TTT Course – Day1

1. TTT Course – Day1 Jim Petch Zagreb, January 28th 2008 Geographic Information Science and Technology in Croatian Higher Education

2. Schedule for Day 1 • Introductions and scoping our work • Drivers and driving principles for modern teaching and learning • Quality assurance and enhancement • Control of open/on-line learning Geographic Information Science and Technology in Croatian Higher Education

3. Activity 1. • Scoping the work for the week Geographic Information Science and Technology in Croatian Higher Education

4. Activity 1 -Introductions • Who we are • Our roles • What we bring • What we expect to get out of the workshop • Negotiating a plan of work Geographic Information Science and Technology in Croatian Higher Education

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6. Drivers and Driving Principles • New technologies • Constructivist ideas of learning • Scaling up Geographic Information Science and Technology in Croatian Higher Education

7. Aspects of new situation with technologies • Access to resources • Communications • Social changes • Richness of media • Shift of power and control • Very rapid change Geographic Information Science and Technology in Croatian Higher Education

8. Risks of new situation • Different access – exclusion issue • Simple models of communication • New uncertain social orders • Poor use of media – quality issues • Plagiarism • IP issues • Risks of rapid change Geographic Information Science and Technology in Croatian Higher Education

9. Key Issue here • We are presented with an image of the typical modern student who is connected, social, technically literate, cool etc etc • The situation is more complex • Reality is we have a wide range of students and of situations they are in • Ergo…..point if technology is not to fulfil a stereotype’s need but to meet a variety of needs Geographic Information Science and Technology in Croatian Higher Education

10. Constructivist model for on-line learning Geographic Information Science and Technology in Croatian Higher Education

11. DfES 5-year strategy for education and skills Personalisation and choice Flexibility and independence The aims for a 21st century system… Opening up services Staff development Collaborative partnerships • Personalise teaching and learning will need the contributions ICT and e-learning can make, to… • Include the hard to reach groups • Open up a more flexible system • Improve productivity and effectiveness Geographic Information Science and Technology in Croatian Higher Education

12. Where will it get me? How do we know I’ve learned? How will I learn? How could I study? What can I learn? Why should I learn? The contribution of digital technologies to the learner’s journey Personalised needs analysis Access to information and guidance Assessment when ready Formative feedback Progress files and e-portfolios Adaptive, interactive learning environments Adapting to learning style and pace Personalised feedback and support Partnerships offering flexible courses, modes, locations and patterns of study Curriculum choice through partnerships Provider flexibility and online support Early years School Adult skills HE Personalised needs-benefits analysis Links to informal learning opportunities Access to advice and guidance ~ at any age Geographic Information Science and Technology in Croatian Higher Education

13. √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ Theory Practice Policy Where is research needed? Personalised needs analysis Access to information and guidance Assessment when ready Formative feedback Progress files and e-portfolios Adaptive, interactive learning environments Adapting to learning needs Personalised feedback and support Partnerships offering flexible courses, modes, locations and patterns of study Curriculum choice through partnerships Provider flexibility and online support Personalised needs-benefits analysis Links to informal learning opportunities Access to advice and guidance Geographic Information Science and Technology in Croatian Higher Education

14. Whatdoes theory tell us aboutactive learning? Inquiry-based education Constructivism Mediated learning Discovery learning Learning as conversation Problem-based learning Reflective practice Meta-cognition Experiential learning Learner-oriented approach Social constructivism Situated learning Activity theory • Learners need to be • engaged in goal-oriented tasks • practising skills • exploring and interpreting • building and experimenting • using feedback to adapt actions • discussing what they do • reflecting on what happens • articulating what happens Geographic Information Science and Technology in Croatian Higher Education

15. Basic research is needed to use and develop theory on how digital tools and technologies can help the learner to • engage in goal-oriented tasks • practise skills • explore and interpret • build and experiment • use feedback to adapt actions • discuss what they do • reflect on what happens • articulate what happens Geographic Information Science and Technology in Croatian Higher Education

16. Scaling up (industrialisation) Geographic Information Science and Technology in Croatian Higher Education

17. Four Aspects of Industrialisation • Process • Alignment • Quality • Maturity Geographic Information Science and Technology in Croatian Higher Education

18. Industrialisation • Primary Characteristics • Breakdown of processes • Division of roles • Process automation through Formalisation of protocols/procedures • Process automation using technology Geographic Information Science and Technology in Croatian Higher Education

19. Activity 2 • What’s new? • What’s different? • Challenges? • Risks and difficulties? • Your role? Geographic Information Science and Technology in Croatian Higher Education

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21. Quality Assurance • Why at this stage? • …….know where you are heading…. Geographic Information Science and Technology in Croatian Higher Education

22. Two key studies • Quality on the Line • eMM – e-Learning maturity Model Geographic Information Science and Technology in Croatian Higher Education

23. Quality on the line • Benchmarks for Success • Institutional Support • Course Development • Teaching/Learning Process • Course Structure • Student Support • Faculty Support • Evaluation and Assessment Geographic Information Science and Technology in Croatian Higher Education

24. Institutional Support • 1.Faculty are provided professional incentives for innovative practices to encourage development of distance learning courses. • 2. There are institutional rewards for the effective teaching of distance learning courses. • 3. A documented technology plan is in place to ensure quality standards. • 4. Electronic security measures are in place to ensure the integrity and validity of information. • 5. Support for building and maintaining the distance education infrastructure is addressed by a centralized system. Geographic Information Science and Technology in Croatian Higher Education

25. Course Development • 6. Distance learning course development must be approved through a broad peer review process. • 7. Guidelines exist regarding minimum standards for course development, design, and delivery. • 8. Course design is managed by teams comprised of faculty, content experts, instructional designers, technical experts, and evaluation personnel. • 9. During course development, the various learning styles of students are considered. • 10. Assessment instruments are used to ascertain the specific learning styles of students, which then determine the type of course delivery. • 11. Courses are designed with a consistent structure, easily discernable to students of varying learning styles. • 12. The technology being used to deliver course content is based on learning outcomes. • 13. Instructional materials are reviewed periodically to ensure they meet program standards. Geographic Information Science and Technology in Croatian Higher Education

26. Teaching/Learning Process • 14. Student interaction with faculty is facilitated through a variety of ways. • 15. Student interaction with other students is facilitated through a variety of ways. • 16. Feedback to student assignments and questions is provided in a timely manner. • 17. Feedback to students is provided in a manner that is constructive and non-threatening. • 18. Courses are separated into self-contained segments (modules) that can be used to assess student mastery before moving forward in the course or program. • 19. The modules/segments are of varying lengths determined by the complexity of learning outcomes. • 20. Each module/segment requires students to engage themselves in analysis, synthesis, and evaluation as part of their course assignments. • 21. Class voice-mail and/or e-mail systems are provided to encourage students to work with each other and their instructor(s). • 22. Course are designed to require students to work in groups utilizing problem-solving activities in order to develop topic understanding. • 23. Course materials promote collaboration among students. Geographic Information Science and Technology in Croatian Higher Education

27. Course Structure • 24. Students are provided with supplemental course information that outlines course objectives, concepts, and ideas. • 25. Specific expectations are set for students with respect to a minimum amount of time per week for study and homework assignments. • 26. Faculty are required to grade and return all assignments within a certain time period. • 27. Sufficient library resources are made available to the students. • 28. Students are instructed in the proper methods of effective research, including assessment of resource validity. • 29. Before starting the program, students are advised about the program to determine if they have the self-motivation and commitment to learn at a distance. • 30. Learning outcomes for each course are summarized in a clearly written, straightforward statement. Geographic Information Science and Technology in Croatian Higher Education

28. Student Support • 31. Students can obtain assistance to help them use electronically accessed data successfully. • 32. Students are provided with hands-on training and information to aid them in securing material through electronic databases,interlibrary loans, government archives, news services, etc. • 33.Written information is supplied to the student about the program. • 34. Easily accessible technical assistance is available to all students throughout the duration of the course/program. • 35. A structured system is in place to address student complaints. Geographic Information Science and Technology in Croatian Higher Education

29. Faculty Support • 36. Technical assistance in course development is available to faculty and they are encouraged to use it. • 37. Faculty members are assisted in the transition from classroom teaching to distance instruction and are assessed in the process. • 38. There are peer mentoring resources available to faculty members teaching distance courses. • 39. Distance instructor training continues throughout the progression of the online class. • 40. Faculty members are provided with written resources to deal with issues arising from student use of electronically-accessed data. Geographic Information Science and Technology in Croatian Higher Education

30. Evaluation and Assessment • 41. The program’s educational effectiveness is measured using several methods. • 42. An evaluation process is used to improve the teaching/learning process. • 43. Specific standards are in place to compare and improve learning outcomes. • 44. Data on enrolment, costs, and successful/innovative uses of technology are used to evaluate program effectiveness. • 45. Intended learning outcomes are regularly reviewed to ensure clarity, utility, and appropriateness. Geographic Information Science and Technology in Croatian Higher Education

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32. eMM • The e-Learning Maturity Model Geographic Information Science and Technology in Croatian Higher Education

33. E-Learning Capability Maturity Model- eMM:Categories or Process Areas Stephen Marshall, Victoria University of Wellington (2006): “The key concept is that the ability of an organisation to be effective in a particular area of work is dependent on their capability to engage in high quality, reproducible, processes that can be sustained and built upon” Geographic Information Science and Technology in Croatian Higher Education

34. Capability Maturity Model A process improvement approach that provides organizations with the essential elements of effective processes. It can be used to guide process improvement across a project, a division, or an entire organization. CMMI helps integrate traditionally separate organizational functions, set process improvement goals and priorities, provide guidance for quality processes, and provide a point of reference for appraising current processes. Geographic Information Science and Technology in Croatian Higher Education

35. eMM Model List of 35 processes in 5 process areas: • Learning • Development • Support • Evaluation • Organisation Geographic Information Science and Technology in Croatian Higher Education

36. Rating Rating Meaning Meaning Not practiced/not adequate Not practiced/not adequate Partially adequate Partially adequate Largely adequate Largely adequate Fully adequate Fully adequate Not assessed Not assessed eMM Model • Capability measured in five dimensions for each process • Capability described as shown • Capability determined by assessment of practice • Practice determined through analysis of evidence Geographic Information Science and Technology in Croatian Higher Education

37. University of Manchester- pilot results Geographic Information Science and Technology in Croatian Higher Education

38. Process category Brief description • Learning Processes that directly impact on pedagogical aspects of e-learning • Development Processes surrounding the creation and maintenance of e-learning resources • Support Processes surrounding the support and operational management of e-learning • Evaluation Processes surrounding the evaluation and quality control of e-learning through its entire lifecycle. • Organisation Processes associated with institutional planning and management Geographic Information Science and Technology in Croatian Higher Education

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40. Learning: Processes that directly impact on pedagogical aspects of e-learning • L1. Learning objectives are apparent in the design and implementation of courses • L2. Students are provided with mechanisms for interaction with teaching staff and other students • L3. Student skill development for learning is provided • L4. Information provided on the type and timeliness of staff responses to communications students can expect • L5. Students receive feedback on their performance within courses • L6. Research and information literacy skills development by students is explicitly supported • L7. Learning designs and activities result in active engagement by students • L8. Assessment of students is designed to progressively build their competence • L9. Student work is subject to specified timetables and deadlines • L10. Courses are designed to support diverse learning styles and learner capabilities Geographic Information Science and Technology in Croatian Higher Education

41. Development: Processes surrounding the creation and maintenance of e-learning resources • D1. Teaching staff are provided with design and development support when engaging in e-learning • D2. Explicit institutional procedures and standards guide course development, design, and delivery • D3. Explicit linkages are made in the design rationale regarding the pedagogies, content and technologies chosen • D4. Courses are designed to support disabled students • D5. All elements of the physical e-learning infrastructure are reliable and robust • D6. All elements of the physical e-learning infrastructure are integrated using defined standards • D7. Resources created are designed to maximise reuse Geographic Information Science and Technology in Croatian Higher Education

42. Support: Processes surrounding the support and operational management of e-learning • S1. Students are provided with technical assistance when engaging in e-learning • S2. Students have access to a range of library resources and services when engaging in e-learning • S3. Student enquiries, questions, and complaints are collected formally • S4. Students have access to support services for personal and learning issues when engaging in e-learning • S5. Teaching staff are provided with pedagogical support and professional development in using e-learning • S6. Teaching staff are provided with technical support in the handling of electronic materials created by students Geographic Information Science and Technology in Croatian Higher Education

43. Evaluation: Processes surrounding the evaluation and quality control of e-learning through its entirelifecycle • E1. Students are able to provide regular formal and informal feedback on the quality and effectiveness of their e-learning experience • E2. Teaching staff are able to provide regular formal and informal feedback on quality and effectiveness of their e-learning experience • E3. Regular formal external reviews of e-learning aspects of courses are conducted Geographic Information Science and Technology in Croatian Higher Education

44. Organisation: Processes associated with institutional planning and management • O1. Formal criteria used to allocate resources for e-learning design and development • O2. Institutional learning and teaching policy and strategy explicitly address e-learning • O3. A documented plan guides technology decisions when designing and developing courses • O4. A documented plan ensures the reliability, integrity, and validity of information collection, storage, and retrieval • O5. E-learning courses are placed within an explicit plan for programme completion by students • O6. E-learning procedures and which technologies are used are communicated to students prior to starting courses • O7. Pedagogical rationale for e-learning approaches and technologies communicated to students prior to starting courses • O8. Course administration information communicated to students prior to starting courses Geographic Information Science and Technology in Croatian Higher Education

45. Activity 3 • Key quality issues Geographic Information Science and Technology in Croatian Higher Education

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47. Control of Open Learning • Context • Approach to redesign • Models of learning • Cognitive styles • Control mechanisms through design • Learning objects • Constructive alignment • Knowledge mapping • Feedback and support systems • Achieving ‘flow’ Geographic Information Science and Technology in Croatian Higher Education

48. Models of Approach • Work of Carol Twigg and associates in Geographic Information Science and Technology in Croatian Higher Education

49. Twigg • Principle #1: Redesign the whole course. • Principle #2: Encourage active learning • Principle #3: Provide students with individualized assistance. • Principle #4: Build in ongoing assessment and prompt (automated) feedback. • Principle #5: Ensure sufficient time on task and monitor student progress Geographic Information Science and Technology in Croatian Higher Education

50. FIVE MODELS FOR COURSE REDESIGN (Twigg) • SUPPLEMENTAL MODEL • REPLACEMENT MODEL • EMPORIUM MODEL • ONLINE MODEL • BUFFET MODEL Geographic Information Science and Technology in Croatian Higher Education