Designing for learning: a collaborative approach Dr Aziza Ellozy Director, Center for Learning and Teaching The American University in Cairo 4 th Conference on e-Learning Applications January 3-4, 2006

Designing for learning Rethink Learning and Teaching What has worked in the past may no longer be helpful or reliable (more so if teaching is at a distance) Create new partnerships with specialists and peers "Teachers can’t do it alone."

Current trends in teaching and learning* discovery-based learning Course [and class] time is devoted to discovery-based learning over traditional lecture modes finding, evaluating and using information Teaching emphasis has moved away from memorizing facts towards finding, evaluating and using information Researchteaching " Research " and " teaching " are perceived as mutually enhancing rather than antithetical. * From

Current trends in teaching and learning* collaborative work New teaching and learning styles incorporate collaborative work in diverse teams or groups. contentpublicly accessible Course content is publicly accessible and shared beyond the members of an individual course * From

Current trends in teaching and learning* instructora partner in a learning community The instructor is perceived as a partner in a learning community rather than as a sole entrepreneur. Assessment Assessment is multilevel and complex * From

Current trends in teaching and learning* Today's students Today's students have grown up with technology as the air they breathe, are used to being wired 24x7, are comfortable multitasking in multimedia, and bring very different expectations to the classroom as a result Today's employers Today's employers prize transferable skills (e.g., problem solving, creativity, interdisciplinary teamwork) over encyclopaedic knowledge. * From

Implications for Content Design

Designing for learning Today’s Learners New Learning Spaces Learning Technologies Pedagogy LEARNING

learning paradigm  Emphasis on the learning paradigm  A shift in the role of faculty  A shift in the role of faculty from teacher- centered to learner-centered designers of learning environments  Faculty are moving from being disciplinary experts who impart knowledge by lecturing to becoming designers of learning environments where they apply the best methods for producing learning and student success “ Teach less, learn more” Designing for learning: Pedagogy

Designing for learning: Pedagogy Pedagogy Service learning Critical Thinking Assess- ment Problem based learning Inform. literacy Just- in-time teaching Case Study Peer Instruction Discussion Modified Lecture ETC.

Digital Connected Experiential Immediate Social * Copyright Diana G. Oblinger, Copied by permission of the author. The Net Generation Designing for learning: Today’s Learners*

* Copyright Diana G. Oblinger, Copied by permission of the author.  Born in or after 1982  Gravitate toward group activity  Focused on grades and performance  Busy with extracurricular activities  Identify with parents’ values; feel close to parents  Respectful of social conventions and institutions  Fascination for new technologies Designing for learning: Today’s Learners* The Net Generation

* Copyright Diana G. Oblinger, Copied by permission of the author. ‡  Born in or after 1982 ‡ ‡  Gravitate toward group activity ‡ ‡ !!!!  Focused on grades and performance ‡ ! ! ! ! ‡  Busy with extracurricular activities ‡ ‡  Identify with parents’ values; feel close to parents ‡ ‡  Respectful of social conventions and institutions ‡ ‡  Fascination for new technologies ‡ Designing for learning: Today’s Learners* The Net Generation ‡ AUC students

Generational comparison StudentsFaculty MultitaskingSingle or limited tasks Engaging Disciplined Spontaneous Deliberate ―adapted from Himes, 2004* Pictures, sound, video Text Random accessLinear, logical, sequential Interactive and networked Independent and individual *Cited in

Implications for Content Design

learning interactive experiential Need to make learning interactive and experiential peer-to-peer approaches Need to consider peer-to-peer approaches real-world applications Need to utilize real-world applications Implications for content design

emphasize information literacy Need to emphasize information literacy in courses use both online and face to face Need to use both online and face to face learning encourage reflection Need to encourage reflection opportunities for synthesis Need to create opportunities for synthesis Implications for content design

Designing for learning: Pedagogy and the Net Generation learning interactive experiential a. Need to make learning interactive and experiential peer-to-peer approaches b. Need to consider peer-to-peer approaches real-world applications c. Need to utilize real-world applications emphasize information literacy d. Need to emphasize information literacy in courses use both online and face to face e. Need to use both online and face to face learning encourage reflection f. Need to encourage reflection opportunities for synthesis g. Need to create opportunities for synthesis Pedagogy Service learning Critical Thinking Assess- ment Problem based learning Inform. literacy Just- in-time teaching Case Study Peer Instruction Discussion Modified Lecture ETC.

Designing for learning: Learning Technologies “encompass information and instructional technology, as well as telecommunications tools, applications, and systems that support learning.” “EDUCAUSE” definition

Designing for learning: Learning Technologies May include the following: ‡ Course Management Systems (WebCT, Blackboard…) ‡ ‡ Curricular Software ‡ ‡ Digital Video ‡ Electronic Portfolios ‡ Electronic Whiteboards ‡ ‡ Simulations and Games ‡ ‡ Learning Objects ‡ ~ Mobile learning devices (wireless environments) ~ ‡ Multimedia Applications ‡ ~ Social Software ~ (blogs, wikis, IM) Student/Classroom Response Systems (clickers) ‡ Web-based learning resources (MERLOT, Wisc-Online etc.) ‡ ‡ Videoconferencing ‡ ‡ ‡ ‡ Used at AUC

Learning technologies Allow for innovations in instruction Can be very powerful tools for learning Should be driven by specific learning goals

Designing for learning: New Learning Spaces New “learning spaces” support new types of teaching and learning New “learning spaces” support new types of teaching and learning. shift in the design driven by changes in pedagogy and technology. The shift in the design of these learning spaces is driven by changes in pedagogy and technology.

Before After NC STATE PHYSICS CLASS TRANSFORMED TO INQUIRY-BASED FORMAT. STUDENTS INTERACT IN SMALL GROUPS New learning spaces  Face forward is for listening, inaction  Round tables promote collaboration

New Learning Spaces* *From

All share certain features:*  tables to facilitate group interactions (usually round, 6' or 7' in diameter)  white boards around the room and/or for each group  teacher station near the center of the room  networked laptop computers *From New Learning Spaces*

Designing for learning Today’s Learners New Learning Spaces Learning Technologies Pedagogy LEARNING

Designing for learning  In the face of this changing landscape in teaching and learning faculty cannot work in isolation any more  There is a crucial need for collaboration between faculty, technologistslibrarians, to produce meaningful learning experiences.  There is a crucial need for collaboration between faculty, technologists and librarians, to produce meaningful learning experiences.

The AUC Model

LLTDean AcademicComputingServices Center For Learning and TeachingClassroomTechno-logies and andMedia Services ServicesMainLibraryRare Books and SpecialCollectionsLibraryWebDevelop-ment Libraries and Learning Technologies (LLT)

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