Towards critical, collaborative and

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Dec 4, 2013 (3 years and 11 months ago)

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Queensland University of Technology

CRICOS No. 000213J

Towards critical, collaborative and
creative ICT literacies


Integrating innovative on campus and
online learning environments

Teaching and Learning Large Grant Forum

Tuesday 7 November, 2006

CRICOS No. 000213J

a university for the

world

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Project summary

A collaboration between the School of Humanities and Human Services &
Creative Industries Faculty

Across 11 units and the CIF Peer Assisted Study Scheme

The project:



creates integrated learning environments that enable students to develop
critical, collaborative, and creative ICT literacies


investigates the effective use of existing and emerging online learning
technologies



CRICOS No. 000213J

a university for the

world

real

R

Project outcomes


Redesigned units that utilise and foster critical, collaborative and creative
ICT literacies



Student
-
centred and socially
-
constructed learning environments that
integrate online and face
-
to
-
face modes to enhance learning



Broader and more effective use of existing and emerging online learning
and teaching technologies across both faculties



Communities of practice which contribute to sustainable and scholarly
innovation in the culture of learning and teaching, and stronger links
between the two faculties



Knowledge about the effectiveness of the proposed staff development
model, and particularly its applicability to the induction of new academic
staff

CRICOS No. 000213J

a university for the

world

real

R

Key terms


critical

ICT literacies

focus on a deep, socially contextualised understanding of technology, and
the application of problem solving and critical thinking to use technology
effectively


collaborative
ICT literacies

are increasingly necessary as distributed work environments require the
ability to effectively and ethically manipulate a range of technologies to
communicate and collaboratively construct knowledge


creative
ICT literacies

provide the ability to create and manipulate content that serves social goals,
rather than merely retrieving and absorbing information

CRICOS No. 000213J

a university for the

world

real

R

Key terms


core technologies

Learning tools and technologies utilised in this project are:



Advanced OLT capabilities including group work areas, discussion forums,
integrated multimedia, and communication tools


Blogs
-

For individual learner
-
driven publishing and peer reviewing of work
-
in
-
progress and collaborative engagement with learning resources


Wikis
-

For the collaborative and iterative development of shared resources
with possibility for publication of final outcomes and reuse in future
semesters and other units


CRICOS No. 000213J

a university for the

world

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Developing a community of interest

To date, 8 Large Grant Workshops have been held:



Workshop





Date


Workshop 1: Introduction to Grant



February 21, 2005


Workshop 2: Tools and Applications



March 29, 2005


Workshop 3: Planning and Developing


June 15, 2005


Workshop 4: Assessing and Evaluating Learning

September 1, 2005


Workshop 5: Refining Learning and Assessment

November 25, 2005


Workshop 6: Developing CCC Assessment Criteria

Feb 14 2006


Workshop 7: Review of case studies and evaluation

April 17, 2006


Workshop 8: Evaluation and Dissemination


June 19, 2006

CRICOS No. 000213J

a university for the

world

real

R

Developing a community of interest

The aim of these Large Grant Workshops has been:


To clarify the outcomes and expectations of the grant.


To outline the support available to the grant.


To extend understanding of tools and applications that could support
students’ development of Critical, Collaborative, and Creative ICT literacies.


To review strategies for evaluating the various case studies and their impact
on student learning.


To extend understanding of Critical, Collaborative, and Creative ICT
literacies and approaches to developing, evaluating, and assessing these
literacies through learning.


To identify directions for professional development.


CRICOS No. 000213J

a university for the

world

real

R

Developing a community of interest

A set of key objectives has emerged that defines the community of interest
surrounding the teaching of Critical, Collaborative, and Creative ICT
Literacies. These objectives include:



To share the focus, purpose and theoretical framework of the project, and to build team ownership
of the process and outcomes of the Large Grant.


To build an understanding of ICT applications.


To understand what learning tasks can be best integrated with ICT learning tools to enhance and
support ICT Literacies.


To understand how ICT tools and applications can be utilised to support identified learning
outcomes.


To discuss collaboratively ideas for the development of ICT Literacies within various CIF and HSS
units.


To develop environments that support student engagement in the construction of knowledge and
student ownership of their own learning.


To embed the teaching and learning of ICT Literacies in realistic and relevant contexts.


To evaluate the cognitive and pedagogical outcomes of student engagement with ICTs.


To collaboratively identify and prioritise the core activities and future objectives for the project.


To develop a continuing conversation around the question ‘where to from here?’

CRICOS No. 000213J

a university for the

world

real

R

Key examples, individual case studies


Advanced OLT functionality

HHB114 Introduction to Human Rights and Ethics

Case study participant, Ross Daniels



First year unit, 500 students over the year



The unit encourages students to engage with their learning using a range of
ICTs ranging from advanced functionalities on OLT (including OLT Group
Functionality, Audio/Video presentations, email archive, PowerPoint
presentations, discussion forums, chat facility, a current affairs watch, and
relevant web sites) through to emerging technologies such as RSS feeds
and Podcasts.


CRICOS No. 000213J

a university for the

world

real

R

CRICOS No. 000213J

a university for the

world

real

R


Students found that the various ICT resources used in this unit provided an
excellent ‘all
-
in
-
one’ resource base for their learning.


Students found that the inclusion of these materials provided a permanent
record and a useful starting point for research assessments.


Students found that the inclusion of video lectures were an invaluable tool
for understanding research and lecture topics.


Students found that sometimes the use of video extended into what would
otherwise be valuable discussion time.


Students found that the range of ICT resources was occasionally
overwhelming and provided them with an overload of information.


Students would like to have seen the incorporation of an online quiz or
possible practice exam questions included for each lecture topic.


CRICOS No. 000213J

a university for the

world

real

R

Key examples, individual case studies


Wiki technology

KJB303 News Production

Case study participant, Susan Hetherington



Third year unit, 75 students



In the print component, a Wiki has been used to provide a space for student
peer editing, thus enhancing collaborative, creative and critical literacies of
those involved. In the broadcast component, a wiki has been established to
allow students to view sample exercises to formulate their own creative and
critical responses to the set task .

CRICOS No. 000213J

a university for the

world

real

R


CRICOS No. 000213J

a university for the

world

real

R


Students found the Wiki to be a useful tool indicative of online journalism
beyond university.


Students found that collaborating in the Wiki environment reduced the
amount of time spent organising, communicating and collaborating on
group
-
based assignments.


Students found that the ability to monitor their work and access historical
changes that had been made to their work useful.


Students found that collaboration with other students helped them to clarify
their own work.


Students found that feedback received by peers and staff was useful.


Students found the Wiki to be occasionally labour intensive, particularly
when they were initially learning how to use the technology.


Students expressed some concern about shyness and the loss of privacy in
a platform in which their work was made publicly available to their peers.

CRICOS No. 000213J

a university for the

world

real

R

Where to from here?

Planned dissemination of Large Grant activities across the university are as
follows:



Presentations of Large Grant and individual case studies will be held across
the three campuses during November and December 2006.



Workshops on using Blogs and Wikis will be held in February and March,
2007 once report and project plan for mainstreaming are approved.

CRICOS No. 000213J

a university for the

world

real

R

Where to from here?

Future outcomes, initiatives, and applications include:



The Large Gant project activities and investigations are informing the
development of a collaborative AMP project proposal,
Learning and
Teaching Virtual Environment
.



Following the successful evaluation of Wiki and Blog systems, the project
recommends the implementation of Confluence as a central wiki
-
based
teaching and learning system, and the investigation of Drupal as a central
blogg
-
based teaching and learning system, both within an integrated
teaching and learning environment at QUT.