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iTEE presentation 2013
This document summarizes a presentation given by Simon Walker on using Google Apps to enhance curriculum at the University of Greenwich. Walker discusses how Google tools like Google Drive, Sites, Groups and Hangouts can benefit higher education by enabling collaboration, research sharing, and enhancing communication. However, he also notes potential issues for universities in adopting Google, including concerns about how western pedagogy is being influenced by profit-driven business models of large tech companies that use personal data. Walker advocates for more local and culturally-appropriate forms of learning.
iTEE presentation 2013
- 1. International Workshop onTechnology Empowered Learning (TEL 2013) Using Google Apps to enhance the curriculum - benefits and threats Simon Walker Head of Educational Development University of Greenwich, London , UK
- 2. You may knowthe University better than you think - World Heritage site, birthplace of King Henry 8th, university and popular filmset Patriot Games (1992) The Madness Of King George (1994) Four Weddings And A Funeral (1994) The Mummy Returns (2001) Shanghai Knights (2003) What a Girl Wants (2003 Stage Beauty (2004) Garfield: A Tail of Two Kitties (2006) The Golden Compass (2007) National Treasure 2: Book of Secrets (2007) Sherlock Holmes (2009) The Wolfman (2010) The King's Speech (2010) Pirates of the Caribbean: on stranger tides (2011) Les Miserables ( 2013)
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- 5. Questions to framethis session 1. How relevant is Google to a university? 2. In what ways can Google benefit a higher education experience? 1. What are the issues for universities and their staff and students in adopting Google?
- 6. How relevant isGoogle to a university? Some commentators consider higher education will be quite different from the way it is today whilst others suggest that inertia is powerful and institutions may not look so different in the future….Learners bring with them devices, skills, practice and knowledge that can support their development through the university experience. They leave the university with those skills enhanced, developed, challenged, repurposed and ready for sharing. It is interesting therefore that whilst there is discussion about the crisis created by the way technology is impacting upon education, the question, ‘what does a modern university look like in a digital age?’ is one that has only been embraced and debated by institutions themselves in a limited way. Bryant, P, Walker, S (2013) The Modern University in the Digital Age http://arv13crisisforum.wordpress.com/2013/01/13/the-modern-university-in-the-digital-age/
- 7. A shifting curriculum? Graduateattributes defined in 2000 by Bowden as: “the qualities, skills and understandings a university community agrees its students should develop during their time with the institution. These attributes include but go beyond the disciplinary expertise or technical knowledge that has traditionally formed the core of most university courses. They are qualities that also prepare graduates as agents of social good in an unknown future” Bowden, J., Hart, G., King, B., Trigwell, K. & Watts, O. (2000). Generic Capabilities of ATN University Graduates. Canberra: Australian Government Department of Education, Training and Youth Affairs. Available at http:/www.clt.uts.edu.au/ATN.grad.cap.project.index.html
- 8. In what wayscan Google benefit a higher education experience? http://www.olds.ac.uk/home Google Sites / Google groups Open education A VLE alternative?
- 9. In what wayscan Google benefit a higher education experience? Google Drive Research and Project Collaboration
- 10. In what wayscan Google benefit a higher education experience? Student presentation/ collaboration & research (from source)
- 11. In what wayscan Google benefit a higher education experience? Google + Social networking
- 12. In what wayscan Google benefit a higher education experience? Google hangouts Enhancing collaboration and communication
- 13. In what wayscan Google benefit a higher education experience? Course 1 Course 2 Course 3 0 2 4 6 8 10 12 Week Based on the ESCAPE project (JISC 2008-2010 – University of Hertfordshire)
- 14. What we werelooking for… • A dynamic way of engaging with fellow academics to shift existing quality assurance textual processes for representing the design of assessment and feedback; • A process that was light touch, and simple to use, scalable and customisable • Required no specialist knowledge • Non-discipline specific • Owned by the whole programme team • Sustainable and linked into technical ecosystem Adapted from ALT-C presentation 2012. Mark Kerrigan & Simon Walker
- 15. The Mapping process •A process for visualising the design of assessment and feedback via a Google tool; • Uses Google Docs, Motion Charts and Google sites; • This process culminated in an automatic report that graphically displays assessment diet, landscape and importantly an experiential timeline; • Staff are then able to interact with the assessment parts of their programmes and see graphically, in real-time, the consequences of their design decisions. Adapted from ALT-C presentation 2012. Mark Kerrigan & Simon Walker
- 16. Simple input form 1 2 Adapted from ALT-C presentation 2012. Mark Kerrigan & Simon Walker
- 17. The Mapping process Adapted from ALT-C presentation 2012. Mark Kerrigan & Simon Walker
- 18. Using a map Adapted from ALT-C presentation 2012. Mark Kerrigan & Simon Walker
- 19. How to findthe resources Adapted from ALT-C presentation 2012. Mark Kerrigan & Simon Walker
- 20. How to findthe resources Adapted from ALT-C presentation 2012. Mark Kerrigan & Simon Walker
- 21. Interest & use http://www.mapmyprogramme.com Activity in the UK A very active team in Australia http://www.mapmyprogramme.com
- 22. What are theissues for universities and their staff and students in adopting Google? If You're Not Paying for It; You're the Product – the rise of big data and analytics As western/European pedagogy, or rather the corporatised, globalised versions of it, now deploys powerful and universal digital technologies in the interests of profit-driven business models, should we look at empowering more local and culturally appropriate forms of understanding, knowing, learning and enquiring? http://arv13crisisforum.wordpress.com/ http://www.greenbookblog.org/wp-content/uploads/2012/03/big-data.jpg
- 23. [email protected] Sialker Simon Walker Simonwalker hugh snook Naa goodee, ee-may-nah, eh-sheh-wuh, Hvala,谢谢, Asanti, Dík, Tack, Danke, Merci, Tak, Kiitoksia, köszönet, Grazie, Dank, Takk, Dzięki, Obrigado, …… Thank you for listening and participating.
Editor's Notes
- #7 It strikes me that in HE a pendulum swings between an education as a good for its own sake and education to service the needs of the economy. The swing at least in the UK and has been towards the latter. Governments who have been investing tax dollars in HE want to see a return. The ‘Graduate Attributes’ approach has been a model that some universities have adopted for transforming curriculum and instruction design, estates, technical infrastructure, etc to provide more effective learning experiences for students, and esp for preparing them for the world of work in a global environment. It has also provided institutions with the means to to brand themselves in some small ways, where they can identify particular strengths and aspirations and align strategies to help them get there. Universities' claims of certain generic qualities on behalf of their graduates are not new. Indeed Yale has an interesting 1828 statement, University of Sydney's first statement of generic attributes of graduates dates back to 1862 and many universities statements of generic attributes undoubtedly have their roots in their values and mission.Writing in 2000, Bowden, et al considers 'Generic Graduate Attributes’ to be; The qualities, skills and understandings a university community agrees its students should develop during their time with the institution. These attributes include but go beyond the disciplinary expertise or technical knowledge that has traditionally formed the core of most university courses. They are qualities that also prepare graduates as agents of social good in an unknown future. (Bowden et al., 2000) So we are trying to make ourselves as relevant as we can through a number of ways.
- #8 It strikes me that in HE a pendulum swings between an education as a good for its own sake and education to service the needs of the economy. The swing at least in the UK and has been towards the latter. Governments who have been investing tax dollars in HE want to see a return. The ‘Graduate Attributes’ approach has been a model that some universities have adopted for transforming curriculum and instruction design, estates, technical infrastructure, etc to provide more effective learning experiences for students, and esp for preparing them for the world of work in a global environment. It has also provided institutions with the means to to brand themselves in some small ways, where they can identify particular strengths and aspirations and align strategies to help them get there. Universities' claims of certain generic qualities on behalf of their graduates are not new. Indeed Yale has an interesting 1828 statement, University of Sydney's first statement of generic attributes of graduates dates back to 1862 and many universities statements of generic attributes undoubtedly have their roots in their values and mission.Writing in 2000, Bowden, et al considers 'Generic Graduate Attributes’ to be; The qualities, skills and understandings a university community agrees its students should develop during their time with the institution. These attributes include but go beyond the disciplinary expertise or technical knowledge that has traditionally formed the core of most university courses. They are qualities that also prepare graduates as agents of social good in an unknown future. (Bowden et al., 2000) So we are trying to make ourselves as relevant as we can through a number of ways.