Cartoon by Dave Parker

1

Cartoon by Dave Parker
2

• Putting students at the centre A framework to
  support online students

Kay Margetts Department of Learning and
Educational Development The University of
Melbourne
3

Currently
Bachelor of Early Childhood Education 4 years
full time Dual qualification to practice in
services for children 0-5 year of agentres and
the early years of primary school (up to Grade 2)

• Early Childhood and Primary Teacher Education
• range of subjects including child development,
  curriculum, learning and teaching, professional
  practice
• on-campus, off-campus, full-time, part-time
• higher degree students
• research

4

Bachelor of Early Childhood Education 4 years
full time Dual qualification to practice in
services for children 0-5 year of agentres and
the early years of primary school (up to Grade 2)
Can we please have lecture outlines and notes?
5

• Students

Bachelor of Early Childhood Education 4 years
full time Dual qualification to practice in
services for children 0-5 year of agentres and
the early years of primary school (up to Grade 2)

• little opportunity for guided and collaborative
  learning (tutorial sizes make it difficult to
  give personalised feedback and guidance)
• limited use of library-based audio-visual
  resources
• lacked opportunities for guided observation of
  practical applications of theoretical
  perspectives
• minimal time preparing for lectures and tutorials
  or in systematically reviewing subject content

6

Enriched learning environment
Bachelor of Early Childhood Education 4 years
full time Dual qualification to practice in
services for children 0-5 year of agentres and
the early years of primary school (up to Grade 2)
campus-based lecture/tutorial, face-to-face mode
supported by online subject information
including more collaborative, student-focused
environments
opportunities for students and teachers to

• actively engage and persevere in the process of
  learning
• abstract and deepen existing and new
  understandings
• transfer and generalise this knowledge for
  practical application
• interact with each other and pedagogical tools

7

Bachelor of Early Childhood Education 4 years
full time Dual qualification to practice in
services for children 0-5 year of agentres and
the early years of primary school (up to Grade 2)
students and teachers become risk-takers as
they
share and express what they think and know
8

websites
developed within the Online Courseware Component
Architecture (OCCA) webserver at University of
Melbourne initially developed by Paul
Fritze functions for developing learning
activities interactive collaborative reflect
ive functions for managing student
work summaries feedback edited in DreamWeaver
and/or on the web
Bachelor of Early Childhood Education 4 years
full time Dual qualification to practice in
services for children 0-5 year of agentres and
the early years of primary school (up to Grade 2)
9

message to students
Bachelor of Early Childhood Education 4 years
full time Dual qualification to practice in
services for children 0-5 year of agentres and
the early years of primary school (up to Grade 2)
feedback from teacher and rubber stamp
access to work
reader/printer friendly versions
organisational outline/learning portfolio
10
(No Transcript)
11

Bachelor of Early Childhood Education 4 years
full time Dual qualification to practice in
services for children 0-5 year of agentres and
the early years of primary school (up to Grade 2)
learning and teaching activities

• are contextualised
• involve case studies
• support knowledge construction and reflective
  practice
• use different levels of complexity

12
Bachelor of Early Childhood Education 4 years
full time Dual qualification to practice in
services for children 0-5 year of agentres and
the early years of primary school (up to Grade 2)
use of videos to support learning
13
visual images and multiple choice responses
14
Bachelor of Early Childhood Education 4 years
full time Dual qualification to practice in
services for children 0-5 year of agentres and
the early years of primary school (up to Grade 2)
graphing tool to plot growth
15

Reflection on previous work and interactions with
peers
Bachelor of Early Childhood Education 4 years
full time Dual qualification to practice in
services for children 0-5 year of agentres and
the early years of primary school (up to Grade 2)
revisit work self assessment share and refine
understandings of key concepts and practices with
others
16
view the responses of other
view own previous response
revise response
In all of my revised strategies I have kept my
initiial ideas and built on them further. After
viewing other peoples responses I have been
exposed to new and other ideas which I have
incorporated into my answer. After having time to
think about my responses I feel that I have been
able to give a more detailed response/strategy.
revisit previous work, view peer responses
17
collaborative essay/peer review
18

Student/teacher interactions
Bachelor of Early Childhood Education 4 years
full time Dual qualification to practice in
services for children 0-5 year of agentres and
the early years of primary school (up to Grade 2)

• Teachers
• overview of student work undertaken
• access to customised views of page content
• messages/comments from students
• feedback to students

19
easy to use navigation
view student comments
view student work
feedback to students
reviewing and responding to student work
20

• Learning and teaching benefit when teachers
• actively seek student perspective/conceptions
• adjust level of challenge, support and use of
  pedagogical tools
• refine teaching approach
• take risks
• become more accountable

Bachelor of Early Childhood Education 4 years
full time Dual qualification to practice in
services for children 0-5 year of agentres and
the early years of primary school (up to Grade 2)
21

Teaching is a high risk career .
Bachelor of Early Childhood Education 4 years
full time Dual qualification to practice in
services for children 0-5 year of agentres and
the early years of primary school (up to Grade 2)
If youre not risking, youre not growing
And if youre not growing..
Then neither are your students
Don Campbell The Mozart Effect The Mozart
Effect for Children
22
REaLT - with Faculty of Business Economics
Monash UniversityCollaborative Melbourne Monash
Grant in Educational TechnologiesLes Hardy and
Jodie Maxfield supported by Robyn
BensonAccounting 1 - initially at Gippsland now
being trialed at Frankston and CaulfieldEvaluati
ng professional experience and mentoring in the
preparation and induction of teachers for the
teaching profession - with Faculty of Education
Monash UniversityARC Linkage GrantJohn
Loughran, Debbie Corrigan, Christine UreSchool
Practicum C-TaLP - with Faculty of Education
Monash University - FrankstonT_at_LMeT
Collaborative Melbourne/Monash Teaching
Learning Courseware Development GrantAnne
KennedyBachelor of Early Childhood
EducationDesigning Assessment - Master of
Assessment and Evaluation the University of
MelbourneMargaret Wu and Patrick
GriffinResearch Project - Postgraduate
Certificate in Student WelfareLiz Freeman
Some projects/sites
23
The learning tasks'The tasks were clear and
easy to understand which meant I could provide
answers that were well thought out.I found the
computer tasks were enjoyable. It helped me to
better develop skills in using the Internet as
until we received this assignment I had never
really used itGroup workI really enjoyed
being able to talk through the task as a group
gaining others ideas and perspectives as it made
me look at different angles. Relation of
theory to practiceI found that the video clips
were so helpful because they helped me bring all
the theory together and make sense of the
concepts in real situations.It was very
helpful to visualise children-staff interactions
and environments which we were studying in
lectures. It emphasised what we were learning and
why we were learning it.The approach to
learningWe were able to access the site when it
suited us, and the multi-media and interactive
format was almost like being on additional field
trips. I found it useful to be able to look over
situations, and replay them if needed, to think
about and respond.It was a different way of
learning thus it was interesting.
Student responses
24
What is your response to the assessment
methods?'It was good to be assessed on
everything more thoroughly.'Some students
commented that it was 'difficult if some group
members did not share in the work'.What did you
like most?'I liked the visual aspect'. The
'variety was good, but not for every subject'.
'It was good to get comments and a picture from
(tutor)''It was easy to use and I liked doing
work in groups'Students commented that they
liked doing work on a regular basis, 'It was
better than assignments'.What didnt you
like?Students generally reported that they did
not like the technical problems e.g. freezing or
losing work or downloading Quicktime clips.
However, they said that these became less with
time and they realised that some were a result of
their own computers or Internet providers.