give
personalised feedback and guidance)
• limited use of library-based audio-visual resources
• lacked opportunities for guided observation of
practical applications of theoretical perspectives
• minimal time preparing for lectures and tutorials or
in systematically reviewing subject content
Enriched learning environment
campus-based lecture/tutorial, face-to-face mode
supported by online subject information
including more collaborative, student-focused environments
opportunities for students and teachers to:
• actively engage and persevere in the process of learning
• abstract and deepen existing and new understandings
• transfer and generalise this knowledge for practical
application
• interact with each other and pedagogical tools
students and teachers become ‘risk-takers’
as they
share and express what they think
and know
websites
developed within the Online Courseware Component
Architecture (OCCA)
webserver at University of Melbourne
initially developed by Paul Fritze
functions for developing learning activities
interactive
collaborative
reflective
functions for managing student work
summaries
feedback
edited in DreamWeaver and/or on the web
message to students
access to work
reader/printer friendly versions
organisational outline/learning portfolio
feedback from teacher
and ‘rubber stamp’
learning and teaching activities
• are contextualised
• involve case studies
• support knowledge construction and reflective practice
• use different levels of complexity
use of videos to support learning
visual images and multiple choice responses
graphing tool to plot growth
Reflection on previous work and interactions
with peers
revisit work
self assessment
share and refine understandings of key concepts and practices
with others
view the responses of other
view own previous response
revise response
“In all of my revised strategies I have kept my initiial ideas and built on
them further. After viewing other people’s responses I have been exposed to
new and other ideas which I have incorporated into my answer. After having
time to think about my responses I feel that I have been able to give a more
detailed response/strategy.”
revisit previous work, view peer responses
Step 1 Individual contribution to essay
Step 2 View contribution of group members and
draft essay
Step 3 Send draft to peer group; receive and
review peer essay
Step 4 Receive feedback from peers and
revise and submit essay
collaborative essay/peer review
Student/teacher interactions
Teachers
• overview of student work undertaken
• access to customised views of page content
• messages/comments from students
• feedback to students
easy to use navigation
view student comments
view student work
feedback to students
reviewing and responding to student work
Learning and teaching benefit when teachers
• actively seek student perspective/conceptions
• adjust level of challenge, support and use of pedagogical
tools
• refine teaching approach
• take risks
• become more accountable
Teaching is a high risk career ……………….
If you’re not risking, you’re not growing
And if you’re not growing……………..
Then neither are your students
Don Campbell The Mozart Effect; The Mozart Effect for Children
Some projects/sites
REaLT - with Faculty of Business Economics Monash University
Collaborative Melbourne Monash Grant in Educational Technologies
Les Hardy and Jodie Maxfield supported by Robyn Benson
Accounting 1 - initially at Gippsland now being trialed at Frankston and Caulfield
Evaluating professional experience and mentoring in the preparation and induction
of teachers for the teaching profession - with Faculty of Education Monash University
ARC Linkage Grant
John Loughran, Debbie Corrigan, Christine Ure
School Practicum
C-TaLP - with Faculty of Education Monash University - Frankston
T@LMeT Collaborative Melbourne/Monash Teaching & Learning Courseware Development Grant
Anne Kennedy
Bachelor of Early Childhood Education
Designing Assessment - Master of Assessment and Evaluation the University of Melbourne
Margaret Wu and Patrick Griffin
Research Project - Postgraduate Certificate in Student Welfare
Liz Freeman
Student responses
The learning tasks
'The tasks were clear and easy to understand which meant I could provide answers that
were well thought out.’
‘I found the computer tasks were enjoyable. It helped me to better develop skills in using
the Internet as until we received this assignment I had never really used it’
Group work
‘I really enjoyed being able to talk through the task as a group gaining others ideas and
perspectives as it made me look at different angles.’
Relation of theory to practice
‘I found that the video clips were so helpful because they helped me bring all the theory
together and make sense of the concepts in real situations.’
‘It was very helpful to visualise children-staff interactions and environments which we
were studying in lectures. It emphasised what we were learning and why we were learning
it.’
The approach to learning
‘We were able to access the site when it suited us, and the multi-media and interactive
format was almost like being on additional field trips. I found it useful to be able to look
over situations, and replay them if needed, to think about and respond.’
‘It was a different way of learning – thus it was interesting.’
What is your response to the assessment methods?
'It was good to be assessed on everything more thoroughly.'
Some students commented that it was 'difficult if some group members did not share in
the work'.
What did you like most?
'I liked the visual aspect'.
The 'variety was good, but not for every subject'.
'It was good to get comments and a picture from (tutor)'
'It was easy to use and I liked doing work in groups'
Students commented that they liked doing work on a regular basis, 'It was better than
assignments'.
What didn’t you like?
Students generally reported that they did not like the technical problems e.g. freezing or
losing work or downloading Quicktime clips. However, they said that these became less
with time and they realised that some were a result of their own computers or Internet
providers.