AEL Group – Good Ideas into action

Professor Glenn Finger - Dean (Learning and Teaching) Arts, Education and Law Group

AEL Group – Good Ideas into action

•What works and why? Understanding Successful Technology Enabled Learning within Institutional Contexts: Interesting Staff and Student Insights. Professor Glenn Finger, Dean (Learning and Teaching)

•Migrating online - Learning together. Kate Van Doore, Griffith Law School

•Deep Learning and Global Citizenship: An Approach to Teaching History to First-Year Students. Peter Denney, School of Humanities

•@Snailsinbottles: Technology Enabled Learning in Tort Law. Kylie Burns, Griffith Law School

•Crisis communication - experiencing the deep end of blended learning. Hamish McLean, School of Humanities

•Q&A Panel. General discussion time

What works and why?:

Understanding successful technology enabled learning within institutional contexts: Interesting staff and student insights

Overview

• Good ideas into action - The AEL Portfolio

• Some context – The last 60 years and the future, complexifying the contexts, Griffith 2020

• eLearning – 2 guiding conceptualisations

• First glimpses of data – OLT TEL Project – What works and why?

The AEL portfolio…

The AEL portfolio…our most important achievements

The film makers, the lawyers, the educators, the criminologists, the linguists, the journalists, the musical theatre performers, the artists, the singers, the musicians, the designers, the researchers…finding solutions through interdisciplinary approaches to the challenges facing us today

Graduates of influence….more than 80000 alumni

Special Note: I started teaching in 1974 – 40 years - my first students are now 52-53…a life well lived through 60 years of educational, social, cultural, economic, and technological change…improving the life prospects of others and creating better communities and a better world

Some context - the last 60 years and the future

•Ray Kurzweil, radical futurist and prophet of innovation •(19 honorary doctorates)

•Smartphone•This device is a billion times more valuable per constant dollar than the computer I used as a student at MIT in the late ’60s.•In 25 years, it will be the size of a blood cell. And it will be a billion times more powerful.

•KPTC – 1972-1974•Blackboard summary•Typewriters•OHP•Filmstrip projectors•Cassette players•Spirit duplicators•Recorders

My State High School reunion…1964 - 2014

Principal’s Newsletters• 1964 - The ‘scourge’ of television• 1989 - The ‘scourge’ of computers• 2014 – The ‘scourge’ of social media?

“In the struggle for survival, the fittest win out at the expense of their rivals because they succeed in adapting themselves best to their environment.”

– Charles Darwin

Complexifying the contexts

Complexifying the contexts Gartner’s Hype Cycle…2014

Complexifying the contexts Horizon Reports – 3 adoption horizons

Griffith 2020…I like this construction

Scholarship towards 2020 •As we move toward 2020 the world of a scholar has fundamentally changed. Global mobile access to scholarship, in all its forms, is the norm. Collaboration across disciplinary, organisational and national boundaries is easy. Research, teaching and learning are significantly multimedia digital endeavours. Griffith’s competitors are undeniably global, offering flexibility of time, place and approach in the ways in which a scholar can learn, teach and research.

•Be aware…students commencing in 2020 are now 12-14 years oldFrom 2011-2014•Just over 20 000 students from more than 500 state schools from all 7 education regions in Qld •186 expert online teachers – immersion in online teaching

Targeting•Numeracy – Year 4, Year 5, Year 7, Year 9•Reading – Year 4, Year 5, Year 6, Year 7, Year 8, Year 9•Writing – Year 7

Inspire, Connect, Transform

eLearning…two guiding conceptualisations

• Pei-Chen Sun, Ray J. Tsai , Glenn Finger, Yueh-Yang Chen, & Dowming Yeh (2008) What drives a successful e-Learning? An empirical investigation of the critical factors influencing learner satisfaction. Computers & Education (50), 1183-1202. Highly cited 711 citations (Google Scholar)

• Mishra, P. & Koehler, M. (2006). Technological pedagogical content knowledge: A framework for integrating technology in teachers' knowledge. Teachers College Record, 108(6), 1017-1054

First glimpses of data

What works and why? Understanding successful technology enabled learning within institutional contexts’•Australian Government Commissioned Project

Office of Teaching and Learning Strategy Priority Project SP13-3243, $220,000

Two Australian Universities

Some first glimpses…students

Some first glimpses…students and digital technologies

• Has a smartphone – 93%• Using University provided computers – 61%• Has a tablet device – 52% (more than 25% do not use it for academic work• Use of Twitter – 48% (of these, only 15% find it useful for University studies, and only 4% think it’s very useful)• Use of Wikipedia – 88% -discipline differences: 72.6% Education through to >90% Law, Sciences, Engineering-achievement differences: High Distinction 91.6%, Pass or lower 88.5%-Year of study: 1st year 83.8%, 2nd year 87.2%; 3rd year 88.7%; 4th year 94.2%)

Some first glimpses…students

• If you had no way of using digital technologies for one week, how disruptive would this be? (Scale: 1 = no disruption at all to 10 + extremely disruptive)

• To University Studies? 8.9• To Everyday life? 7.5

•Most Disrupted – Social Sciences, Medicine•Least disrupted – Law, Engineering

Students’ use of ‘official’ digital technology resources in relation to their university studies, and the perceived usefulness of these in enhancing learning.

Students’ use of ‘non-official’ digital technology resources in relation to their university studies, and the perceived usefulness of these in enhancing learning.

Digital technologies used in the past 4 weeks

So…what are the students really saying?

•What has been the most useful examples of technology-based learning that you’ve experienced so far in your university course?

Please explain why these were particularly helpful/useful

4594 different examples

103 299 words

What works?…students

What works? …staff

What works and why? …10 case studies

5 Griffith University Case Studies being shaped#1 Engaging students in innovative design and additive manufacturing via 3D printing technologies – QCA

#2 Using computer based simulations to develop conceptual understanding in dentistry, medicine and nutrition – Health Group, School of Medicine (Clinical Learning through Extended Immersion in Multi-method Simulation (CLEIMS)

#3 Co-creating knowledge with students via real time use of mobile technologies- Griffith Business School

#4 Using online tools for managing, collaborating, reviewing, assessing and personalising learning – Griffith Law School

#5 Connecting, communicating and sharing through social media to enhance conceptual understanding

The ‘state of the actual’ vs the ‘state of the art’

•Logistical, study focused, passive consumption of knowledge Vs active construction of knowledge•Instructivist Vs constructivist and connectivist knowledge creation

Acknowledge the ‘state of the actual’ - largely ‘safe’, bounded and outcomes-focused uses of digital technologiesEnvision the ‘state of the art’ – (re)defining institutional cultures and assumptions of curriculum, pedagogy and assessmentCase studies being developed

From The Best Exotic Marigold Hotel

•Evelyn: Nothing here has worked out quite as I expected. •Muriel: Most things don't. But sometimes what happens instead is the good stuff.

•Sonny: Everything will be all right in the end... if it's not all right then it's not yet the end.

The final thought…what works and why?