Teaching and Learning Technology Resource| uwa | csd | tltr | altmodes |
DESCRIPTION OF INNOVATION:An interactive multi-media CDRom package using visuals, video, text, audio, maps, exercises and activities. REASONS FOR DEVELOPMENT/INTRODUCTION OF THE INNOVATION:
TEACHING/LEARNING AIMS:To help students understand the history of the Italian language in its cultural context. DESIGN PRINCIPLES:A key design principle involved the tension between allowing students the freedom to navigate through the resources as they wished and structuring the students' path through the resources via a guiding discourse or argument concerning key themes and concepts. Since there are certain key concepts/issues/themes arising out of the particular content that students have to be familiar with (and in order to pass the exam), it was decided to design the package in such a way that it guides students through these. 'Bridging screens' were developed which identify at different points in the resource the key issues that are relevant to a particular theme and linking students to the relevant sections of the resource. The package also includes a search mechanism, a bibliography, and a facility for each student to keep their own personal notebook of bookmarks and annotations. Although the main focus of the package is on the history of ideas, the students using the package are language students. The package was therefore designed so that it can be used in both English and Italian. USE:Although the package can be used stand alone, it is being used as an integral part of the course - Italian 206/306 - Linguistic History of Italy, for second year undergraduates. STUDENT SUPPORT:Students have access to the package through the Faculty of Arts Multimedia Centre which is staffed by a full-time technical support person. The Centre is open from 9 - 6 every weekday. Since the package is an integral part of the course students have close contact with tutorial staff who can provide substantive support. ASSESSMENT:There is no special assessment attached to the resource, although what is covered in the resource is relevant to and prepares students for the existing assessment which consists of one test and one essay (50% together) and one exam (50%). EVALUATION:The evaluation conducted so far has been formative involving feedback from academic staff members, think aloud interview protocols from 7 students, student diary entries and a questionnaire to all students. The resource will be evaluated summatively in its second year of use in terms of the effectiveness of its teaching and learning function. EFFECTIVENESS:Fantastic. Students are coming to tutorials well-prepared and able to spend time in tutorials going into greater depth. Even students who started out computer phobic seem to be using the resource. For example, one student who arrived late in the first orientation session and who asked to sit next to someone in case she couldn't follow, has now broken through and can't get enough. The quality of the interface between resource and user seems to be human and friendly which has helped break down barriers. Essays indicate that students are using ideas and phrases introduced by the resource and not in other contexts. There are some students who are not that keen and feel pressured by yet one more thing to do. HINDRANCES TO DEVELOPING INNOVATION:LACK OF TIME. Increasing pressure of work. Being a sheer novice at the beginning. As using new technology in teaching and learning is relatively new in the Faculty, it can sometimes be lonely not having other staff to talk through technology/education issues. Lack of project management expertise. ENABLERS TO DEVELOPING INNOVATION:Encouragement. Positive responses from ongoing evaluation. Having a full-time programmer, Mike Fardon, available on the spot - a sine qua non of the project's success. Good working relationships. Discipline expert and programming expert being open to discussing technology issues and substantive issues together. For example, by attending a public lecture by John Kinder, Mike Fardon was able to understand more clearly one of the key concepts and suggest an innovation to the programme that would help the students (ie. bridging screen). Funding (CAUT Grant). The structure of the Faculty of Arts Multimedia Centre itself - having the computer lab next door to the room in which the software is being developed allows for the continual integration of feedback from students using the resource as it develops. Computer programme, student users and content expert are all working in the same area. Having time to spend on the project through teaching relief and a half-time position as Director of the MultiMedia Centre. COST/BENEFITS:Very exhausting; confronting to consider doing something similar again. LESSONS LEARNT:It is important when introducing a new resource into teaching and learning to do so in such a way that integrates the resource rather than adds yet another task for already pressured students to undertake. Get help with project management skills if you don't have them. Realise that this kind of project is easy to come adrift, it is highly complex and different from the normal research project. Need to allow for the creative process but also see it as a finite project that must be brought to an end. Technology is changing rapidly, support staff and programming staff are often on short term contracts and the work has to be completed in the time available. Important to establish a very good working relationship with project members. Academics have so much to learn from exposing themselves to new technology, so many possibilities are opened up. |
ContributorsThe following staff have been active in developing teaching and learning technology for use with students at this university. They are not necessarily all 'experts' in the use of technology but are prepared to provide incidental advice to others, drawing on their practical experiences in developing teaching and learning materials
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