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Presentations

Page history last edited by Hazel Owen 11 years, 3 months ago
These are some of the presentations that I have given related to the ICTELT Model and Framework.

Abstract:"The potential of information communication technology (ICT) to enhance learning is under-utilised even though there are numerous process models and frameworks have been developed to assist in the design and / or adaptation of curricula. Issues with many existing design models are complex and range from the pragmatic, such as resource requirements, skills and ‘ownership’ of a project, to models being mechanical, inflexible, hierarchical and / or impenetrable.

This session starts by exploring the learning and teaching value ICT can add to curricula, and then describes a process model and framework that I have adapted from existing examples. The accessible, scaffolded approach described is appropriate for very small teams or individuals working with few resources to develop resources ideal for instructors interested in blended learning and/or distance approaches.

The pedagogical underpinnings of a design process are outlined, in which practitioners identify a teaching and learning problem and assess whether ICT could enhance learners’ experience of new or existing programmes, modules, units, sessions, or learning objects. Guiding questions are posed to help support the process, and an iterative practice is encouraged whereby a design is developed, piloted, evaluated, revisited, modified and re-evaluated over time, with recognition that the practitioner’s experience, skills and attitudes are likely to shift.

The practical application of the model and framework is illustrated through an example developed for use in WebCT at the UAE.

The model and framework have only been piloted once in NZ and MoodleMoot will offer a hands-on opportunity for participants to experiment and evaluate the tools in this session by identifying a resource or session that they would like to adapt. Then, working collaboratively, in Moodle they will work through the first part of the process model by completing the framework. Feedback and comments will be gladly accepted."

Owen, H. (2008, October 8-10). Where do I Start? Integration of ICTELT into blended curricula. Paper presented at the MoodleMoot NZ 08, Eastern Institute of Technology, Hawkes Bay, New Zealand.
   
Abstract: "The success of students is of central concern for tertiary institutions globally and in New Zealand. When learners are unable to meet the literacy and numeracy demands of their programmes, they struggle to achieve the learning outcomes necessary to graduate, and tend not to reach full potential in their community.
To improve the quality of teaching and learning at Unitec NZ, staff is beginning to employ an integrated approach to teaching courses, thereby assisting students with literacy and numeracy challenges. Professional development is essential to engage staff in the process of refocussing and revisioning the experience offered to learners.

The Centre for Teaching and Learning Innovation (CTLI) is working closely with staff to design and provide contextualised workshops in direct response to needs identified by each school for their specific learners. This paper describes one such initiative for Automotive Engineering staff, where a range of literacy and numeracy related tools were showcased in two collaborative and interactive workshops. Eleven literacy and numeracy support tools, sourced from a variety of places, were chosen to exemplify best practice. The presenters will give an overview of the workshops and the thinking/theory behind them (including the iterative cycle of evaluation and improvement of the workshops in response to participant feedback). A demonstration of key workstations with the associated handouts / interactive tasks will be available for trial by conference participants who will also be asked to evaluate each tool/workstation in a feedback form."

Please cite as: Please cite as: Owen, H, & Schwenger, B. (2008). Student Success; Increasing student success through effective literacy and numeracy support. Paper presented at the EIT Teaching and Learning Conference, 2008, Hawke's Bay, New Zealand.
   

Programme design for learning

 

This video features a paper entitled "Programme design that puts the 'me' back into learning experiences and spaces" that was presented by Hazel Owen. It was give virtually at the DEANZ 2008 conference "My Place, My Space, My Learning" - Distance and Virtual Education Sunday 17th August - Wednesday 20th August, 2008 Te Papa Tongarewa, Museum of New Zealand, Wellington (http://www.deanz.org.nz/conf2008).

The abstract: "A key objective of tertiary education is to foster fundamental shifts in learners’ understanding of what learning and thinking comprises, and the role they perform. Learning theorists stress the requirement that students are involved in process-based, experiential activities. The design of curricula and courses must therefore encourage engagement with tasks, peers, teachers and the community. This paper outlines a forty-week Computer, Research Skills and Projects (CRSP) course developed for Foundation students at Dubai Men’s College (DMC) using a blended learning approach underpinned by socio-cultural principles and an Activity Theory (AT) framework, and reports briefly on the associated research study."

Please cite appropriately :-) - thanks.

 


Collaborating by Design

 

This is a 'virtual' paper presentation that I gave at EFest 2008 conference in September and it is in video format with a copy of the Elluminate session question and answer session that followed.

 

The abstract: "The potential of information, communication technology enhanced learning and teaching (ICTELT) is under-utilised even though numerous process models and frameworks are available. Barriers to using many existing models include resource expectations, experience, skills requirements and ‘ownership’ of a project.

 

This paper outlines a process model and framework, adapted from earlier examples, developed to help answer the question “Where do I start?” for practitioners who are unfamiliar with adapting education resources to make effective use of ICTELT. Employing a scaffolded approach appropriate for working in small teams, or as individuals, the guiding questions form the foundation for collaborative discussion of design choices, ICT tool selection, and the incorporation of a range of pedagogical approaches with a variety of tools. The model and framework can be used with new and/or existing programmes, modules, units, sessions, or learning objects, but initially practitioners are encouraged to trial the process on a small scale.

 

Practical application of the tools is demonstrated by working through an example that was the basis of a research project at Dubai Men’s College. The model and framework have not yet been piloted in NZ, and this EFest session offers a collaborative, hands-on opportunity for participants to experiment and evaluate them."


Please cite as:
Owen, H. (2008, September 8-10). Collaborating by Design. Paper presented at the eFest 2008 - Connected Learning Conference, Auckland, NZ.
  
Creative Commons License
ICT Enhanced Learning and Teaching Framework and Model by Hazel Owen is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 New Zealand License.

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