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e-teaching@university - ICT staff development in higher education

Stefanie Panke M.A. e-teaching@university - ICT staff development in higher education. The Power of Online Learning: Implications for Teaching and Learning November 14-16, 2003 Orlando, Florida. Contents. Introduction: The Konwledge Media Research Center

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e-teaching@university - ICT staff development in higher education

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  1. Stefanie Panke M.A. e-teaching@university - ICT staff development in higher education The Power of Online Learning: Implications for Teaching and Learning November 14-16, 2003Orlando, Florida

  2. Contents • Introduction: The Konwledge Media Research Center • e-learning in German higher education • Meeting the Challenge of Sustainable Implementation: e-teaching@university

  3. A. Introduction

  4. Knowledge Media Research Center (KMRC) The Knowledge Media Research Center (KMRC)... • was founded in spring 2001 • is associated with the Science Association Gottfried Wilhelm Leibniz • takes an interdisciplinary approach to issues of knowledge acquisition and learning with new media • integrates cognitive science, educational science, and media technology • focuses on basic research issues and the respective technological application

  5. B. e-learning in German Higher Education

  6. Conditions at mass universities need improvement • The ratio of students to professors is 43 : 1 • One in four students fails to complete his / her degree • 16% of students change their courses • In some subjects the shrinkage reaches 60% • The average age of a student is 26.5 years • On average a degree takes six years A lack of supervision leads to long study times: Source: HIS Studienabbruchstudie 2002, based on 1999/2000 figures

  7. Training requirements are changing external demands on universities • 12% of firms are unable to expand their production or services as a result of the lack of skilled labour; some are even forced to make reductions.* • The labour market requires continuous training and lifelong learning • Lifelong learning requires new flexible and innovative methods of teaching and training * Source: DIHK-Unternehmensbefragung 2001

  8. Depth Breadth e-learning will enhance higher education, allowing breadth and depth e-learning

  9. The didactic potential of ICT is not yet being exploited • “Only a rare few master the skills required to effectively integrate technology into learning and Instruction.”(Spector, 2000) • “What is more amazing than the wealth of educational resources that we have produced and accumulated is how far we have not come in improving learning and instruction”(Spector, 2000) • “Teachers often teach the way they were taught rather than consider the advantages and disadvantages of alternative approaches and how to use them most efficiently.” (Hartmann, 2001)

  10. 67% of instructors often use ICT for the preparation and organisation of teaching sessions; only a third regularly use ICT in teaching. Function standardised serviceoriented didactically informed Internetsupport / New Media Time New media are still mostly used in research and for course preparation Certification Administration Teaching, Course Offering Databases, Libraries, Internet ... Research Source: Mirror of Europe. ICT in Higher Education, Cheps, 2002. Results for Germany evaluated by the Bertelsmann Foundation

  11. 50 45 Types of support available for instructors: pedagogical support unit 40 30 24 20 20 10 Percent 7 4 0 Not at all Rare Some Rather Often Major Feature Withoutincreasedsupport, theapplicationofICTinteachingwillremainlimited Over 1/3 of instructors find the level of support for the application of ICT too low. n = 198; missing: 9, target group: instructors Source: Mirror of Europe. ICT in Higher Education, Cheps, 2002. Results for Germany evaluated by the Bertelsmann Foundation

  12. Of most importance for ICT implementation policy 40 37 30 22 20 18 10 Percent 8 8 8 0 rector / president heads of insitutes Individual instructors deans of faculties support centre others n =90; missing: 4; Target group: decision makers Teachers are the most important factor determining the success of e-learning implementation programmes

  13. C. Meeting the Challenge of Sustainable Implementation: e-teaching@university

  14. Integrated Concept Training knowledgeand informationonline Service and adviceon the spot Pilot universities e-teaching@university combines f2f counselling and e-learning The result: a demand oriented, service oriented concept, easily accessible to the user

  15. & To respond the demands of a heterogeneous target group the online portal has to fulfil the following criteria: • no threshold, no ceiling • target group orientation • individual and blended learning • localisation • just in time learning • personalisation • marketing • community constitution

  16. The portal reflects the everyday working situation of teachers and offers application oriented material • In form of didactic scenarios different modes of teaching and learning with new media are described; thereby the portal offers a low threshold for starters but does not limit any demands towards the top • Reference examples provide best practice experiences gained in multimedia projects and ideas for the integration of ICT in teaching • E-learning units for self-guided training in the use of ICT tools make practical e-learning experiences possible Guiding principle: No threshold, no ceiling

  17. It is suitable for self-navigated learning and for blended learning concepts - f2f situation - application oriented consultation - assistance that meets needs Internal university consultation of instructors Orientation knowledge accessible online - didactic, technical and organisational information - subject specific good practice models - legal information - etc. Contents ensure the quality of consultation Consultation ensures acceptance of the contents

  18. www.e-teaching.org & overall qualification contents Local information about support and counselling at a specific university Integrated concept online Didactic Contact persons Technique Institutions, Projects Organisation Software licences The online portal combines local information and overall qualification contents

  19. It offers personalised material tailored to the users objectives and background • The online portal • assures demand oriented just in time learning • offers through several categories various possibilities of access • supports different strategies of information retrieval (filter-options, sophisticated search options) • A profile management • offers individualized information e.g. selected news or pre-structured compilations Teachers prefer to learn and receive support ‚just in time‘

  20. Community functions help to create and maintain a professional community in the area of ICT and education • The portal • provides information on the results derived from national and federal funding programmes • encourages the discussion of reference examples and product analysis • Projects and products reviewed at the portal can be profilised at the community • Community functions • allow for inter-academic dialogue on education with digital media • foster discussion between lecturers and decision makers Important sub goals: community constitution and marketing

  21. For further information please contact: http://www.bertelsmann-stiftung.de/ Monika.Luetke-Entrup@bertelsmann.de s.panke@iwm-kmrc.de

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