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Quality enhancement by use of Educational IT

Quality enhancement by use of Educational IT. Pedagogical week, NHH, Bergen, September 22-26, 2014. Educational development at Center for Teaching and Learning (CUL), School of Business and Leaning (BSS), Aarhus University (AU), Denmark. Context. Aarhus University.

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Quality enhancement by use of Educational IT

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  1. Centre Director, Torben K. Jensen Centre for Teaching and Learning (CUL) School of Business and Social Sciences (BSS) Aarhus University (AU) tkj@clu.au.dk; www.cu.au.dk/en Quality enhancement by use of Educational IT Pedagogical week, NHH, Bergen, September 22-26, 2014.

  2. Educational development at Center for Teaching and Learning (CUL), School of Business and Leaning (BSS), Aarhus University (AU), Denmark Context

  3. Aarhus University Approx. 40.000 students and 9.000 employees Faculty of Science and Technology Faculty of Health School of Business and Social Sciences Faculty of Arts

  4. School of Business and Social Sciences The main academic area consists of the following seven departments: Department of Economics and Business Department of Business Administration Department of Business Communication Department of Law Department of Political Science and Government Department of Psychology and Behavioral Science AU Herning Currently, there is approx. 1,180 teachers at 7 departments spread out on the following categories: • Student teachers: 280 • PhD students: 236 • Postdocs: 38 • Assistant professors: 90 • D-VIP: 140 • Associate professors: 255 • Professors: 139 • Approx. 14,000 full-time- + approx. 3,000 part-time students

  5. Centre for Teaching and Learning (CUL) 21 employees Higher education teaching and learning: 8 employees Administrative staff: 5 employees Educational IT: 8 employees

  6. CUL’s main activities • Teaching • Courses for teachers at all career levels • Most courses are mandatory • Strong incentives to the heads of department and the individual teacher • The courses are in general evaluated as (very) rewarding • Development • Development projects at different levels • Course level • Educational-/department level • The faculty: BlackBoard, digital exam, digital evaluation • University: Analyses every third year of (1) study environment, (2) quality in the PhD process and (3) psychological workplace environment • Research • Practice-oriented research: • Research at an international level where data from BSS always is included and where the aim always is to contribute to better decisions and judgments for managers and teachers at BSS • Research that supports the course activities and the development work

  7. Key figures for the course activities • Numbers of participants in course activities pr. year at BSS: • All first year students, 130 TA, 35 70 students, 40 assistant professors, 85 associate and full professors spread over the two courses in supervision and Go Online. • In addition, staff participants in voluntary and required courses • In the course of a few years CUL meets the teachers at BSS 3-4 times • The total mandatory formal educational training corresponds to about 8 weeks • CUL has a yearly budget of 10 million DKK (1,2 million Euro) and costs 1% of the total revenue of BSS and about 15% of the Dean’s strategic costs • CUL has 21 employees, which corresponds to 3 full time positions per department at the school.

  8. Links • Center for Teaching and Learning (CUL) http://cul.au.dk/en/about-the-centre/ • Large scale  educational development (practice paper) http://cul.au.dk/fileadmin/CUL/Dokumenter/Om_CUL/Practice_at_BSS_for_the_development_of_teaching_and_teaching_competencies_2014.pdf • BSS's incentive structure for participation in university educational courses: • http://cul.au.dk/fileadmin/CUL/Dokumenter/Kurser/BSS_Courses__incentive_structure_and_course_evaluation.pdf

  9. Investment in Edu-it at School of Business and Social Sciences, Aarhus University

  10. Investment in educational it at BSS • 2013: implementation of a new, commonLMS (BlackBoard) • System integration, support, instruction material (on line + f2f), training, • Entry into service: 14,000 students, 1,200 teachers, 100 course clerks, 2300 courses/semester

  11. 2014: implementation of digital examination system (Wiseflow) • Workflow without paper: Providing the task, down- and upload by students, distribution of examination scripts to teachers and censors, marking and filing • written homework assignments + ‘skoleeksamen’ (with and without aids) (Flowlock)) • 88% of all exams S2014 were implemented digitally; 25,000 have attended more than 300 digital written exams

  12. 2015: development and implementation of a new, common digital course evaluation system • Course evaluations for the teachers and key figures (BI) for the directors of study from 2300 courses pr. semester • 2012  Medielabfacilities • 2012  GoOnline • course for assistant professors, associate professors and full professors

  13. Question • Why spend resources on educatioanl IT: Money, jobs, management attention, time? • What are the potential gains? • What are the educational reasons for investing in educational technology at the university?

  14. New words… • Information Technology • e-learning • LMS (learning management systems) • blended learning • digitalized learning objects • MOOCs (massive open online courses) • blogs, discussion forums, wiki, electronic conference, video conference, learning paths, clickers; podcasts, screencasts, pencasts, audio slides …

  15. Research-based teaching Well-organized teaching Active students In-depth learning Business as usual…

  16. The university's job • To deliver research-based teaching • DK: The University Act • The Master's degree programmes must ensure that the students master the subject’s theory, empirical knowledge, and method • DK: The Qualifications Framework

  17. Research-based teaching • Researcher teaches  lectures  attentive students? • Lecture • Research-type teaching  activating teaching  working, exploring, arguing, communicating students? • Exercises, projects, supervision, feedback • Methodology, discipline, and thoroughness= in-depth learning Didactic implications Free us from "more chairs in”

  18. A socialization/training during five years, which must succeedProgression: material, learning goals, material quantity, independence, research-type, academic competences Progression? Free us from the “education market”

  19. The university’s conditions A bit of presence teaching A lot of independent work between classes Free us from "number-of-classes-guarantee"

  20. Well-organized teaching

  21. Teaching objectives In-depth learning Quality in teaching: That the students learn in-depth (selected parts of) the science society's knowledge (master the subject's theory, empirical knowledge, and method)

  22. Purpose and learning goals Didactics in course planning - a model Course Themes and content Exam Field of didactic decisions In-depth learning Methods/ organization Media - including Edu-IT Field of didactic framework Student preconditions Social/cultural preconditions Organizational and financial framework

  23. Integrationof new media Entirely new teaching situation?

  24. Media Books, articles, material collections Auditoriums, classrooms Furniture, board, projector, paper, pigeon-holes, notice boards, handouts, Photocopying, printing, library Organization: Class sizes Etc. … Digital teaching material, Internet, LMS - Learning Management System - electronic meeting place AULA, BlackBoard, First Class, Campusnet, (Group) blog, discussion forums, wiki, electronic conference, video conference, learning paths, clickers; podcasts, audio slides, screencasts, instruction videos Blended learning Distance learning MOOCs Etc. classic digital Media - including Edu-IT

  25. All courses can (should!) have two classrooms in future: • The physical classroom • A digital classroom • All courses have their own website • From mailbox to educational workshop: a place to organize the students' learning/work (activate) • Make activation and learning among the students more efficient • Use electronic educational technologies to activate students before, during, and after classes • Increase the quantity of feedback • Economize the teacher's resources (which may require an investment) • Meet/oblige ‘generation www’ The challenge - EduIT % %

  26. Physical classroom

  27. Virtual classroom

  28. Blended learning for activation Presence teaching - with digital activation possibilities Students' work between the classes - possible to organize in a digital learning space

  29. Examples of educational technology for increased learning

  30. Activation of the students beforeclasses • Learning paths: • Material to be read • Podcast (pencasts, screencasts) to be seen: • The teacher's or other's contributions from YouTube etc. • Assignments to be solved together with fellow students • Assignments to be uploaded to the course website • Feedback on fellow students' assignments (on the course website) • Submit questions to the teacher prior to the next meeting • 'Flipped classroom': One-way communication and material assessment prior to the meeting with the students

  31. ... Activation of the students before Example of the use of wiki: • The framework: an introductory course, which go through the 'list of kings' • Political Theory and the History of Ideas: Plato, Aristotle, Machiavelli, Hobbes … • The class is divided into study groups and each produce two wiki texts during the semester: • Study group 1: • Wiki 1: Everything in the semester's material that sheds light on Plato • Wiki 2: Everything in the semester that relates to the concept of justice • Study group 2: • Wiki 1: Everything in the semester's material that sheds light on Aristotle • Wiki 2: Everything in the semester that relates to the concept of forms of government • The wikis are part of the examination

  32. ... Activation of the students before • Example of the use of screencast • In the course Principles of Micro and Principles of Macro, introduction course to Economics at 1st semester of Economics and Business Administration, BSS, AU • Educational challenge: very different preconditions in Mathematics

  33. Activation of the students during classes • Discussion and material assessment on the basis of submitted questions to the teacher • Clicker teaching (responsive systems) and peer instruction

  34. Activation of the students after classes • Feedback in the form of expanded multiple-choice (quiz) • Example: The Study of Law at the University of Southern Denmark • Peer feedback with (or without) electronic support • The Lund model • Solving a task individually • Correcting two assignments in groups with support from a teaching guide

  35. Preconditions • Technical: A solid Learning Management System (LMS) as the technical basis • From post office to learning space • Well-educated teachers: • Can make and justify didactic decisions • Produce teaching material • Organize the students' work • Active students demand a prior instruction • Assume responsibility for the students' learning • Certain technical skills • Go Online as course and development concept

  36. GoOnlinecourse Step 1 (20 hours): • Introduction to a range of online tools, including basic and more advanced features in BlackBoard, clickers, wiki, blog, discussion forums, podcasts, audio, slides, screencasts, learning modules, quiz, pencasts, etc. • Introduction to the role as E-moderator in theory and practice, • Students alternate between the role of a student in a 'blended' course and the role of the teacher, which produces Web-based teaching elements/materials.

  37. Step 2 (10 hours): • Redesign of own course • Identification of main challenges in the existing course • Analyze of possible digital solutions • Supervision from instructors and colleagues

  38. Step 3 (30 hours): • Implementation of the plan in the next semester's course. • Production of digital teaching material • Technical support for production, if necessary, throughout the entire semester. • Writing a report and sharing experience with colleagues Link to course description: http://cul.au.dk/en/training-courses/go-online-course-on-blended-learning/

  39. (Mild) Educationalleadership • On the one hand: The GoOnline course is mandatory for professors • On the other hand: You can choose to say no to the use Edu-IT in your courses • But the choice has to be made on an informed basis.

  40. Main point • Educational IT – must support the students' active learning before, during, and afterclasses • If new technology does not support the students' active (in-depth) learning, we do not need new technology whatsoever • Educational IT is not about: • Filming lectures • Distance learning • Distribution of teaching material

  41. Potential gains from the use of educational it • Increasing quality in learning • activate students before, during, and after instruction to • increase student performance • increase the amount of feedback • differentiate teaching • variety and dedication • clearer educational choices, more transparency • blended learning courses are often better planned a campus courses

  42. … potential gains from the use of educationalit • Economising on resources • Distribution of teaching materials • reduced needs for classrooms? • Fewer teachers? • Paperless examinations

  43. … potential gains from the use of educationalit • Economising with teacher ressources • More collaboration among lecturer around the learning management system (BlackBoard) and the individual course sites: subject matter, teaching material and didactic know-how • In-service training of teachers: competencies for distance learning as by-product of blended learning • increasing flexibility with regard to access to teaching and learning material: time, place, device • meeting generation www • preparing students for the upcoming working life • Future blended learning environments there

  44. Prerequisites • Technical requirements: • a solid Learning Management System (LMS) as the technical basis • From ‘post office’ to ‘learning space’ • Well-trained educators who: • can make and justify didactic choice • can produce (digital) teaching material • can and will organise the student’s work • Activation of students requires a previous instruction weeks before • assume responsibility for the student's learning • possess certain technical skills

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