ICT in learning and teaching in the University of Akureyri (UA), ICELAND An Evaluation

1. ICT in learning and teaching in the University of Akureyri (UA), ICELAND An Evaluation Anna Ólafsdóttir Presentation at the NERA’ s 32nd Congress March 2004

2. Background and rationale • The University of Akureyri established in 1987 • Has since then grown very rapidly; from two faculties with the total of 33 students up to six faculties and more than 1400 students last Autumn semester. • The main growth area has been in the distance education field. • Distance education students have accounted for up to 40% of the students in the last few years. • ICT has for that reason played a vital role in the development of UA. Anna Ólafsdóttir

3. Background and rationale • UA´ defined aims concerning the use of ICT: • prepare students for using ICT in future life and work • encourage teachers to use ICT as a means of developing their teaching methods. • Evaluation research focusing on the evolution of ICT in learning and teaching beneficial to those involved in policymaking in UA. Anna Ólafsdóttir

4. Research Questions • What is the role of ICT in the development of the University of Akureyri as an institution? • In what way is ICT used in study and teaching at the University of Akureyri and what role does it play in distance education? Anna Ólafsdóttir

5. Data Collection: • Field visits to distance education locations in March and April 2002. Interviews with individuals and focus groups. A total of 74 distance students participated. • A questionnaire survey presented to students and another to teachers in November 2002. • Senior members of administrative staff interviewed in June 2003. Anna Ólafsdóttir

6. From UA’s policy report 2001-2003 • In the policy report of the University of Akureyri 2001-2003, certain criteria are established concerning the development of ICT: • Objectives - students: • that students receive instruction and training in general computer skills • that students achieve a certain standard in information literacy • that students should become skilled in using computers creatively in their future studies and work. Anna Ólafsdóttir

7. Objectives – cont. • Objectives –institution, teachers: • that UA should play a leading role in the use and introduction of new teaching methods • that UA should play a leading role in making students less dependent on the location of the university by means of distance education • that UA should work steadily towards innovation and progress in teaching; facilities, structure, implementation and evaluation, with special emphasis on innovation in teaching (from UA’s policy report 2001-2003). Anna Ólafsdóttir

8. The policy of the Ministry of Education 1996-1999: • Educational authorities have been involved in various ways in policy formation in the field of ICT in academic study: • the Ministry of Education, schools, cultural institutes and other establishments within the ministry’s administrative sector must take advantage of the rapid progress in information technology during the past few years, in order to improve their services and use of resources (Ministry of Education,1996). Anna Ólafsdóttir

9. Advantace for the Future (2001-2003): • A project plan for e-learning 2001-2003: • Focus points: • to utilise the benefits of the Internet as an information utility for schooling • to develop teaching methods in such a way as to eliminate the distinction between local and distance education • that presentation of materials on the Internet needs to support diverse methods of study and teaching • that teachers have to be supported in their new role of facilitators and advisers to students on their path to education (Ministry of Education, 2001-2003). Anna Ólafsdóttir

10. New Challenges: Changes in paradigm in higher education: • Otto Peters (2000) identifies various challenges that universities have to face: • rapid technological development, immense growth in distance education, digitalization of learning and teaching, an increasingly expensive education system, commercialization, globalisation. • a certain conversion will have to occur from teaching to a learning culture • university education has to focus on the students, encourage initiative and be geared towards the future. It has to be based on three bacic strands: self-learning, tele-learning and social intercourse (Peters, 2000). Anna Ólafsdóttir

11. The Quality of learning outcomes • Garrison og Anderson (2000) draw attention to the quality of learning outcomes. • Students approach their study in two different ways leading to different learning outcomes: • deep/meaningful processing of information – aims at understanding the importance or value of certain materials and their relationship with existing knowledge. • surface/reproducing processing of information – reflects a rather vacuous and repetitive method of study (rote learning). • Close connection between teaching approach and the way students approach their studies. • Effective teaching should be judged by the quality of the learning outcome the students achieve Anna Ólafsdóttir

12. Two different teaching approaches: • Presentational teaching – relying on lectures or presentation of certain information • aims at sharing information • facilitative teaching – emphasizes facilitation of understanding, using collaborative teaching strategies. • attempts to share meaning. • successful teaching emphasizes guidance towards understanding created by critical reflection and discourse. • This involves co-operation where students are encouraged to take the responsibility for developing their knowledge (Garrison and Anderson, 2000). Anna Ólafsdóttir

13. The concept of deep learning: Entwistle (2001) has defined the distinction between deep learning and surface learning: Anna Ólafsdóttir

14. Deep learning and ICT • Technology should enrich learning: • there is no direct link between deep learning and the uce of ICT. • Those two, however inseparable with regard to learning and teaching activities used in depth education models. • ICT is a key tool for students and teachers on the path to meaningful learning (cf. Weigel, 2001). Anna Ólafsdóttir

15. Evaluation criteria – summary: • that the use of ICT in learning and teaching in UA has developed in step with the policy aims of the University of Akureyri from the year 2001 • that development in the field of ICT in UA is in accordance with the public policy of education authorities, where emphasis is placed upon diverse methods of learning and teaching and the altered role of the teacher • that development in the use of ICT in UA corresponds to the changes to educational paradigms, focusing on student-oriented study, deep, meaningful construction of knowledge and facilitative teaching methods. Anna Ólafsdóttir

16. UA – Main Strenghts • The University of Akureyri has managed to develop a status as a strong regional university offering a variety of study programmes, on campus as well as from a distance. • The University of Akureyri has, in co-operation with Learning Centres all around the country, succeeded in providing its distance education students with learning environment that has rsulted in the formation of stimulating and supportive learning communities. • The use of ICT in teaching and learning in UA has become fairly general and the attitudes of students and teachers to its use are generally positive. This is promising for the future. Anna Ólafsdóttir

17. UA – Challenges for the future • There is still a considerable way to go until the potential ICT in teaching and learning has been fully utilised to deepen learning and thus enhance its quality. • ICT has so far only had what might be described as a weak influence ( cf. Garrison and Anderson, 2000) on teaching and learning in UA. So far, technology has been mostly used to support current practices of teaching and learning. Anna Ólafsdóttir

18. Distance Education - Building up a Community of Learners: ... If I was alone in this study here [in the distance education centre], I am not sure I would still be a student. While one is going through a downward trend another is up in the heights and pulls the others up as well. ...It would be ideal if we could sit here [in the learning centre] until 3 or 4 in the afternoon as we sometimes do, for if we go home there is no way we can settle down to study. .... We have really become one family. As he [a fellow student in another learning centre], he is in this group. We have never seen him except in the VC sessions. [from interviews with individuals and groups]. Anna Ólafsdóttir

19. Distance Education - Teaching methods - How is ICT used? ...The sessions that we get, there are so few of them and we feel they are too valuable to spend them listening to repetitions... Yes, merely reading aloud. ...The distance session really has to be direct teaching of some practical aspects that you don’t find in the book. You are perhaps reading; but it should be, perhaps, more like they are doing in [subject] more like summarising and bringing us more into the discussion. ...But I feel the VC sessions are necessary for the purpose of making contact. But we can all read and perhaps the teacher just reads from the slides instead of working out problems. The teachers have put the slides on WebCT.. and then, when you come to the sessions they just read from the slides. [from interviews with individuals and focus groups]. Anna Ólafsdóttir

20. Concluding reflections • What does it involve being a university teacher in the altered academic environment we are faced with? • The Internet, a constantly growing supply of study programmes on offer and the growing development of virtual universities gives added urgency to the question of what kind of teaching approach is likely to enhance the quality of higher education. • It is important to apply ICT in such a way that it will contribute to deep learning rather than surface learning. • ICT creates numerous opportunities to work towards these goals. It is only a tool, however, as pedagogy plays a crucial role in student oriented study, where: • the student is in the foreground • active in building up his/her own knowledge • and the study supports meaningful learning experience Anna Ólafsdóttir

21. Concluding reflections UA – Challenges for the future: • If ICT is to have what might be described as strong influence (cf. Garrison and Anderson, 2000) on university education supporting student oriented study it is the practically unanimous opinion of the academic community that this is best accomplished by promoting deep learning through facilitative teaching methods. • This probably is the greatest challenge that the University of Akureyri, as many other universities, is faced with when it comes to the use of ICT in teaching and learning but in that challenge also lies the greatest opportunity for further development. Anna Ólafsdóttir

22. References: Entwistle, Noel, 2001. Promoting Deep Learning Through Teaching and Assessment. Í Linda Suskie (Editor), Assessment to Promote Deep Learning (p. 9-20). Washington DC: American Association for Higher Education. Garrison, Randy og Anderson, Terry (2000). Transforming and enhancing university teaching: stronger and weaker technological influence. Í Terry Evans og David Nation (Editors), Changing University Teaching: Reflections on Creating Educational Technologies (p. 24-33). London: Kogan Page Limited. Ministry of Education,Science and Culture (1996). Í krafti upplýsinga: tillögur menntamálaráđuneytisins um menntun, menningu og upplýsingatækni 1996-1999. Reykjavík: Ministry of Education,Science and Culture . Downloaded 10th of June 2003 from the website: http://bella.mrn.stjr.is/utgafuskra/?fra=1996&til=2003&strengur=uppl%fdsingat%e6kni&Tegund=*&raf=&-Token.syn='faersla'&-SkipRecords=6. Ministry of Education, Science and Culture (2001). An advance for the future: a project plan for e-learning 2001-2003. Reykjavík: Ministry of Education, Science and Culture. Downloaded 9th of March 2004 from the website: http://bella.mrn.stjr.is/utgafur/english2.pdf Peters, Otto (2000). The transformation of the university into an institution of independent learning. Í Terry Evans og David Nation (Editors), Changing University Teaching: Reflections on Creating Educational Technologies (p. 24-33). London: Kogan Page Limited. Weigel, Van B. (2002). Deep Learning for a Digital Age. San Francisco, CA: Jossey-Bass. Anna Ólafsdóttir