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Dias nummer 1

The teaching in universities is changing.
How does It’s Learning fit into this?
It’s Learning Brukerkonferanse, Bergen 12.-14. April, 2010
Anita Monty,
E-learning Consultant,
IT Learning Center,
Faculty of Life Sciences,
University of Copenhagen
Place, date, unit, occasion etc.
Slide 1
Overview of presentation
1. Teaching is changing in universities – or is it?
2. How do LIFE use It’s Learning for online courses?
3. LIFEs strategy for e-learning
4. Future perspectives for innovation with learning technologies
in university teaching
It’s Learning brukerkonferanse, Bergen 12.-14. april, 2010
Anita Monty, Faculty of Life Sciences, University of Copenhagen
Two wonders in history about education
Ancient Library of Alexandria
In Alexandria, Egypt, was probably the
largest, and certainly the most famous,
of the libraries of the ancient world.
The first known library of its kind to
gather a serious collection of books from
beyond its country's borders, the Library
at Alexandria was charged with
collecting all the world's knowledge
Other than collecting works from the
past, the library was also home to a host
of international scholars
Between 400.000 og 700.000 Papyrus
scrolls. (wikipedia, 09.04 2010)
…The Internet
Social media (web 2.0)
Gilly Salmon, professor in E-Learning and Learning
Technologies, University of Leicester
http://www.online-educa.com/audio-video-203
(09.04.2010)
Social media (web 2.0)
•
Wikipedia (online encyclopedia 2001) del.icio.us. (Social bookmarking,
2003), My Space (Social networking 2003), Facebook (Social networking
2004, Flickr (Social media 2004) YouTube, Second Life, Google
•
Puts the individual on centerstage and connects us with others
•
Makes us capable of creating content together with others
•
Social media are working to bring about a culture of participation and
collaboration
…Students are, overwhelmingly, ”digitally-Social” beings (JISC, 2009).*
*JISC (2009) Higher Education in a Web 2.0 world
Educational institutions are challenged!
•
Social media are informal education – informal ways to learn
•
Puts a pressure on the formal educational institutions
•
UK students spend 4 hours a day online
(*JISC, 2009).
LIFE
Faculty of Life Sciences,
University of
Copenhagen
…Students are, overwhelmingly, ”digitally-Social” beings (JISC, 2009).*
Will Higher Education Institutions still be attractive for students in future?
Jump into future education with learning
technologies!
• “Instead of considering these new technologies as a
threat to formal education we may rather consider
them as the answer to the question of how to engage
and enthrall learners of the future”.
(Gilly Salmon, Professor in E-learning and learning
technologies, University of Leicester, UK)
Foto: ”The Wikimedia
commons”.
Source: My first
steps
October 02, 2007
E-learning at LIFE with
It’s Learning
All teachers at LIFE
use It’s Learning for
communication with
students
Face-to-face
teaching
Teachers at LIFE use a
combination of online
excercises (video,
test, discussions,
assignments) and
face-to-face teaching
Blended
learning (mixed
mode)
Completely online courses
•
Animal Health Economics
•
Applied Socio-Economics in Tropical
Forestry
•
Applied Statistics for Researchers
and Developers
•
Climate Change - Impacts,
Adaption and Mitigation
•
Disease Outbreak Management
•
Environmental Management in
Europe
•
Food Safety – Chemical and
Microbiological
•
Participatory Forest Management.
Completely
online (distance
education)
Climate Change Impacts, Adaptation and Mitigation
 Interdisciplinary 15 ECTS MSc E-learning course on Climate
Change Impacts, Adaptation and Mitigation.
 100 % online
 60 students with 25 nationalities
 Developed in close cooperation between University of
Copenhagen, the Danish Meteorological Institute, UC Berkeley
and Australian National University
 Interdisciplinary team of 21 teachers including four members
of the Intergovernmental Panel of Climate Change (IPCC)
Climate Change – curriculum
It’s Learning used for the Climate change course
How do LIFE use It’s Learning for teaching online?
Traditional lecturing
Discussons tool + test 2.0 + team assignment + powerpoint with speak + links to online literature
Students and
teachers in
discussons together
Peer-to-peer
assessment
Students takes test
to be sure that they
understand
concepts, theory
etc.
Teachers speaks
about the most
important within
the subject and in
the literature
LIFE’s library: Link
for online literature
and access to
electronic
databases
In order to be able to take the written exam, students must participate actively in the two
team assignments about climate change
Climate Change – Online literature
Gilly Salmons e-tivities
Now, we are ready to talk about the radiative effect of particles. I am looking forward to discuss this subject
with you.
Spark: What is it with the Asian brown cloud?
LINK TO YOUTUBE
VIDEO
Objective: Learn about the different forcing effects of particles.
Task: Search for information in the suggested learning resources below and discuss the effect of particles on
climate in the E-lesson 3.3 discussion forum.
You should post your own thoughts, ask questions if there is something you do not understand, comment on
posts from your fellow group members that you either agree or disagree with, and respond to further
questions from your teachers.
Please note that your first contribution must be posted by Tuesday 16 February 2010!
Suggested resources: In order to download some of the suggested resources for this E-lesson you need
access to the LIFE Library. If you haven't got access please follow this guide to register as a user of the
library. After having registered you will be able to access to the library resources after 24 hours. When you
click on some of the references below, a login window will pop-up and you will be asked to type
your “UserID” and “Pin code” for the library.
Anderson,T.L., et al. (2003): Climate Forcing by Aerosols - a Hazy Picture. Science, 300 (5622), pp 1103
IPCC (2007): Fourth Assessment Report – Working Group I: Technical Summary. pp 21-35 (15) and FAQ, pp
94-102 (9) [24]
Start: Friday 12 February 2010 at 17:00 CET
LINKS TO ONLINE
LITERATURE
Deadline: Friday 19 February 2010 at 17:00 CET (Note: Post your first contribution by Tuesday 16 February)
Teaching method
Gilly Salmon, University of Leicester:
The five-stage model
How do we ensure the interactivity?
• Students are divided into groups
– in Climate Change: 4 groups
• Group rooms are open – knowledge sharing
• Each module: Teacher team responsible for
all students
• Assistants through course: 1 assistant to
each group (social role, helping teachers)
How do LIFE’s students learn online with It’s
Learning?
The teacher as facilitator
How do LIFE’s students learn online with It’s
Learning?
Foto: ”The
Wikimedia
commons”.
Author:
unknown
Source: Official
Nobel Prize in
Physics
photograph
(1921), from
nobel.se
website.
Albert Einstein,
official Nobel
Prize in Physics
photograph
Results from Climate Change 2009

Out of 48 students who took the exam 44 passed

For the 44 students the average grade was 9.6

For all 48 students the average grade was 8.6.

The 4 students who failed the exam will take the re-exam in
November

The evaluation shows that 81.5% of the students either agree or very
much agree that all in all the course was good
Staff training and support – Carpe Diem!
 Meetings between ITLC and the course
responsible to plan the project
 Meetings between ITLC and all teachers to
discuss the content in general
 Meetings between ITLC and teachers in teams to
introduce to the pedagogy
 ITLC arranges pedagogical workshop ”Carpe
Diem” with support from Gilly Salmons team at
University of Leicester
 Working meetings between ITLC and each
teacher team to develop course and e-tivities
 Finally ITLC gives technical help (uploading
materials to It’s Learning, how to speak a power
point presentation etc. )
LIFE picked up the challenge!
Before 2005: just a
few attempts to
develop online
courses
From 2005 the
managers supported the
e-learning with a
strategy and a larger
budget for IT Learning
Center
Uploaded
on Flickr
Decembe
r 25,
2007
by
lumaxart
We changed to use a new
pedagogical method. We use Gilly
Salmons method for teaching online
and we use it in It’s Learning
Today we have 8
online courses, take a
look at
www.life.ku.dk/distancelearning
E-learning strategy
• Support from managers – e-learning strategy and visions
• Pilot projects
• Innovative teachers
• Research based knowledge about e-learning
• Staff support to use of It’s Learning and in pedagogy
• E-learning must be linked with the strategic aims of the
university
Innovation in university teaching with learning
technologies
Can we link the strategic
aims with e-learning?
How many courses use It’s Learning for
teaching in new ways?
How do we get more teachers involved
in using It’s Learning in innovative
teaching?
Teaching on
campus
Blended
(mixed)
Completely online
(Distance Learning)
It’s Learning fits!
- but we need to be innovative
 Learning technologies are not transparent, it’s not obvious how
we use them best to enhance students learning
 We are all responsible for Higher Education Institutions for future
All photos are from “The Wikipedia Commons” or private.
The Wikimedia Commons accepts only free content, that is,
images and other media files that can be used by anyone, for any
purpose
Anita Monty
IT Learning Center, Faculty of Life
Sciences, LIFE
University of Copenhagen
amon@life.ku.dk
itlc@life.ku.dk
http://www.itlc.life.ku.dk

Dias nummer 1

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