1. Dean (Learning and Teaching) Arts, Education and Law Group First Glimpses of OLT TEL Project: What staff and students say works and why? Professor Glenn Finger

2. Two Australian Universities

3. Some first glimpses…students and digital technologies Has a smartphone – 93% Using University provided computers – 61% Has a tablet device – 52% (more than 25% do not use it for academic work Use of Twitter – 48% (of these, only 15% find it useful for University studies, and only 4% think it’s very useful) Use of Wikipedia – 88% -discipline differences: 72.6% Education through to >90% Law, Sciences, Engineering -achievement differences: High Distinction 91.6%, Pass or lower 88.5% -Year of study: 1 st year 83.8%, 2 nd year 87.2%; 3 rd year 88.7%; 4 th year 94.2%)

4. Some first glimpses…students If you had no way of using digital technologies for one week, how disruptive would this be? (Scale: 1 = no disruption at all to 10 + extremely disruptive) To University Studies? 8.9 To Everyday life? 7.5 Most Disrupted – Social Sciences, Medicine Least disrupted – Law, Engineering

5. So…what are the students really saying? What has been the most useful examples of technology-based learning that you’ve experienced so far in your university course? Please explain why these were particularly helpful/useful 4594 different examples 103 299 words

6. What works?…students

7. What works? …staff

8. The ‘state of the actual’ vs the ‘state of the art’ Logistical, study focused, passive consumption of knowledge Vs active construction of knowledge Instructivist Vs constructivist and connectivist knowledge creation  Acknowledge the ‘state of the actual’ - largely ‘safe’, bounded and outcomes-focused uses of digital technologies  Envision the ‘state of the art’ – (re)defining institutional cultures and assumptions of curriculum, pedagogy and assessment  Case studies being developed