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Technology in Higher Education Classroom

This unit offers an introduction to theory and research in student learning, university teaching and course design. Seminars will focus on the relationship between learning and teaching; fostering active learning; the facilitation of learning in different

Dean Groom

on 28 April 2010

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Transcript of Technology in Higher Education Classroom

The medium not the message Most people, when thinking about
eLearning assume that it is better. "no significant difference" pehnomenom Ertmer, (2003) suggests that, to support and sustain meaningful changes in teaching and learning, teacher education programs should move beyond skills development and implement the following three components: building collaborative structures, modelling effective technology use, and reflecting on current practices and beliefs. Jacobsen, Clifford, and Friesen (2002) is that '[i]t is simply not good enough to teach the next generation of teachers in ways we were taught because they will live and teach children in a different age' (p. 367) The Raising the Standards report (Department of Education, Science and Training, 2002), noted that there were no common ICT standards for teacher educators in Australia Brew (2010) suggests that the way learning occurs is changing in education 'moves to evidence based teaching and learning, including problem-based learning, increasing development and use of research-based curricula, as well as changes in research activity to include a greater involvement of students, are indications that cultures of inquiry in the teaching and the research domains may be being integrated and that new relationships between research and teaching are being introduced.' Where does ICT fit into
teaching and learning in
Higher Education? Dean Groom, Learning and Teaching Centre
Macquarie University
@deangroom Deductive: experts determine the scope of learning by examining the subject and its components and establish right and wrong answers Learning Management Systems
PowerPoint Summaries
Quizes and sequenced tasks

Driven by the gradebook
Value (by students) linked to
the value in the assessment Traditional eLearning use of ICT Inductive: stakeholders assemble to share experiences about the subject event, create indicators of successful outcomes, and establish descriptions of successful and unsuccessful behaviors Socially driven learning Traditional learning web, mobile, game,virtual worlds Internet based applications
Human Networks
Online Communities
Open Resource Development
Shared Practice
The object or subject to be mastered The learner’s behavior Listed and prioritized objectives based on judgments about knowledge and skills required
Static; based on the lesson’s building blocks until course revision
Outcomes of learning event based on use of device or interaction
Dynamic around the flow of experience; particular objectives dependent on paths and review of outcomes
Not fully known until after the lesson
Relatively simple, well-known, and well-structured topics often with high knowledge requirements
Complex topics with high interaction or practice requirements
More than 300 million active users
50% of our active users log on to Facebook in any given day
The fastest growing demographic is those 35 years old and older
Facebook (Sept 2009) Twitter 18 million users
Average age +35 source: Facebook source: eMarketer urgent optimism
blissfully productive
epic optimism
social fabric
epic meaning I want to learn online create this if you want to build motivation Will Richardson
Powerful Learning Practice
(www.plpnetwork.com) FV > T There are more players on Farmville, a Facebook game than there are Twitter Accounts.

Look at it this way $3billion dollars in REAL revenue for what is a FREE online game this year alone.

It kind of gets people's attention. This is $25 virtual horse in World of Warcarft
12 million people play online every month

This horse raised $1million dollars in the first
day it was made available to players.

Only the top 10% of players are epic enough
to be able to ride it. This one is riden by a
9 year old. eLearning is now tangential.
What we can learn by ourselves grows everyday
What we are learning is that we can't drink from the hosepipe

We want to collaborate, we want tools that help us do that,
but we want to learn them for almost no personal effort. give us an insight into student needs
help me to identify what works well, so I can build on it
help me to identify what doesn't work so well, so I can address it.
promote particiaption of parents, teachers and the wider community, encouraging them to reflect on children's educucational needs and their own belief and attitudes towards education
help me highlight problems and potential solutions which help us to influence policy at many levels (locally - in our own context, organistations - both nationally and internationally)
Evaluating a technology Evernote.com
Slideshare.net <object width="400" height="300"><param name="allowfullscreen" value="true" /><param name="allowscriptaccess" value="always" /><param name="movie" value="http://vimeo.com/moogaloop.swf?clip_id=11281701&amp;server=vimeo.com&amp;show_title=1&amp;show_byline=1&amp;show_portrait=0&amp;color=&amp;fullscreen=1" /><embed src="http://vimeo.com/moogaloop.swf?clip_id=11281701&amp;server=vimeo.com&amp;show_title=1&amp;show_byline=1&amp;show_portrait=0&amp;color=&amp;fullscreen=1" type="application/x-shockwave-flash" allowfullscreen="true" allowscriptaccess="always" width="400" height="300"></embed></object><p><a href="http://vimeo.com/11281701">scribblar v2</a> from <a href="http://vimeo.com/user487635">Chris Lavina</a> on <a href="http://vimeo.com">Vimeo</a>.</p>
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