Acode 240807
Transcript of Acode 240807
![Page 1: Acode 240807](https://reader033.fdocuments.us/reader033/viewer/2022052117/549295ebb4795986358b4577/html5/thumbnails/1.jpg)
The Web 2.0 Challenge
Jenny McDonald and Russell ButsonHigher Education Development CentreUniversity of OtagoDunedinNew Zealandhttp://hedc.otago.ac.nz
![Page 2: Acode 240807](https://reader033.fdocuments.us/reader033/viewer/2022052117/549295ebb4795986358b4577/html5/thumbnails/2.jpg)
Outline
The Challenge: Student engagement Student engagement with personal
environments - ePortfolio Student engagement for language
learning with Web 2.0 services Student engagement with instructional
materials – Interactive Heart Animation Are we meeting the challenge?
![Page 3: Acode 240807](https://reader033.fdocuments.us/reader033/viewer/2022052117/549295ebb4795986358b4577/html5/thumbnails/3.jpg)
Student ePortfolios:Rosemary Kardos, School of Dentistry
Essentially we are introducing ePortfolios to explore the merits of situating students at the centre of their learning experiences, observing how they manage and control their own records and information in order to make sense of and map out their academic and professional goals, experiences and outcomes.
![Page 4: Acode 240807](https://reader033.fdocuments.us/reader033/viewer/2022052117/549295ebb4795986358b4577/html5/thumbnails/4.jpg)
Rationale - educational
![Page 5: Acode 240807](https://reader033.fdocuments.us/reader033/viewer/2022052117/549295ebb4795986358b4577/html5/thumbnails/5.jpg)
Rationale - Professional
Health Practitioners Competence Assurance Act (HPCAA) 2003 (New Zealand) saw the establishment of the combined Dental Council of New Zealand (DCNZ) in 2004. The DCNZ is a self-regulatory body for the dental professions, responsible for ensuring the continuing professional competence and fitness to practise in the field of dentistry. All dental practitioners are required to hold an annual practicing certificate (APC) issued by the DCNZ. A professional portfolio approach is recommended for this process.
![Page 6: Acode 240807](https://reader033.fdocuments.us/reader033/viewer/2022052117/549295ebb4795986358b4577/html5/thumbnails/6.jpg)
![Page 7: Acode 240807](https://reader033.fdocuments.us/reader033/viewer/2022052117/549295ebb4795986358b4577/html5/thumbnails/7.jpg)
File Repository /Admin Area
![Page 8: Acode 240807](https://reader033.fdocuments.us/reader033/viewer/2022052117/549295ebb4795986358b4577/html5/thumbnails/8.jpg)
Data CaptureTemplate
![Page 9: Acode 240807](https://reader033.fdocuments.us/reader033/viewer/2022052117/549295ebb4795986358b4577/html5/thumbnails/9.jpg)
Portfolio Documents
![Page 10: Acode 240807](https://reader033.fdocuments.us/reader033/viewer/2022052117/549295ebb4795986358b4577/html5/thumbnails/10.jpg)
Selecting Files for a Portfolio
![Page 11: Acode 240807](https://reader033.fdocuments.us/reader033/viewer/2022052117/549295ebb4795986358b4577/html5/thumbnails/11.jpg)
Sharing a Portfolio Section
![Page 12: Acode 240807](https://reader033.fdocuments.us/reader033/viewer/2022052117/549295ebb4795986358b4577/html5/thumbnails/12.jpg)
Presenting the Portfolio
![Page 13: Acode 240807](https://reader033.fdocuments.us/reader033/viewer/2022052117/549295ebb4795986358b4577/html5/thumbnails/13.jpg)
What we hoped for...
That students would see the relevance of linking their educational experiences to career development and preparation
And
That students would take responsibility to understand, structure and organise what they are learning and present this in a professional manner.
![Page 14: Acode 240807](https://reader033.fdocuments.us/reader033/viewer/2022052117/549295ebb4795986358b4577/html5/thumbnails/14.jpg)
What we are finding...
While students can see the importance of portfolios to their professional career. They don’t believe they have the time to deal with them while they are studying.
![Page 15: Acode 240807](https://reader033.fdocuments.us/reader033/viewer/2022052117/549295ebb4795986358b4577/html5/thumbnails/15.jpg)
Students saw no reason to move to the new paradigm finding...
![Page 16: Acode 240807](https://reader033.fdocuments.us/reader033/viewer/2022052117/549295ebb4795986358b4577/html5/thumbnails/16.jpg)
Further research ...finding...
![Page 17: Acode 240807](https://reader033.fdocuments.us/reader033/viewer/2022052117/549295ebb4795986358b4577/html5/thumbnails/17.jpg)
Web 2.0 for language learning:Antonie Alm, Department of Languages and Culture
Reflective writing in blogs Collaborative writing in wikis Publishing in YouTube
![Page 18: Acode 240807](https://reader033.fdocuments.us/reader033/viewer/2022052117/549295ebb4795986358b4577/html5/thumbnails/18.jpg)
Excerpts from a learner blog
Blogging allows language learners to practice writing in the foreign language. Their written thoughts can be shared with classmates and native speakers. Other Web 2.0 tools, such as podcasts, can be easily integrated.
![Page 19: Acode 240807](https://reader033.fdocuments.us/reader033/viewer/2022052117/549295ebb4795986358b4577/html5/thumbnails/19.jpg)
A wiki for a class project
Wikis are a fabulous tool for collaborative writing projects.
Here, students work on a dialogue of a soap opera scene to be published on YouTube.
In the last sentence a previous writer askes xxx directly how they should continue.
![Page 20: Acode 240807](https://reader033.fdocuments.us/reader033/viewer/2022052117/549295ebb4795986358b4577/html5/thumbnails/20.jpg)
Publishing on YouTube
Video projects are always fun, but sharing them on YouTube with friends, family and the world gives learners a real feeling of recognition and achievement.
Over 14,000 people have watch this docu on learning German at Otago.
![Page 21: Acode 240807](https://reader033.fdocuments.us/reader033/viewer/2022052117/549295ebb4795986358b4577/html5/thumbnails/21.jpg)
HUBS:Cardiac Cycle AnimationJustine Dallimore, Department of Physiology
Large numbers of students
Difficult conceptually
Limited laboratory time
Supplement with self-study
3D model => reuse resources
![Page 22: Acode 240807](https://reader033.fdocuments.us/reader033/viewer/2022052117/549295ebb4795986358b4577/html5/thumbnails/22.jpg)
Cardiac cycle: Evaluation
36% of a class of 1810 students have accessed the animation during the period of CVS study (25/7-19/8)
Just over 10% have accessed the animation more than twice.
Questionnaire distributed in labs received 123 responses out of 288 (43%)
Of those who used the animation the responses were very positive (1-2 on 5 pt Likert) in terms of accessibility, useability and use for learning. Questions relating to advanced features of the animation received fewer responses.
![Page 23: Acode 240807](https://reader033.fdocuments.us/reader033/viewer/2022052117/549295ebb4795986358b4577/html5/thumbnails/23.jpg)
Cardiac cycle: Evaluation
“I found the cardiac cycle animation very helpful as it is often hard to visualise how the heart works in real life, as we only ever look at models and pictures. It definately enhanced my understanding of how the heart works.”
“I couldn't get it to go so didn't do it.” “Brilliant.” “Pretty neat, another way to learn for some people. -
Maybe can add some boxes to fill in to test understanding.”
“It would be good to be able to see the entire screen so you don't have to keep shifting the screen around to push all the buttons.”
![Page 24: Acode 240807](https://reader033.fdocuments.us/reader033/viewer/2022052117/549295ebb4795986358b4577/html5/thumbnails/24.jpg)
Are we meeting the challenge?
Good teachers doing good things Good students doing good things Strong engagement seems to occur when
strong links to student drivers. Increasing examples of 'wild' Web 2.0 use
or willingness to experiment...Humanities, Business, Health Sciences....
Limited/ad hoc (and sometimes at a cost) Web 2.0 services from the institution
![Page 25: Acode 240807](https://reader033.fdocuments.us/reader033/viewer/2022052117/549295ebb4795986358b4577/html5/thumbnails/25.jpg)
Institutional barriers?
Inertia, false trails.....serendipity Legacy systems Early IAM Copyright, DRM worries Straight-jacket thinking..LMS, enterprise
systems. Camps and tribal zones
![Page 26: Acode 240807](https://reader033.fdocuments.us/reader033/viewer/2022052117/549295ebb4795986358b4577/html5/thumbnails/26.jpg)
Vision
Collection of lightweight services Teachers and students mix 'n' match
services according to learning and teaching needs
Seamless access through robust IAM Seamless levels of support for students
and staff
![Page 27: Acode 240807](https://reader033.fdocuments.us/reader033/viewer/2022052117/549295ebb4795986358b4577/html5/thumbnails/27.jpg)
Contacts
[email protected] [email protected]
Dentistry: [email protected]
Languages: [email protected] Physiology: [email protected]
![Page 28: Acode 240807](https://reader033.fdocuments.us/reader033/viewer/2022052117/549295ebb4795986358b4577/html5/thumbnails/28.jpg)
Further Information
CALL for autonomy, competence and relatedness: Motivating language learning environments in Web 2.0. The JALT CALL Journal 2(3), (2006) 29-38