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Selected examples and case studies

TABLE OF CONTENTS


The ICTELT framework and tools have been applied in a range of contexts, and with a variety of learners across sectors. The case studies below describe in greater detail what this actually 'looks like'.


Programme design - Dubai Men's College


This video looks at the practical application of blended learning (shaped by the ICTELT suite of tools) and the results that were achieved (reported in a research project that was conducted during the first three and a half years of the implementation of the Computer, Research Skills and Projects (CRSP) programme at Dubai Men’s College. For some associated screen shots you can access this Flickr collection.

 

The research study results can be read in detail: "Enhancing student ability to meet graduate outcomes", and "Laying the foundation for effective learning: Establishing study and critical thinking habits".


If you would like a more in-depth view of how assessment worked in the CRSP course, please watch this video.


 



The Virtual Professional Development initiative

Current models of Professional Development (PD) provision are being evaluated. As a result, one of the mainstays of education intuitions, the generic workshop, has been identified as having number of fundamental flaws. Hand-in-hand with this is the request by teachers for increased PD to help them with ICT Enhanced Learning and Teaching (ICTELT) projects. The Virtual Professional Development (VPD) Model was developed in response to these factors. VPD is based around a community of learning, with a goal to provide peer-supported PD around ICTELT.


There were ten tertiary, secondary and primary school teachers from a variety of locations ranging from Kaitaia to Canterbury involved in this pilot initiative. The national facilitator worked with these teachers to develop their own highly-contextualised learning plans. After an initial face-to-face meeting the group met regularly using the Internet based webinar tool Adobe Connect to share skills, experiences and ideas and to enable peer mentoring relationships to build. Facilitated sessions were at a time and place which was flexible to meet each teacher's needs. These exchanges were complemented by interactions within a social networking space (Ning), as well as through access to their own 'sandpit' courses in a learning management system (Moodle), where they had the opportunity to experiment and try out skills before going live with learners. Skill-sets and experience varied in the VPD group, and it was found that this approach offers great opportunities for participants to take on facilitator and learner roles. (For a more detailed overview of the principle aspects of the VPD approach, please view this mindmap.)


The main factors that become apparent from the evaluations is that the VPD model could be effective for future PD initiatives. However unlike generic workshops, VPD is mainly 1) about affective factors - community, belonging and relationships; 2) a personalised, contextualised curriculum; and 3) an experience where upskilling takes second place to a teacher's own learning 'journey' which is all about their identity as educators and their beliefs about learning.


This is the Prezi that was developed to illustrate some of the background and key concepts of the Virtual Professional Development initiative and pilot in 2009/2010. The Prezi resource was designed to be used as a presentation at the 'top' level, but if you look closer, and drill down (a bit like a treasure hunt), you will find heaps more detail.

 

Alternatively you can watch this short video. (To see this video full size go to: http://blip.tv/file/3785995.) You may also be interested in hearing the comments and suggestions from the wider education community as well as from the VPD teachers recorded on this Voicethread.

 



Not for Profit Governance programme pilot

The Unitec Not-For-Profit Short Courses Case Study discussed is mentioned in the context of the ICTELT model in this paper, which provides insights into how the ICTELT model, framework and suite of tools might be applied to a specific teaching/learning situation. For more detail of the case study and associated research and findings, please access this paper: The Trials and Triumphs of Adapting a Tertiary face-to-face Course to Online Distance Mode, (Practice and Evidence of Scholarship of Teaching and Learning in Higher Education, Volume 5, Issue 2, pp. 137-155).



Unitec NZ teachers

This video is an extract from a workshop that was facilitated by Diana Ayling and Hazel Owen with the Business Department at Unitec NZ. The workshop was part of an initiative initiated by the Business Department to revisit the programmes that they offer students, and the learning experience. Formal and informal sessions focussed on aspects such as:

  • Course design and lesson planning
  • Facilitation of learning
  • Assessment
  • Evaluating teaching and learning

A sense of the dynamic discussions that have been ongoing is captured, as well as a feelings of excitement, seeing potential, anxiety, and concerns around pragmatic issues.


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