1 Improving student learning using information technologies King Fahd University of Petroleum and...

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Improving student Improving student learning using learning using

information information technologiestechnologies

King Fahd University of Petroleum and MineralsKing Fahd University of Petroleum and Minerals

Why e-learning?Why e-learning?

• because it’s ‘cool’because it’s ‘cool’• to enhance the quality of teachingto enhance the quality of teaching• to meet the needs of millennialsto meet the needs of millennials• to increase access and flexibilityto increase access and flexibility• to provide the skills needed in the to provide the skills needed in the

2121stst century century• to improve cost-effectivenessto improve cost-effectiveness

What’s your reason?What’s your reason?© Tony Bates Associates Ltd© Tony Bates Associates Ltd 22

© © Tony Bates Associates LtdTony Bates Associates Ltd 33

What is e-learning?What is e-learning?(Bates, 2005)(Bates, 2005)

•face-face-to-faceto-face

no e-learningno e-learning fully e-learningfully e-learning

class-class-room room aidsaids

mixed mixed mode mode

(less face-to-(less face-to-face + e-face + e-learning)learning)

dis-dis-tance tance edu-edu-

cationcation

distributed distributed learninglearning

blended blended learninglearning

lap-lap-top top pro-pro-

gramsgrams

© Tony Bates Associates Ltd© Tony Bates Associates Ltd 44

Making choicesMaking choices

For any course or academic For any course or academic programme:programme:Where on the continuum of e-learning Where on the continuum of e-learning should this course or programme be?should this course or programme be?If blended or hybrid learning, what If blended or hybrid learning, what

should be done face-to-face and what should be done face-to-face and what done online?done online?


Deciding on the role of e-learningDeciding on the role of e-learning

e-learning a tool, not a panaceae-learning a tool, not a panaceaneed to identify where it will bring need to identify where it will bring

most benefitmost benefitdepends on type of students, nature depends on type of students, nature

of topicof topicTaking account of students/topics, Taking account of students/topics,

need to design course to make need to design course to make best use of e-learningbest use of e-learning

StudentsStudents

Three technology issues regarding Three technology issues regarding students:students:

• • market and demographicsmarket and demographics

• • technology accesstechnology access

• • learner ‘psychology’: learning learner ‘psychology’: learning styles, motivation, experiencestyles, motivation, experience


Who are the students? DemographicsWho are the students? Demographics

Who is your target group?Who is your target group?

Demographics:Demographics:• • ageage

• • gendergender

• • location (where do they live; where location (where do they live; where will they study?)will they study?)

• • part-time/full-time (working or not?)part-time/full-time (working or not?)


Who are the students? Who are the students? Technology accessTechnology access

What technology can they access on What technology can they access on campus? When? Line-ups? campus? When? Line-ups?

What do they own themselves?What do they own themselves?

Internet access from home?Internet access from home?

How ‘literate’ are they in using How ‘literate’ are they in using technology for study purposestechnology for study purposes

You need this informationYou need this information© Tony Bates Associates Ltd© Tony Bates Associates Ltd 88

Who are the students? Learner Who are the students? Learner ‘psychology’‘psychology’

Dependent or independent learners?Dependent or independent learners?

High ability or mixed ability?High ability or mixed ability?

MotivationMotivation

Preferred learning styles (listeners, Preferred learning styles (listeners, talkers, watchers)talkers, watchers)

Do your students need to be actively Do your students need to be actively engaged to learn?engaged to learn?


Who are the students? Common learner Who are the students? Common learner profilesprofiles

Novice undergraduates: Novice undergraduates: 18-20; 18-20; straight from high school; full-straight from high school; full-time; dependent learners; low time; dependent learners; low ‘subject’ motivation; mainly ‘subject’ motivation; mainly campus-based; demand high campus-based; demand high ‘personal contact’; computers as a ‘personal contact’; computers as a study aidstudy aid

© Tony Bates Associates © Tony Bates Associates LtdLtd 1010

Who are the students? Common learner Who are the students? Common learner profilesprofiles

Mature undergraduates: Mature undergraduates: 20-25; 20-25; working part-time; relatively working part-time; relatively independent learners; high independent learners; high ‘subject’ motivation; partly ‘subject’ motivation; partly campus-based; confident campus-based; confident technology userstechnology users


S: Who are the students? Common S: Who are the students? Common learner profileslearner profiles

Mature graduate students: Mature graduate students: 25 - 40; 25 - 40; working full-time; independent working full-time; independent learners; high ‘subject’ motivation; learners; high ‘subject’ motivation; mainly distance learners; heavy mainly distance learners; heavy technology userstechnology users

Most courses will have a mix of Most courses will have a mix of students – how to cater for this students – how to cater for this diversity? Alternativesdiversity? Alternatives


Prior strategic decisions to be madePrior strategic decisions to be made

Same students as before or reach Same students as before or reach out to new students? mandate?out to new students? mandate?

100% face-to-face or blended or fully 100% face-to-face or blended or fully distant – or all three?distant – or all three?

What technologies to use?What technologies to use?

Who is to provide the technology for Who is to provide the technology for students?students?


Knowing your studentsKnowing your students

Who is the desired target group?Who is the desired target group?

Describe the current enrolments:Describe the current enrolments:demographics/technology demographics/technology

access/learner psychologyaccess/learner psychology

Is there a gap? Could technology Is there a gap? Could technology delivery help?delivery help?



Students and the mix of teachingStudents and the mix of teaching

Identify market:Identify market:

Identify best delivery method:Identify best delivery method:MarketMarket f2ff2f onlineonline

From school/undergradFrom school/undergrad

Final year undergradFinal year undergrad

70%70%

60%60%

30%30%

40%40%

Graduate: on-campusGraduate: on-campus 50%50% 50%50%

Graduate: off-campusGraduate: off-campus 10%10% 90%90%

Teaching functionsTeaching functions

Link choice of technology to desired Link choice of technology to desired learning outcomeslearning outcomes

Choose best pedagogical approach Choose best pedagogical approach to achieve desired outcomesto achieve desired outcomes

Two aspects of learning outcomes:Two aspects of learning outcomes:• • contentcontent

• • skillsskills


T: Teaching functionsT: Teaching functions

Content (knowing):Content (knowing):• •

facts/ideas/principles/relationships/forfacts/ideas/principles/relationships/formulae/problems/opinionsmulae/problems/opinions

• • choice of media: what is best way to choice of media: what is best way to represent this knowledge?represent this knowledge?• • e.g. use of colour, graphics, animatione.g. use of colour, graphics, animation

• • media excellent for moving between media excellent for moving between concrete and abstract concrete and abstract


T: Teaching functions: skillsT: Teaching functions: skills

Skills (doing)Skills (doing)• • comprehension/analysis/synthesis/ comprehension/analysis/synthesis/

application/evaluation/critical application/evaluation/critical thinking/collaborative thinking/collaborative learning/problem-solvinglearning/problem-solving

•• choice of media: what technologies choice of media: what technologies facilitate the required skills?facilitate the required skills?e.g. social media for discussion/analysis/group work e.g. social media for discussion/analysis/group work


I: InteractionI: Interaction

Four kinds interaction:Four kinds interaction:•• instructor – student(s)instructor – student(s)

•• student – other student(s)student – other student(s)

•• student – learning materialsstudent – learning materials

•• reflection (student with himself)reflection (student with himself)

Interaction = feedback + hypothesis + Interaction = feedback + hypothesis + knowledge construction: ‘deep’ knowledge construction: ‘deep’ learninglearning


I: InteractionI: Interaction

Cultural issues: will students Cultural issues: will students share/collaborate/discuss/challengshare/collaborate/discuss/challenge instructor?e instructor?

Technologies vary in the way they Technologies vary in the way they facilitate interactionfacilitate interaction

Design is important: interaction can Design is important: interaction can be ‘built in’ or can ‘evolve’ be ‘built in’ or can ‘evolve’



What teaching roles are suitable for What teaching roles are suitable for online learning?online learning?

What is best done online? What face-to-What is best done online? What face-to-face?face?

• • transmitting informationtransmitting information• • collecting data/finding informationcollecting data/finding information• • preparation for lab workpreparation for lab work• • designing experimentsdesigning experiments• • doing experimentsdoing experiments• • discussing best ways to do thingsdiscussing best ways to do things• • problem solving…….problem solving…….


Group workGroup work

Identify courseIdentify course

Identify teaching activitiesIdentify teaching activitiesActivityActivity f2ff2f onlineonline

Information transmissionInformation transmission xxLab exp.Lab exp. xxLab prepLab prep xxData collectionData collection xx xx

…………

Meeting the needs of 21Meeting the needs of 21stst century century learnerslearners



Different economiesDifferent economies

Resource-based:Resource-based: agricultural, mining, agricultural, mining, fishing: fishing: land/sea-based, localland/sea-based, local

Industrial: Industrial: manufacturing:manufacturing: urban, urban, factories, hierarchical, economies of factories, hierarchical, economies of scale, specialist skillsscale, specialist skills

Knowledge-based: Knowledge-based: financial, bio-financial, bio-technology, ICTs, telecoms, technology, ICTs, telecoms, entertainment: entertainment: ‘virtual’, global, ‘virtual’, global, networked, multi-skillednetworked, multi-skilled

All three economies in parallelAll three economies in parallel

Meeting the needs of 21Meeting the needs of 21stst century century learnerslearners

Main reason for using technology in Main reason for using technology in teaching:teaching:

• • to develop the skills needed in a to develop the skills needed in a knowledge-based societyknowledge-based society

• • not just IT literacy: embedding use not just IT literacy: embedding use of IT in teaching and learningof IT in teaching and learning

• • also developing knowledge-based also developing knowledge-based skillsskills


© © Tony Bates Associates LtdTony Bates Associates Ltd 2626

Skills of knowledge-based workersSkills of knowledge-based workers

• • • problem solving, critical thinkingproblem solving, critical thinking• • • communication skillscommunication skills• • • computing/Internet skillscomputing/Internet skills• •• independent learnersindependent learners• • • entrepreneurial, initiativeentrepreneurial, initiative• • • flexibilityflexibility• • • team-work/networkingteam-work/networking• AS WELL AS subject expertiseAS WELL AS subject expertise

How can we use information How can we use information technologies to develop the skills technologies to develop the skills needed by knowledge workers?needed by knowledge workers?



Propor-Propor-tion of tion of courses courses using using each each type of type of e-e-learninglearning

No No tech-tech-

nologynology

Class-Class-room room aidsaids

Lap-Lap-tops in tops in classclass

HybridHybrid Fully Fully distancedistance

56%56%

<1%<1%10%10% 8%8%

24%24%

Current proportion of different types of e-Current proportion of different types of e-learning in North America + Europelearning in North America + Europe


Current teaching modelsCurrent teaching models

Learning management systemsLearning management systemsCommercial:Commercial:

• • Blackboard (includes WebCT)Blackboard (includes WebCT)• • monopoly (patent)monopoly (patent)• • high licensing feeshigh licensing fees

Open sourceOpen source• • Moodle, SakaiMoodle, Sakai• ‘• ‘free’ (but operating costs)free’ (but operating costs)

Teacher/institutional controlledTeacher/institutional controlled

The transmissive model of teachingThe transmissive model of teaching

Predominant teaching model:Predominant teaching model:

• • lectures, seminars, lab classeslectures, seminars, lab classes

Students study by:Students study by:

• • listening in class, reading, listening in class, reading, discussiondiscussion

Assessment by:Assessment by:

• • tests, essays, lab worktests, essays, lab work


Current, dominant teaching technologiesCurrent, dominant teaching technologies

• • Powerpoint/pdfPowerpoint/pdf

• • whiteboards/projectors/screenswhiteboards/projectors/screens

• • lecture capture/clickerslecture capture/clickers

• • learning management systems learning management systems (Blackboard, Moodle)(Blackboard, Moodle)

• • computers/wireless on campuscomputers/wireless on campus

• • Internet access on/off campusInternet access on/off campus3131

Transmission of knowledgTransmission of knowledg

Technology is mainly being used for Technology is mainly being used for transmissive model of teachingtransmissive model of teaching

Learning management systems:Learning management systems:

• • instructor posts content (lecture instructor posts content (lecture slides, readings, urls), slides, readings, urls), assignments, sets up discussion assignments, sets up discussion topicstopics



New technologies: 2005 -New technologies: 2005 -

user-created content:user-created content: blogs, YouTube blogs, YouTubesocial networking:social networking: MySpace/FaceBook MySpace/FaceBookmobile learning:mobile learning: phones, MP3s phones, MP3svirtual worlds:virtual worlds: Second Life Second Lifeemerging publication:emerging publication: wikis, e-Portfolios wikis, e-Portfoliosmulti-player games:multi-player games: Lord of the Rings Lord of the Ringssimulations:simulations: MyPhysicsLab.com MyPhysicsLab.comsynchronous: synchronous: Skype, ElluminateSkype, Elluminate


What is Web 2.0?What is Web 2.0?

Educational implicationsEducational implications

• • learners have powerful toolslearners have powerful tools

• • learners create/add/adapt contentlearners create/add/adapt content

• • personal learning environmentspersonal learning environments

• • power shift from teachers to power shift from teachers to learnerslearners

• ‘• ‘open’ access, content, servicesopen’ access, content, services


How to mobilise Web 2.0 in online How to mobilise Web 2.0 in online teachingteaching

Within programmes:Within programmes:• • group workgroup work• • projects and casesprojects and cases• • outside experts and contentoutside experts and content• • field workfield work• • language teachinglanguage teaching• • multimedia assignments/e-portfoliosmultimedia assignments/e-portfolios• ………• ………

ExamplesExamples

• History (web quests)History (web quests)• Business management (geo Business management (geo

positioning, Google)positioning, Google)• MedicineMedicine• Education (e-portfolios)Education (e-portfolios)


ConclusionsConclusions

• Different students, different Different students, different educational outcomeseducational outcomes

• New tools give learners power to New tools give learners power to create and demonstrate knowledgecreate and demonstrate knowledge

• New designs and organization of New designs and organization of teaching neededteaching needed

• Only limitation: our imaginationOnly limitation: our imagination


Thank you!Thank you!


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