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ENMDA Aims - perspectives and ideas from Aalto experiences
The document discusses support for teaching and learning at Aalto University. It describes how the ICT in Education Team works to enhance the university's virtual learning environment and faculty skills in blended learning. This is done by restructuring infrastructure, providing training and support, and coordinating existing network services. The goal is to increase learning-centered activities and result in long-term cost savings through improved faculty skills in interactive, student-centered teaching both online and in classrooms using modern technologies.
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ENMDA Aims - perspectives and ideas from Aalto experiences
- 1. ENMDAAims Perspectives and ideas fromAaltoexperiences Aalto University Strategic Support for Research and Education ICT in Education Team Lauri Saarinen 28.5.2014
- 2. How to worktoday? Your choices: Aalto platforms, organization and support Trends andchallenges ingeneral ENMDAAims Discussion
- 3. @Aalto University –why, who, what & how Strategic Support for Research and Education ICT in Education Team Lauri Saarinen 28.5.2014
- 4. Strategy as astarting point http://www.aalto.fi/en/about/strategy/ Key Areas of Development 1. Improving the student/teacher ratio and student guidance 2. Creating a learning-centred culture an teaching methods 3. Building teaching and academic leadership 4. Assessing the quality of teaching and learning 5. Merging research, art and pedagogy in academic activities 4
- 5. Excellence in teaching ”promotinga culture of creativity and entrepreneurship and preparing the students for entering professional life are key goals of our teaching.” - Aalto strategy
- 6. Strategic Support for Researchand Education Part of Aalto Services
- 7. University Pedagogical Trainingand Develoment Study Psychology Services Educational Leadership Development Research and Education Evaluations ICT in Education Units within Strategic Support for Research and Education http://www.aalto.fi/en/about/services/strategic_support/
- 8. Aalto University supportfor development of teaching and learning The primary tasks of Strategic Support for Research and Education (TOST) are: • To provide support to rectors and other management at Aalto University in drafting outlines for strategic policies related to research and teaching and in realising these strategies. • To support and guide teachers at the university in developing their teaching, and to encourage them to use varied teaching methods. • To support and encourage the use of information and communication technology (ICT) as a tool for teaching and learning. • To carry out evaluations in research and teaching (e.g. Evaluation of teaching and education (TEE) carried out at Aalto University in the spring of 2011). 8
- 9. ICT in education–team https://wiki.aalto.fi/display/VipuPiste/How+to+get+started Encouraging, supporting, training and guiding teachers to use ICT pedagogically
- 10. We drive thecultural change towards learning-centered education We advocate openness, sharing and collaboration
- 11. We encourage theteachers to choose the appropriate methods and tools to reach their pedagogical goals 6.8.2014 11
- 12. Our team evaluates, developsand supports usage of ICT in teaching, studying and research
- 13. Focus on learninginstead of teaching Encourage students to be actively envolved Emphasise interaction in teaching and learning processes 6.8.2014 13
- 14. What do wewant students to learn? How should the learning happen? How do we improve the learning processes? How do we increase collaboration? 6.8.2014 14
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- 16. Services we providefor teachers consulting workshops, courses events educating, presentations help desk
- 17. Some tools inAalto University Online Learning Environment Moodle, Optima, Noppa Participation platforms and tools Presemo, clickers Wiki, blogs, Adobe Connect
- 18. Summary ICT in EducationTeam Enhancing the Aalto Virtual Learning Environment and improving the skills of the faculty in blended learning by restructuring the infrastructure and providing training and support to the faculty. Providing necessary new elements such as plagiarism detection to the environment in addition to coordinating the use of current network services will increase learning centered activities and in the long run result in cost savings. Improving the skills of the teaching staff in blended learning results in more interactive and student- centered teaching and learning both virtually and in classrooms due to the increased use of modern learning technologies.
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- 20. Big ships turnslowly Encouragement and support are needed Takes time and effort to learn tools Culture of “Do-it-yourself”, “little sharing” and competitive attitudes Will the “new generation” think and act any different? Digital natives Ups and downs – challenges and enablers
- 21. AALTO in practise •Campus-based activity on three locations • Blended Learning as a strategic development goal • Most teachers create their own material • Material is delivered through several systems – https://wiki.aalto.fi/display/AaltoPilvi/ • Moodle / Optima, • Wiki, Blogs, • Adobe Connect / Webex • Social media • Support units • IT Helpdesk (infrastructure and technical support) • ICT in Education team (applications to support pedagogical solutions) Principles of formation of educational content for distance learning
- 22. Examples of differentapproaches • MIT - http://ocw.mit.edu • MIT OpenCourseWare (OCW) is a web-based publication of virtually all MIT course content. OCW is open and available to the world and is a permanent MIT activity. • Open University UK - http://www.open.ac.uk/ • The Open University is a world leader in modern distance learning, the pioneer of teaching and learning methods which enable people to achieve their career and life goals studying at times and in places to suit them. • Aalto - http://www.aalto.fi/en/about/strategy/ • Aalto University is a new multidisciplinary university, where science and art meet technology and business. • Blended learning, and the production and open sharing of teaching and learning materials will become key aspects of the learning community’s operations. Principles of formation of educational content for distance learning
- 23. • Quality managementin general • RAE-project followed by TEE-project – external panel evaluations • The Finnish Higher Education Evaluation Council (FINHEEC) audits all Finnish Universities • External Programme Accreditations and other evaluations of the School of Economics (AACSB, EQUIS, AMBA, CEMS, PIM) - http://econ.aalto.fi/en/about/accreditations/ • University’s Annual Resource Dialogue – resource allocation. • Personal Development Discussions – rewards? Process analytics and evaluation, and their influence on the optimization of the educational content http://www.aalto.fi/en/about/strategy/quality_work/ http://biz.aalto.fi/en/about/accreditations/ http://www.aacsb.edu/accreditation/standards/2013- business/learning-and-teaching/
- 24. • Problems inparticipation • Class-room lectures sometimes skipped > exchange of notes • Worries about reduced participation due to lecture capture and other online services • Learning centered culture a strategic development goal • A learning-centred culture challenges teachers and researchers to readdress their teaching methods, improve their performance in mentoring students and strengthen the link between education andresearch. Students are guided towards a strong commitment to their studies and to taking responsibility for their own development. The University is a true learning community and its environment encourages and inspires the active development of new ways of learning and building expertise. Motivation factors in students’ participation in the process of distance learning
- 25. • Interaction throughdiscussion boards demands activation of the discussion. • Online processes require effort on process planning, scheduling and communication • The use of online activities on a course can best be motivated when – The students are not within the same geographical area. – Students cannot assembly easily for other reasons. – Extra possibilities for discussion support the learning process. – In some cases the numbers of participants is not large. – It saves costs for organizing teaching and learning (without hindering learning). – Students are familiar with ICT technology. – The maintainer is able to publish materials and managing the course (or support functions are well resourced and organized). General factors in in the process of distance learning
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- 27. Aalto Virtual LearningEnvironment Aalto Open Learning -portal Increasing the number of virtual workspaces and their pedagogical use 6.8.2014 27
- 28. ENDMA aims … •To develop new Master curriculum in Graphic Design and Digital Arts by Dec 2014 and to upgrade teachers skills with modern methods of teaching and learning by Apr 2015 • To establish the international hybrid learning space based on modern educational technologies and methods by July 2015 • To develop a quality assurance mechanisms ensuring the quality of Digital Arts training by Sep 2015 • Dissemination of the new Master curriculum, new methodology, teaching materials and methods among creative community in RU by October 2016 28
- 29. To develop newMaster curriculum in Graphic Design and DigitalArts by Dec 2014 and to upgrade teachers skills with modern methods of teaching and learning byApr 2015 Strategic Support for Research and Education ICT in Education Team Lauri Saarinen 28.5.2014
- 30. Curriculum Planning • “Iwill master …” • What kind of learning ... • What kind of employee, artist, freelancer, entrepreneur … • How to plan? • Who’s involved? • Program level planning matrix of learning goals, methods, outcomes • Every course is aligned with program level issues 30
- 31. Teacher training • Samechallenge, different target group • What kind of learning • … • Alignment • The teachers and the students should create and share common culture • Community of practice – masters and pupils 31
- 32. Trends • NMC -http://www.nmc.org/ • ECAR - http://www.educause.edu/ecar • Flipped - http://flippedlearning.org/site/default.aspx?PageID=1 32
- 33. To establish theinternational hybrid learning space based on modern educational technologies and methods by July 2015 Strategic Support for Research and Education ICT in Education Team Lauri Saarinen 28.5.2014
- 34. Learning Space What kindof studying and learning we support with technology? • Blooms’ Taxonomy revisited: • Remember, Understand, Apply, Analyze, Create • Blooms’ Taxonomy simplified: • Learn, Teach, Evaluate • Distance Learning • eLearning • Blended Learning • Flipped Classroom 34
- 35. Alternatives Choosing the platform •Open or closed • Remote or blended A community platform for students and pro’s Aalto Cloud Info https://wiki.aalto.fi/display/aaltocloudinfo/Home 35
- 36. To develop aquality assurance mechanisms ensuring the quality of DigitalArts training by Sep 2015 Strategic Support for Research and Education ICT in Education Team Lauri Saarinen 28.5.2014
- 37. Management or development? •How to and what for to use “the system” • Student feedback during degree studies • After studies evaluation • Credits, rewarding, gamification 37
- 38. Dissemination of thenew Master curriculum, new methodology, teaching materials and methods among creative community in RU by October 2016 Strategic Support for Research and Education ICT in Education Team Lauri Saarinen 28.5.2014
- 39. A big project •A professional project manager • Manage material production • Plan interaction management • Use faculty and student expertise • Design principles Enhancing ICT supported distributed learning through action design research Saarinen, Lauri, 2012 Aalto University publication series DOCTORAL DISSERTATIONS http://epub.lib.aalto.fi/pdf/diss/Aalto_DD_2012_092.pdf Contextualization should have an effect on the design on many levels starting from an individual user's viewpoint all the way to the organizational aspects of goal setting and institutional constraints. The concordance principle guides the emergent process to a possible real-life solution through framing the possible outcomes. Collaborative development iteration cycles make it possible to build an artifact that reflects the actors' real needs. Commitment at the organizational level ensures that the possibilities that the implementation of an ICT system beholds in enhancing organizational practices and culture do have a possibility to be realized. The utility of the intervention may be seen only after considerable time. 39
- 40. ENDMA aims … •Learning outcomes define the curriculum • Learning styles demand adjustments in teaching methods • Learning evaluation aligned with learning goals • Engage by employing student and faculty expertise • One home-base for secure learning, spread out to expand experience • Quality development follows quality management • Empower enthusiasm to work better • Codes of conduct • Build a formal professional project organization • Choose design principles 40
- 41. End notes • Everystudent should learn • Project management • Communication and networking skills • Learning skills • Business skills • Media / substance 41
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