Good morning everyone I'm delighted to be here I'm honored to be invited to be
a Hooker Distinguished Visiting Scholar.
I have been to McMaster before but it was about seven years ago and
I really appreciate you coming out when you could be marking exams.
A lot of things have happened in the seven years since I was last here.
Some things haven't changed very much as well but
we might want to talk a little bit about that later but I feel the ground shifting
under me to some extent in terms of what's happening with technology and teaching and
for many years I thought it was just a peripheral on the side thing that wasn't
really affecting everybody but now it's quite clear that there are major changes
happening in our universities so to give you a quick overview I want
to talk about the key forces of change that's causing the growing to shift.
Some current trends in online and blended learning what
the implications of both the trends and the key forces the change are for
how we design our courses and then some conclusions at the end
so let's first look at the key forces of change affecting university
teaching Well first of all it's a changing workforce and
I'll talk a little bit more about this in more detail in a few minutes but
new work and new knowledge and skills required within the workforce and
the change in students more diversity in the students.
Need for more individualized learning as a result more personalize ation of learning
new modes of delivery blended, online, OER's and MOOCS and
particularly new technologies coming in particularly video and social media
and let's look first of all now you're in a better position than me to know how
accurate this chart is but what we're seeing is the knowledge base component
in many industries becoming increasingly more and more important.
And it doesn't matter where your jobs are now with the knowledge component
is much more important than the previous manual skills and so on.
And the converse port of Canada many years ago actually I was surprised I went back
and looked at the company boards I looked this up the reference recently it's
nine hundred ninety five but I don't think people quite picked it up so
early as the Conference Board did one of the skills that students need to survive
in the twenty first century Well good communication skills
independent learning skills ethics and responsibility teamwork and
flexibility thinking skills of course which universities have always taught.
I.T. skills embedded in the subject area now that's an interesting one it's not
generic I.T. skills knowing how to do use a keyboard and so
on it's knowing how to use the technology within your subject discipline
and one example is for instance real estate agents knowing how to
use geographical information systems which they are now using.
To it to help them in their jobs and the overriding skill and the one
that I would like to focus on particularly is knowledge management there is so
much knowledge I see creasing at such a rapid rate that everybody who's going to
work in a knowledge base industry needs to know how to manage knowledge on a lifelong
basis and look at the.
Let me go back to that how many of you've read the recent report by the roll Bank of
Canada called humans wanted if you haven't read it I strongly recommend you
read it it's it's quite surprising what they did was very interesting they did
a big data search on all job online job advertisements in what they
call future oriented jobs and they looked at what skills employers were looking for
and the top of the list was active listening most important skill
the second one was speaking ability to communicate verbally.
And I could go down that list.
At the bottom was programming because basically the demand for
programmers won't be so great as the demand for those other skills or
even if a programmer has the programming skills they need the other skills
you know order to succeed in the jobs and
what the role Bank of Canada tried to look at was what they call transversal skills
the ones that people need if they jobs disappear so they can get another job.
And the question is and what they pointed out was first of all employers aren't
ready for this but they also say nor is education because they're not
teaching specifically these skills the hoping students will pick them up but
they're not being explicit about the teaching of these schools
the other another Chinese forces students more diversity.
Increasingly students are taking math of multidisciplinary programs so
they come with different levels of prior knowledge in different parts of the Course
will program come from different coaches different ways of learning
different motivations some people have taken a course because they're really
interested in it others because they require it to get their qualification but
they're not really interested different language abilities more and
more employed in part time students so the diversity of student is not like
the next high school even coming straight out of high school now eighteen and
studying till they're twenty three and then leaving.
Students and continuing to come in transfer move out is a recent
study in the US reckon that looking at just graduate
outcomes catches sixty seven percent of university students and
forty one percent of college students because they are moving around so
much between courses and programs and even different institutions need for
recognised qualifications that are different from the traditional ones
people want recognition for short courses now or they want to buy or draw some
indication they can take to an employer that they have a common see or skill.
And the increasing importance of lifelong learning because in
a knowledge based economy people have to go on learning all the time and
their job base keeps changing and they have to keep learning.
And that means more personalized learning we need to provide teaching and
learning ways that allow for the diversity of students and
that means different routes and different approaches for different students but
that's a challenge because that's all right when your class sizes small but
when they large that's becomes very difficult so
how can you do that well blended learning is one and use learning design and
the use of technology is another to enable more purse personalization all
speak about that in more detail in them later on and
the other four key force a change a new modes of delivery Now this is a constant
this this is I went back to my my presentation at McMaster seven years
ago just in case and I actually had this chart it wasn't quite the same but almost
the same as that seven years ago but what's really happened is in this red area
here that's a big change over that seven years so one and you have face to face
teaching with no technology then you have what I've got here classroom UNAIDS which
are Powerpoint which is certainly better than the overhead no no no none of you
are old enough to remember those the overhead transparencies you wrote on with
ink and the other end we had fully online all fully distance and
at one time those two were quite separate but now they're getting mixed like
getting blended on our i've got flipped classrooms and
I think most you know what a flick classroom is you record your lecture and
then the students coming in what's the lecture and come in for discussion or
you can do it the other way round you can give your lecture and
then the students go online and have a discussion online.
But that's really it's a little bit like the you know the man walking
in front of a steam engine with a flag so he didn't go too fast he's just taken in
all way of teaching and just putting the technology on it what's more
interesting is what I what I've called hybrid and my definition of hybrid
is where you actually not only reduce the amount of face time but
you do it in deliberately designed way so as to get the best out of the face to face
component and the best part of the online component and you design deliberately for
that not randomly so our have got some questions for you.
Do you feel like I do that the world is changing around you and if so
how is it affecting your teaching is it forcing you to do things differently or
is it the same old same old it hasn't really got to the university yet
why don't we start with that one how many people feel that things are changing and
you need to do something about it
quite a few anybody feel it isn't really just a load of B.S.
and now it's time to say it.
Because the doors over there OK.
OK Does a greater focus on skills and learning outcomes undermine or
reinforce the academic endeavor I mean I often get the comment that well our job
is not to trying people for the work force it's to make them better individuals and
I agree with that actually but it is a focus on skills rather than
on content and focus on what students can actually do
when they graduate does that undermine your academic enterprise and
what are your feelings about that is this a win win or
is it something that you actually lose if you move in his direction
you're very shy about you're not like that in your classes.
Yes please [low speaking from the audience]
Right
[because otherwise]
[students don't stay here forever. They have to go out and they have to be able to do ]
Is the diversity of students a challenge for you teaching
do you find you've got very mixed classes in terms of abilities
terms of motivation and so on I see some nodding heads.
Yeah so I'm not wrong in thinking that we're no longer getting that very
straight forward heterogeneous group of students coming through and moving out.
Yes please [audience speaking in low tone]
I thought so somebody else wanted to say something now OK
yes please [audience speaking in low tone]
Yeah that's my Yeah OK Good Yes Well I'm
glad people see that as a positive because I've often heard it
as a negative one faculty saying that students are like what they used to be and
the're not as motivated etc etc and I think we're getting a mix
we get we are getting some students who are not motivated but we're also good and.
Motivated students and that's a problem when they're in the same class.
And I've got this I like this diagram you know it's called The View
the future followed uncertain complex and ambiguous and
with what you need to do is to leave the shore of certainty and
move across a sea of complexity ambiguity and so on to the future state and
this is what we're really talking about how do we move from where we are to manage
what's what's what we don't actually know what the future is going to be but
we know it's going to be different so
one of the trends then Well first of all fully online learning facts
distance education is increasing rapidly on conventional universities that's
a graph from the US which ends at two thousand and twelve and last year we.
Led a research team that did a survey of online learning in Canada in universities
and colleges two year colleges was the first fully national survey
we covered all two hundred three public universities and colleges in Canada.
Got about seventy percent of the institutions responding.
And they covered about seventy eight percent of all student enrollment and so for
a voluntary survey it was a pretty good response rate and I guess the most
surprising thing was how many universities are actually doing fully online credit
based learning this is not containing studies this is courses for credit.
Within their program so ninety eight percent of Canadian universities
are ninety four percent of colleges outside to back off or
fully online courses the reason the figures are lowering québec is that they
have something called See shepherd these storms which is the online provider for
all the colleges but at the same time a lot of those colleges are getting into
their own online learning as well as leaving it to suggested these loans and
what was particularly interesting was the growth in romance gone up by about ten
percent per year in online learning in universities and fifteen percent in
the colleges and Ontario is a big factor here because of the campus Ontario
they've got a lot of colleges moving into online learning and catching up.
Our best estimate because we didn't have
a a census only a survey but our best estimate is that
of all the enrolments in universities sixteen percent are now fully online.
And about twelve percent in colleges and you can see the growth rate is
going is quite rapid and we don't see any signs of that declining and
incidentally the completion rates from the data that was available is pretty good
there about five percent to ten percent below the on campus completion rates and
that's what I would expect because many of these students are working and
part time and they're doing studies on top of other stuff so that
and the second trend we picked up was what I call hybrid learning and
we defined this very carefully in the survey as
some reduction in face to face teaching and again a surprise for
us was how many institutions reportedly offered at least some hybrid learning.
But few courses so it's wide and thin.
Sixty percent with less than ten percent of the courses were hybrid but
most Provost felt that this was going to increase the number of hybrid programs
they felt the factory was moving into this area and they felt that it was leading to
a lot of innovative teaching it was making faculty think much more carefully about
their teaching methods and how best to to to do this and
also some reported it was especially the institutions that were overcrowded and
need more facilities that it was helping with the space issues in teaching
so in the last two years there's been a fairly big move to learning in Canada
looking at some of the plans that institutions have it wouldn't be surprised
if fifty percent of all classes will be hybrid by two thousand and twenty in five
years time at the rate of growth we're going a lot of it's flip teaching but
it can be so much more and it raises a very interesting
question what is the best use of Face to Face Time What is the right mix
no one saw him that everybody thought the default was face to face teaching must be
superior to online teaching but we have so much experience now to show the online
teaching is often as good as or if not better than face to face teaching and
like everything you depends on how well you do it you can do face to face teaching
badly or you can do online learning badly so it's not a question so
much of the delivery mode it's a question of the quality of
the design of the teaching in whatever mode you're you're working but
we don't have very good theory or tools to make a decision about what
is best done online we have to draw on your experience of the experience as
a professor and obviously your biases go if you've taught on face to face all your
life you're going to have more biases to thinking that's going to be better.
But I think if you are offering a plain due course it's a really good question to
ask what is the added value of the students getting on the bus in the morning
and coming into the campus if they can do most of this stuff at home online.
And I think the challenge isn't we know how to design online very well but
what we don't know is what is it that added value to face to face nuance
will be different from subject to subject from instructor to instructor but
we don't have very good theory to help instructors make that decision
we are relying on your gut instincts and so on
the other thing that we are institutions was did did
what what did they how important Did they think online learning would be for
the future and over two thirds of all the institutions in Canada are more or
less the same in colleges and universities.
Estimated that online learning would be very important for the future
and most have or are developing a strategy or Prine for online learning now
it doesn't mean the Nestle the got a good plan or that the plans been implemented or
that the prying goes right across the university but they do have a plan
which is great because a few years ago the answer to that would be much less.
Another trend of course is moods driven primarily by Stanford Harvard and MIT and
I want to say comment about that Stanford Harvard and MIT were very late
coming to online learning online learning have been around for about fifteen years.
As you see it's been it it's been fairly extensively used
in many other universities so
they had to reinvent online learning in their own brand this is what they're very
good at these elite universities is reinventing stuff in their own brand and
mix Incidentally the term risk is a Canadian term came from the University
of Manitoba but he was hijacked by particular by Stanford originally.
I and so it's another kind of online learning and
I want to make that distinction very clearly it is not the same as fully
online learning for credit courses so it's a different design model from
pretty based online learning and it's very heavily lecture focused.
And attempts at a credit to been attempts at accreditation but it's a massive
challenge when you've got very very large numbers of students to have an effective
valid assessment of very large numbers students and
virtually very few instructors but
it is very useful for noncredit continuing education it there's a lot of demand for
it as you can see that people want these kind of programs and they're great but
they're not going to give you would NOT going to make you a qualified engineer or
a qualified doctor and so on but it can add to your lifelong learning
in a very constructive way and we found in the survey we found a new mood.
Less than twenty percent of institutions are off remove and very few and
sort of critical to the future but
another trend which is more under the radar but
I think is much more significant and moves is the open education movement
open textbooks open research publications now for
any federal grant have to be published in an open access journal there's all kinds
of going to be employed by the publishers to make people pay to get them published
but at least they're openly accessible to people who want to read them
open education resources and the important about a note and
increasingly government making data more open not Facebook but other agencies.
And the key thing here is that content will be will be free
abundant nearly all online and that's a big big shift because.
This is no longer the kind of monopoly of universities
it's now everywhere even university knowledge is now everywhere.
And.
A good example of that.
My grandson has just started doing physics at a British university.
And I came home one day and I said he was on his computer and
he usually plays games as I said what he's doing is I'm doing my homework so
when your homework he says I want to do physics I said yes but
what are you doing online and he said well I've got a textbook and
all my act and all the exercises are online and just go online and
I practiced it again right I said to you Professor No you doing this is known.
As I said you go to so do you go to his lectures he said well our
we have a group of five of us and we go to one in five lectures.
And they say What do you mean you go to one in five says well
we take a note of what the topics are on and
then we circulate that then we go to the to open courseware MIT Open Courseware and
look up the lectures because they're much better they're now.
You know we can argue about whether you're doing the right thing or
not but that's my point that that stuff is all out there now and
if you're not a really good lecturer lecturer then students are going to go
elsewhere and get that you know in fact we could actually.
Make use of that what I'm saying is that this shifts
the role of the faculty member from content selector organize and
deliver to a facilitator it's the students who ought to be going out and
finding the information evaluating it and applying it
what we do in a lecture is exactly that but we do it for the students
in a knowledge by society the students are going to have to do that for themselves.
Now we can model it as a lectures and that's a very good way of doing it but
do we follow up on that and say to the students OK you know you go off and
do it here's a topic you research it you come back with that and tell us
what it is so I think this is the big game changer the fact that content is open and
freely available and you can use it as well you don't have to deliver the stuff
you can tell the students go look at the MIT lecture on this is better than
anything I could do but what I want you to do is to criticize it and come back here
and discuss it with me right so it does change the role of the faculty member
and open publishing Free Online Open Text books.
Are fortunate to be in British Columbia where we have the B.C.
campus textbook they now have one hundred sixty five books they have covered
all the first and second year university and college standard programs
like all have open textbooks and written or approved by the C.
faculty for their courses.
And you seem to need dropped they've been adopted by twenty
one of the twenty five post-secondary institutions in British Columbia.
And it's a students over two million dollars so
far in textbook fees and my book which you've got
on your desk there it's been downloaded over one hundred thousand times now.
And actually translated into eight languages that to wonder why you but
once in Iranian one in Farsi and one in Turkish and I'm a bit of
problems getting those Finnish and these are all done by volunteers.
No publisher involved here people have said what we need this book
will translate it's a good way for us to learn as well.
Now it doesn't mean it's not like hundred thousand books could be one demented
person in California who's done loaded or one hundred thousand but
you know it depends what you want to do you need it do you need to get a book
published to get tenure and promotion or do you want to get your ideas to everybody
and if you want to get your ideas out to his many people as possible then open
publishing is the way to go if you want to get tenure that's another matter.
And the next train does the last train does multimedia.
Now Princeton talk of historically being dominant in higher education and
print particularly is very important because it's allows you to.
Take abstract ideas present them in a linear logical sequence and you can
make it open to challenge and discussion so print is a very important medium and
he's still a very important medium but knowledge now you can be represented
through many different kinds of media through text audio video computing and
virtual reality and I've got a graph here showing the Continuum medium
of media richness a single media like radio or a telephone you can listen
to very rich media like virtual reality which has all those modalities and so on.
And the research in this is very interesting is a lot of research
on learning from media and the research shows that learning is usually enhanced
by multiple representation of knowledge
in other words if you talk about something you show them a video and
you ask them to do something they learn much more than if you just talk.
And the the really one of the reason most significant pieces of
research is on the importance of recording because students can stop start and
repeat so if you're giving a video lecture for instance the student will spend much
more time on the video lecture than if they come into class just go through and
get their notes and they go so it allows learners to work at their own pace and
this use of me media is really important facilitating learning and it allows
students to move from the concrete to the abstract in reverse that says video is
very good at that usually the soundtrack is the abstraction the explanation and
the video is what's actually happening and this is really the case studies for
instance if you want to pull out some general principles about how to run
a meeting for instance you can have the meeting and
you can have the soundtrack which explains what's going on and so on and
much presenting in different media meets individual preferences for learning so
it's another way of personalizing the teaching by offering a variety
of media to the students you offer me a different way some
people like to listen I have a hearing problem I'd rather read.
And so having different media enables you to accommodate the student differences.
So I have some questions for you now use your homework
do you see these trends a significant or just passing fancies or B.S..
Have you adopted any of these trends in your teaching and if so
how and what teaching issues could one of more of these trends address for
you anybody want to make some comments on those questions
about the first one do you think these are significant trends or
is it just some some X.
X guy coming and trying to sell your picture on this.
This place.
I think it's.
Like yeah.
Yeah.
Yeah so I think the important thing for me is that in the digital
world we if we want students to to be competent not digital
world thereafter if you want to earn digitally you can have to learn digitally.
I'm I think that's really important because
you can't run in some kind of abstract Y.
and then go to another kind of context and hope you can just usually transfer
the over to that context so yes I'm not saying it's a good thing that everybody
is in a digital world but nevertheless the we are now and
therefore how can we teach a subject if anybody'd within the teaching
Just least it's a wonder that some of this is driven by cost considerations.
Are you something politically driven by cost considerations as you know or
by the way people are living in how they access in education he could use cos
living education news online are plenty of books too but
it's do you think where is it better at this
is that you scoff at this question yeah I think it's a very fair question.
The evidence is going in as you are much new stuff there I mean there are some
parts of online and you can scholar like content delivery
you can Skylab what you can Scully's interaction the assessment.
You can scull at a certain extent if you can do multiple choice questions if you
want to just the student just to check that they covered everything but
it doesn't get to the heart of the early skills of critical thinking and
so on you really do waste like in the case or in suit doing other ways or to work or
something and then it's very difficult skylarking in to show the structures to
do no that's a good thing by the way I think we will go on the faculty for
for quite some time yes this will get easier for me that's true we're.
In your shoes or dress for own genius or your masters of the program where
individuals are busy professionals would normally come into class reprovingly
We're live in remote areas where there's a big play.
The computer to use an online life of huge value
these coins didn't exist you would never want to be so that you just reach
your greed to rather you honestly transforming who we teach underwriters.
Access is a critical issue for many students.
Particularly when they're working or play golf with young families the look of the.
Internet the cost of childcare for instance is ideal for
people who are in that context so so do.
This two issues here one is the student the YES I AM I know
I think that the case is overwhelming about the flexibility and
value of online learning full access the other part of what I call the teaching
needs which are how do I teach my subject given the context in which I'm working and
there I think he's less clear cut what the advantages are but
there are advantages and what we do we're in very much the early stages of
identifying what are the on disability of going online from
a teaching on learning in the sense of this is a subject I'm trying to teach and
one of the requirements of that subject.
And it's not something I think the important thing is not to think of
a subject as something sullied I mean
I've got this subject over here therefore I've got to teach it online.
I know I would change the subject without changing this subject area when I go
online they may be things you can do better online that you can do in Coffs
they may be things a student going to go off to do you know normally in context
of the con in a long campus context and you may want to go back and
look at your curriculum and so I will maybe I should be doing something
different here because it should be more useful for the students of the moment.
So it isn't just a question of attitude as well.
OK I like this implications for teaching and
learning we could have empty lecture theatres.
OK let's go back to.
This continuum of technology you use and
I think for every instruction now you've got a you've got a question here
where should I be on that continuum with my course
now I could say you well maybe it's not a question for you it's a question for
the students where did the students want to be on this and could you design
a course that would allow students to come in at any one of these points so
if they were high school students not very independent in their learning schools they
could do everything face to face but you could gradually perhaps introduce some
online learning as part of a fully face to face course to get them used to being
responsible for getting stuff done on time bringing it back into class and so on.
By the time they get to the fourth year of their undergraduate
program they could probably hundred three or four courses fully online because
your program has which you up towards that so
the questions were on the curriculum should I be I think the murder delivery
should be driven driven primarily by the needs of the students so in your.
I always get this bike that isn't tomorrow.
M.B.A..
Yeah thank you.
You've got twenty five to thirty five year old people with work experience right
they're going to be much more tolerant of fully online than you were eighteen
year old coming out of high school who wants the campus who wants to meet other
boys and girls wants the social atmosphere he wants to sports and so on so
I think it should be as much driven by the needs of the students as by the subject
matter although obviously some things are harder to teach online than others.
But if
we accept that lifelong learning is going to become increasingly important then.
From a purely market point of view you've really got to start looking at that market
because if you look at the demographics the number of students coming in
from eighteen are going to go down and the number of lifelong learners are going to
go up so you need to have programs that are going to work comedy
those lifelong learners and that's going to be as important if not more important
than dealing with the high school leaver and
the second is this distinction I make which is a bit artificial I accept that
between content and skills let me give some definition here content of
facts ideas principles basically knowing stuff skills are about
understanding underlies evaluating applying doing stuff and
you know that simple because you can't do stuff unless you know stuff but
the emphasis both unnecessary but emphasis in post-secondary education all over
the world has been on content delivering content to students and as I said earlier
that's been going to become less important because they can access the content but
they do need help developing skills they can't do that on their own so
easily we know a lot about how
to teach skills first of all it's content specific to some extent
now what I mean by that well let's take Problem solving is a skill problem solving
in medicine is different from problem solving in business not only is
the content base different but the approach to problem solving is different
for instance in medicine and they are very risk averse so
Problem solving is all about avoiding risk in business it's different
there's a much higher tolerance for risk in problem solving so
it's not just you you become the problem solver and you can go anywhere and
solve problems you have to solve problems within a certain context and
there are ways of doing that now mind you if you didn't learn how to solve problems
in medicine it might be a lot easier to move into business and transfer that
knowledge more quickly than if you never done a problem solving course the toll but
it wouldn't be the sun you'd still have to learn something different.
The second thing we know is that learners need a lot of practice to develop a skill
and this is where the technology comes in how do you give students practice scenes
a problem solving or critical thinking you give them lots of examples to work through
and you can do that through the technology so you can work through those examples
you can always give them the right answer but you can give them some guidelines and
you know what he's they can share the answers for instance among each other and
so on so they can get some feedback from students as well as from you
they need small steps they need regular feedback from an expert so
that's where the instructor and the knowledge.
Where the content specialist comes in and they need that feedback from an expert
but I don't know how many of you heard of competency based learning
yeah big thing in America at the moment employers negotiate
with a program the competence is they need within a particular industry
now I know what I'm talking about is different from companies come and see you
get to one hundred percent performance so you can do a specific job and
that's done right and is nothing wrong with that and it's very good for
the short term market skills are very different skills I would like think of.
A hockey player a hockey player isn't a concern to just be competent they want to
get better and better and better and they want to go on learning how to do that so
they want to go on practicing and practicing or
golfing analogy Lee Trevino was once he chipped in from off the green
four times in one round in the instructor said the interviewer said to him Well
you were a bit unlucky with your chips the day weren't you and Trevino said yeah but
it's funny isn't it the more I practice the luckier I get you know.
So you need lots of practice small steps regular feedback but
the important thing for teaching is if we're talking about critical
thinking skills it's not something you teach in one course so
how do you hand on from one course to the next what do you develop in one course and
when they go in the second you what's going to be different in what you're doing
critical thinking so what is the link through a program.
Now I came across a very interesting development Dollhouse they had a computer
science and two thirds of the students were graduating come for the true thirds
as entry cohort were actually going out with a degree so they're a big problem so
what they did they looked at what were the learning outcomes of each professor
their program was at that stage developed like most university programs they found
a number found how many professors willing to teach in the program and
they called together the interest of all the different professors and
some said I like to teach first year students themselves I like to teach
third year students so there was no cohesion in the program at all so
they got the faces to write down their learning outcomes and then they worked out
which ones had to be talked first before they went on to the next course and
what they found was they were teaching theory at the end of the program and
students need a theory right at the beginning because without the theory
they couldn't handle all the other developments that came so
what they've got now is a very nice little tool
which says first year students here the learning outcomes and
here are the courses that you need these learning outcomes for and
if you're in the third year here all the learning outcomes in the courses that
you need to get into this course and so on and the students can go in the just click
on the course and they can find out exactly what they need to know and
I guess what they got ninety five percent completion right is now you can't
always do that in something like business I know because it's not that kind of
sequence you Linea but there's a lot of things you need to know before you move on
to something else and if we're talking about skilled particularly
how are we going to make sure that can to continuity schools runs through a program.
So I'm development skills is about teaching method is about Method
about design.
So there are various ways to teach skills and I won't go through the whole list but
all of this the experience of learning is one way and this is where mastery is very
strong I know but there are other ways to teach skills as well but so when you're
deciding on a curriculum before you even think about blended learning or
online what are the skills we want to teach and
how will the technology help us develop those skills.
What role can technology playing in helping to develop those skills and
the other thing is what do we assess and how so
if we teaching skills how do we assess those skills now I think there's a lot of
I think students do learn critical thinking but
if they do it's almost accidental they pick it up by by chance and
I and some kind of all's mosts Now I don't want to go to the other behaviorist
route we have to write down everything you do but we need to define skills a lot
better that we need to say how we can assess those skills a lot better and
then we need to look at the teaching methods that will get us there.
And then we need to look at how technology can help so
that's the kind of order of decision.
So one of the teaching methods of skills development well discussion and
social learning for testing and developing ideas program based learning experience
and learning that getting the students to do stuff communities of practice putting.
Putting students not just in their own community but in the broader community so
for instance if they're studying real estate bring in real estate agents and so
on and put them online into real estate agent real estate agent
discussion groups forums and so on I'd say maybe put them into a Facebook group.
Come and see based learning and knowledge management so
there are different different skills that you can teach when I say something
particularly about knowledge management we need to move from information transmission
to knowledge management combining skills Diva's development and content and
that means to me you're replacing a lot of lecture by Scorsese with student projects
problem based learning property of learning get the students to go out and
find the information you advise them where to look
what kind of information is relevant and so
on not you get into think critically about what they're finding but they do the work.
And this again somebody says it's an online looking online teaching more work
but it can be but the trick is to get the students to do the work.
And good by written exams now in business particularly I think there's
a huge role for.
The portfolios on magic it's basically a student reports or
videos All right side up their experience in experience or learning for
instance so you can see what they've done they actually show what they've done
it's like a like a diary if you like but it's online and
you can have it in a format where the students can take it to an employer and
say Not only did I get a degree but this is what I did now that might be a bit
scary for some of you but nevertheless I think it's a good thing I don't think it
will get the student the interview but when they get to the interview
it might help the difference between the other people on the interview if they go
to Goody portfolios where employers can see what they've actually done but
it's also useful for the students because if we're talking about lifelong learning
they need to be able to build up body portfolio not just on a degree but
for the rest of their life so they they can continually refresh study learning
portfolio and it's a lot more fun looking at the students the portfolio in
the market Nestle's Believe me I want to give one
example of a focus in business on teaching
a specific skill these are collaboration skills now Tom Brown is a professor
at the yes if you School of Business I don't know what G.D.P. I stands for
You probably know better than oid who is a fairly online course program
and his complaint was that students in business don't like collaborating They're
very competitive and it's not a skill that many of his students you felt were very
good at was collaborating so he put them into virtual teams with
a project to do and so the.
And they were assessed both on the project and on how much and
how well they collaborated in the team and he did the assessment that the students
did not do the assessment that but I think it was five percent I can't see the figure
for me I think five was seven percent of the mark was given by the students of how
much the other students contributed to the class.
And again he found that there collaborative skills increased rapidly
as a result of doing this is fully online incidentally wasn't running in class
so what would an advanced online blended course look like well for
instance we could take a course skill like knowledge management how to finalise
evaluate and apply information using Open Content students going on and
finding it or you are supplying the organ content but
within the learning design there are learning outcomes there are.
Things that students have to do this is schedule and timeline for them doing that.
Student generate multimedia content through online project work.
Folios and I give you an example from U B C.
Interestingly this is of course designed by David Porter who's now the director of
the campus on Terrio but was at that time in B.C.
and an entrepreneur called David Voight who runs his own software company
in Vancouver and this is an education course it's how to set up.
A business based on.
An education business based on technology and the course is different every year so
the students come and they choose to do they go out and research technologies
under development mainly apps under development and they may not be for
education but then they have to come back with a business plan and
they end up by doing a two and a half minute elevator pitch which they share and
then once it's been peer reviewed it goes up on You Tube for everybody to see and
they get this twenty percent of the recess meant for that.
And the instructors don't know year from year what the content is going to be
except they have to have a take there's a module on developing a business plan and
things like that but generally the students do the research so one year it
was all on mobile learning the next year it could be on the actual reality but
it's the students who find the topics and then the faculty have to be nimble and
react and these courses apart from the general preparation of getting
know when they have to do a business plan what the outcomes have to be and so
on there's very little advance planning if the the professors have to work on their
feet so this is a very different design model from a lot of online courses
where everything's done up front before the course is delivered the professor
walks away in a drunk's teach it this is a very different model indeed but
we need a lot more new designs so the other thing is I noticed in your report.
And for the learning strategy you know day was that this is new
there are new developments we have to be flexible absolutely agree with that but
we do have past experience in this field we have over twenty years of research and
evaluation on fully online learning so in fully online we know what works and
what doesn't we have good design models for fully online and what we know is
you just can't move electric content online and with our Tyson and so on it has
to be more interactive the students out of activities they have to have a clear.
Timeline for doing work and so on.
But in a blended model we don't have good models but
we need to ask that question what's best on campus and
what's best done online the other thing is that teaching performance
I think will become a major competitive advantage in the future not at the moment.
Institutions are ranked by their research.
The world rankings take almost no account of teaching
it's an absolute disgrace what's happened with the world rankings I don't know why
they're why universities allow the ranking agencies to get away with this because
good teaching institutions suffer very badly as a result of these rankings and
what it does it forces faculty further and further away to spending time on teaching
rather than research but I think that will change when you because of students and
students will start saying look I can get the content anywhere what I need is
this universe is really good helping students succeed and graduate and
I think that we will become a competitive advantage but he's not at the moment and
obviously instructors need more pedagogical knowledge and
technology skills you're trying for research not for teaching Ph D.
is a true good training in research not a good training in teaching.
That requires both pre-service an in-service training and also a tenure and
promotion system that rewards good teaching at the same level as good
research so it's no good having ten tenured teaching professorships and.
To have two thousand research tenured
professor ships you've got to have fifty fifty if it's going to have any impact and
you need a lot of learning technology support and working teams So
in conclusion the digital economy requires high level intellectual skills teaching
methods should include opportunities for skills development technology in
a was more flexible delivery and more ways to practice skills but it needs to
be within a specifically designed learning environment that supports the learners.
So.
Fresh talk.
Any questions but I put three up for you which you can read or research you're one
of the top right here as he puts it teaching your version whatever.
To leave this is good teaching our way you know whether to use the well that's
the danger of online learning because you actually go to record the teacher as well.
So you can see what the teachers thought.
And you can see how they interact with the students for
instance in the online discussion forums it's much more transparent
online learning to place to place policies that somebody can go and
look at if they want you know I don't think that's the right way to do it.
But I have to look at what's taken place yet we don't know that there really is
that nothing's going out I know I heard it before we'd split the trouble the same
struggle but I think it has to be based on student performance but
that's difficult because you have to know what students can do before they come in
as well as what they can do when they go out so you have to take that into account.
So yes it will be also these are what they do with what is the world the draw it will
be and I think I really had cited student evaluation forms that said
I mean I salute the meaningless in terms of what students actually learn and often
the most uncomfortable cost is the ones I dislike the most the one where they look.
So it's not as if you're really good recommendations for
how we should rule Well I say that I do think that if you can specify the I've
come to particularly was skills to the salon and even evaluate their level of
school who they hire then I think it's certainly
if you if you have a program you can see what the skill level is when they come in
I need to see a id value of these professors they go through the program.
So so I think there are ways to do but it is difficult they try.
When I try to relate try to like I had a very good what have you got the way you
search I try to buy so in the process to evaluate the teaching of
the class with you through four years because there are certainly factors other
than the instructor that affect learning outcomes and so drive you know you need if
you're looking at a multi very or not is just I would say the professors of about
a six and seven the side you for the most use love it I mean students that
it turns out more formal in terms of what they pay the kids to do to get.
The new high reading one semester with a group student so
I think it is a very difficult question but I think as I said all morning
is more transparent and you can so with a for instance professors really
are interacting these you can see what the level of interaction is now again.
This is where you are a lot about learning how to lead the use of driven
analysis and but unfortunately the level of learning you
know the use of the money is kind of no longer a plagues that the student hires on
the learning money system which is you know I got a nuisance you're going to have
much more sophisticated measures I'm not signing on to just couldn't be done but
until we find ways of measuring what I tell you the strategy is.
It's going to be very difficult but
there always are you know I think it's too much because you say can't be done if we
put more evidence of it but nevertheless I recognize the truth if you do.
This because your favorite place to put a stop to ask your own is your.
Experiences are on course these are his.
He leads he just knew he was hard when my child or
I was reading that information or they want to write we want to.
Corkery the actual live classroom is rhetorical was I version of the lives of
experience through an online lot of work what places are doing that really well
Nightline that's a very difficult process to write you know OK there are two or
three things you know the first one is.
What do you try to get from the city and
she experiences that they wouldn't get from the ones you OK So
you have ideas that might be easy because one is really like you said you're sly or
if you're just the absorption of certain psychical content right there you need
to do it all nice in their own time given a certain window the secret is part
is really the interaction with the professors you a hand with themselves
from a cloud respond or they can do that online so yes they can but
I find that while he of collaboration when her child in a child would know
the out of nowhere here but you're going to have to set up the discussion form and
get a more structured not.
So user discussion for a new set of topics for
discussion you require the student participate in the center and
you go in I don't regularly period supervise what they do it right
because they've lied and so they've got it's a question of how well you do it if
you can do good are you sure you're going to do good synchronously on violation but
now you want to do the old said yeah I hear that guy and so
the question becomes then what is the average value of students being together
in real time with a profession what is that I mean body that you think if you get
on to that and while you don't be too tough OK.
Then I think it would be very complex interesting discussions so it was
an example of how much of your discussion August how does a current events.
Say something how does the years today you've got Morning
eyes that is how I want to do my piece discussion.
You know we had that we given the framework of the concept and
here who are trying to teach that it's a complex discussion it's hard to grasp what
you have to resort to study I'm not saying you shouldn't do this right but
you want to do it secretly Yes things I did myself for Shall I don't I say I
wouldn't try to do that what I would do is if you want students who are dispersed
to communicate I don't do online that I would do that through discussion for
yes but if you wanted the suit interaction thank you very much my situation
in the wrong kind of you I thought that hard covers OK so
I just read she's in the economy and I'm struggling to get there yet well I'm not
I'm not very fond of recorded what happens he's a well this you know one
of the saying yes because you are kind of I don't know about a lot of them and
they don't every interaction every show I'm struck That's right should I say
I would prefer not to are I don't do it for something.
Not at the time or
don't do it don't do it if you can see any added value to get it done a good.
I mean everything you do you have to say what is it what is it that is better
doing it this way than doing it by writing and there's a different answer for
every context situation and depending on your experience as well I mean if you
all of very I mean some professors don't like discussion but when they
go online they can have this discussion because it's a synchronous they can see
what the students are doing and they can intervene in the right moment were rising
costs they don't like that they don't like that they're nervous about it and
I have another crisis get a real buzz from tonight with students in front of
I don't want to do it online I'm not sure if what motivates a student might is not
some kind of theory about real online these was Will better than a place to but
I don't mind the sense you know of the.
Mysteries.
So.
Thanks a lot to a couple of.
Stepping back and we were.
Discussing this morning.
You talk about change.
Your view of voters to you weighs in with some of your worst in the recognizing that
this is the real Go to us for the top but
interesting look at the strategy level that we're talking you're getting.
This morning I was reminded by of course your brother's order for
hosiery strengthens your breakfast in New York.
And so I guess my current good.
Question is does a vote called you so very question raised over the sister of.
Her Just because you're going to do would you assess teaching as well as you see
this as research goes and being driven not because of race is arguing it and
you're doing it right though to use your assessment or junior or
read more of their work.
For their hard work and
you know yours you sure did seem like more of a cultural version of.
Certain traditions and here is that your opinions there are over
have yours your research intensity means for
you was like remarks during your give up something in order to make those changes
to your source of just what should be working for you during our invest.
Considerable amount of time and development that would be more.
While I was like two things I think are us the right things for
the folks who are trying to Moscow for us you must be a Will who desire to China
there is a slogan not to come in any in this is why we can't you find joy
to get you I don't join you what is your do you already have that going to China so
recent ones were not yet ready to deal with not but you can only guess you got.
Because you call your posts from the time it's got to come in you know you're going
to university you got to come from the fire so that the belief that she will do
now these two things leans forward to doing this be rewarded good
night not necessarily always in safe so you're going how do you reward them out
one way these travel fun for divine presence I have to redesign the course so
you get a clear that he she wants to master but I can design a new online for
the online course working with instructions on this one time so
I have to stick their heads with something significant or
I should I follow or you see that if I look at you see.
How the whole system works for getting on my guard.
A lot if I had to go all the time not in that case if you look at what just
because of innovation I can see early adulthood is all right and
if you're lucky you get professors who got a lot of influence in the bar doing it and
then you get to follow those who will come on you can't go on do not forever
getting money but eventually becomes a way of doing things and
becomes excited but you have to get over that gap from the early adopters into
the mind body of the year five which is a little bit of money helps that.
Work for your current students who were told you're.
Going to be fired once you.
Do your.
Taxes.
Your shoulders or your turkey discuss the reason for
your learning while I think it's also by setting standards to
about what promises academically brilliant reliable information and what is.
Reasonable argument and so on.
So as I say he's found his eyes as well as monitor so
I know that we're going to know.
This is what you have to do to get up to the next level.
Yes Please. (Audience member speaks in low tone)
OK.
This is very qualitative and personal. So, I'd like to see a lot more research.
being done about changing universities.
I find it often that it was.
The more senior professor who was ready made a career.
Who are a little bored with their teaching.
Who are often the most innovative in going online because that deep understanding
of this subject they realized you could totally different ways and
I'll give you one example - we had a professor of forest ecology and
he told the first year class two hundred so he had attained groups of twenty that
he took out you to log forest and your body for you took an hour and a half to
get a more organized get might do the walk through the forest explaining where for
longer growing where they were and come back and he did not intend on this.
And he said you know the skill is you know if you know to do so
we did a good you'll walk through the forest so.
The students could carry on with their lives different parts of
the forest use a sort of three hundred sixty three right in front of me
I mean when they take to the point pressure come up why is this law here.
I mean a little then you see this little nudge where they go and
find the aunts and saw so I'm not that was fresh He was very
secure he's ten you know knew what he was doing but
he had all the other was actually done by two Ph D.
students do very very kind professors who went on to teach using technology
very good water because they worked with the president have all respect.
And that carried out so he's changed my nation's future you know he
doesn't always work like that but but but you don't need time to quite often to see.
Because the fact that Professor had nothing to lose by do something different
if I had some guy you know if you take somebody trying to get tenure and
they're going to get their research but it was published on the sidewalk you gotta
find another truck while I was waiting to do this if you want to.
Know how did he know these yes yeah.
Yeah.
Just interested in the race of reading a lot like this guy.
I've been wanting to see the vision.
That you guys did that he did not like what he
did but I struggled to really read.
You know this guy and he had my SO YEAH writing discussions is interesting.
I was so
students that purpose of this discussion is tonight you can do better songs.
Right.
NOW or I would offer the project I have tried various things are great
students study very small right becoming the difference between a B.
plus.
B. you know about the despite the not
just by a loser.
Right or wrong you know like my **** but you know to be honest I have
a bloody hard because I don't really care how the student gets to the heart so
if some stooge prefer the simple root of all rather than go if you don't mind
discussions I can perform well at the line I'm level that's fine others
you just leave that discussion without we going to go off topic and need help.
To try their ideas are I not push for that one song so
I'm a little reluctant to write bits of an online course
separately from the overall because you talk different ways of getting to know.
I don't gotta tell the guys a kind of it is that their mind is to.
Do things because it is the agreed design and so
that you created an environment that was a bit lower than it is that
you give the assignments at the beginning of the coast.
Get there these are the questions you get in their hoods and it's OK
because what I have to do reason you would either give the previous years is fine
I'd say OK this discussion form is related to Do you want from this is fine
OK now it may not be decides on a song zine but be about some kind of
soul so that's a motivation to do the work that's been put in place.
There but it doesn't have to be the greatest there's all the ways to
motivate you to do just.
The other one that I don't like you see the need to have the online class.
And then I have to go to Wiki.
And.
This is of course in my the American studies and rational I can see
you're just not my threshold financial company and they've been discussing the.
Pros and cons of the.
Monopoly's that's all.
I use so the students a lot of crying retaught amongst ourselves in the British
army are about this on what your buddies Indians and so did a wiki and
they put all their comments up on the wiki and within two weeks by a professor strong
Latin America I trying to be lead by a wife was a by things white with
a good thing to do to nationalize the oil company or what have you all come through.
Our until you were arrested in the night got a really good discussion going
now I was in the north with the witch and
you for your share for the good so if it is within you closure
because they couldn't say that they wouldn't want to have said so often.
So they got all the best of both worlds then as you saw the beach do
you not this is something that I strongly recommend you see highs was cool you
see Globes we sweat and the fire the man but nice you can have their own
ball when you see all mines fall you see you know this is the software is not what
you see you are not good except create a concept of the world I'm so
she does not most use of their course blocks and I'm sure the course motivates
me and it is something in the face of the I want to story just use your.
Internal to your P.C. your people from outside can see that out of.
The room.
So you try to blog and you talk a lot in the course but I often discuss the course.
By that but I know it so now the other things you see as cool to be said of
course the library runs to students about their online activities the behavior and
how their truck and what folk relate.
So so students have it yes they have close but
they have huge occasion but hard to do on the consequences.
And it is a response.
Well what I mean for students to voice their own opinion
I mean of course your she does not take responsibility for
what it is students so you do go uses these issues for.
You so I do course one of the things he's teach the.
Good online do you get.
The right you know reduces sort of heart White House between.
Being within the class and being told what to do
I'd be free going out into the actual without the solution was right but
you can see those of yours and you they don't like you they can talk to you.
Thanks so you look he's not the right song for a role.
So so there you have got it right but
students are still free if I want to get a vote despite what crosses that stage.
Far as I know I know I did B.C.
my injuries equalises all of that but I thought it was all this.
Probably going on for faculty to have their own blogs and
wikis that opened up a lot of really interesting information to teach.
Me to.
Do.
Is put all their eggs question though the secrecy was easy.
Especially when you said you'd be on.
The students will be doing all your stuff.
With your child if you know you're in their experience.
Good just so you can see if you mention
this is the huge discussion these guys are just you know.
Will do this when the whole yes he's in question is if you want it he's.
Somebody sees all the hours you can personally see all the kids in school
you know often because when I see something.
You guys just you base all of this to say something so we need to I.
Mean because when you have this book yes you can do it you can or
you could ever say one third of the call and you can use these to the source of
the content is the least you do with that going to look at three
things first goal synchronous means the student has to be there at the right
side because you're going to record it and you're going to record it and
you don't get the discussion OK So the fact that such a restriction
on access you mention that you often caught my eye set on that but if I do or
sit on the what if we force it was going online might be night at
nine pm Eastern while you've got a hard drive that you are going to court.
OK Not that I'm not John Karr No not that financing is a joke but
I'm not going to be serious because that's just the the second is.
You can use you can get it just good quality discussion online you must face
the face with a different kind of discussion now what I find
is that with online forums yes this is a guy the students are often will fulfill
because I don't want to think about responsibility to live in any worries in
a face to face when they come up with the first thing that comes into their head so
it's not necessarily the depends on the Hornsey of the face to face discussion of
the quality of the online discussion is not a factor of the for
all the other why you do it now again you have to organize those discussion
forums very carefully on the students know what they're expected to do right and
you find your your daughter will manage the discussion just as heavily as you
would you know probably more heavily than you would in the face to face session.
The other thing is to go to record the discussion so they can go back to it for
revision purposes so you see what the boys were that we discussed.
So there are pros and cons and I would strongly argue that.
Judges you know one one way do news was on the other is how you design
each one that matches not if you link want to have both you might
want to have face to face I don't mind discussion for different purposes so for
instance to put this issue if you can you may well want my face to face
if you want to use my decisions in a limited solid period and
do that same groups now there's a program by the justices E.G. the B.C.
she's really good it's it's for first responders the police.
I'm the soul and I have to respond to a disaster real talk and
see just because of all over the place there were thirteen adults and
this is done synchronously and then it's recorded and
then they go it off to the woods to the to the Justice Institute for a debriefing
about things they could have done better and that's done in face to face because its
it's often challenging an individuals decision under pressure.
and it needs to be done in a face to face situation because it can threaten
not threatening but upsetting for someone .
So again, it's the context of not is not not the mode of delivery.
Please [audience speaks in a low tone]
The big problem I've always had with with online discussion is not quality
of the discussion but making sure everybody participates because it's easy but
it was easy to hide in a classroom as well you know you can hide at the back of a classroom
or you can hide in the middle of a classroom
and not really contribute anything to the discussion.
And again, as I said, I don't care about that so
long as the students gets to the learning outcome.
But if they're not getting good grades so
then I want to know whey they're not participating And the other thing is a very
good warning sign if a students not participating in the discussions forums - they're having a problem.
So I want to know so I want to send an email to the student saying 'I notice you're not participating
..I notice you didn't do your last assignment. Can I help?'
90% of the time I can't, because their boyfriend has broken up with them
But at least I know.. and often I don't know in a face-to-face class
So. You know there are pluses and minuses about both methods.
Yes Please [audience speaks]
The other thing we sometimes say is that many video conferences are not discussions.
seventy percent content presentation thirty percent discussion so we're
so again, if you're running it as a discussion its very different than doing it
as a way of delivering content and then asking students to comment.
So again, you have to think about, what is the purpose here?
I'll say one last thing about that. There is a professor of business studies at Lavalle University
and he gave regular.. standard lectures.
and he has 200 students and he starts in September with about 180 in the class
by the time he got to March he was down to about a fifth of them.
And a lot of those students
hundred fifty drop dropped out of northern but some you know quite all so
what he did was he just put a webcam in front of his ledges and
said This dude you come from action is ordered more shallow and
he was minus twenty and snowing most of the students didn't come in but
they watched the actions of the end of the course you had one hundred twenty.
Rather than the fifty or so it will.
Be shows that transport did what he's going to get you out of the election yet
is so so yes I mean.
He didn't try to cheat till he just made it more easy it's not you.
But you didn't get much discussion but
you didn't have much gushing anyone's passion so.
The president you.
Know revering the end of our times today I want to thank Tony for
a wonderful target of years old not motivating you know encouraging to
see several national mind very well be very helpful arguments on it
by face to face to put on a game of Management and directly to the right so.
This is really all it was like you're going to have record
here we have to always write still a free person still for the long haul and
more of revealed all the Additionally we have a few slots open and
while one meetings today after several foreigners with told me so
if you want fifteen minutes or so send me an email and
I'll schedule you in. Thank you Tony for a wonderful talk.
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