International business & economics online workshop
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This document summarizes an international business and economics workshop with two parts: (1) a viewpoints workshop to develop curriculum through collaborative design approaches and consideration of pedagogical models, and (2) a Moodle workshop to learn about and be assessed on a historic event and consider implications for adopting new approaches. Key topics discussed include open educational resources, MOOCs, skills for informal learning, personalized learning data, changing educator roles, and challenges like digital literacy and new forms of scholarship.
International business & economics online workshop
- 1. International Business & Economics Enhancing and developing the curriculum
- 2. 2 parts. (a) Viewpoints workshop (b) Moodle active workshop Aims: (part a) • To develop a course-team design approach to curriculum development • To consider different pedagogical models for design and delivery • Identify potential departmental enhancements (Part b) • Use a range of tools to learn about, and be assessed on a historic event • Consider the implications for your students, yourself, your colleagues, and the university in adopting these approaches.
- 5. Colorado Technical University. - http://www.coloradotech.edu/education
- 6. USP
- 9. Horizon Report 2014 (Educause) Key Trends (globally) 1. Openness —open content, open data, open resources, transparency and easy access to data and information — is becoming a value 2. Massively open online courses are being widely explored as alternatives and supplements to traditional university courses 3. The workforce demands skills from college graduates that are more often acquired from informal learning experiences than in universities 4. Use of new sources of data for personalizing the learning experience and for performance measurement 5. Role of educators continues to change due to the vast resources that are accessible to students via the Internet. Key Challenges Digital media literacy in staff New foams of Scholarship Limited Educational Process Lack of support for personalised learning Unprecedented competition in HE Most academics are not using new technologies
- 11. MOODLE What we did What we did Tünde Varga-Atkins. (Oct 17 2014). Defining and developing information and digital literacies through Enquiry-Based Learning (EBL) Presentation at Jisc Experts Meeting, Birmingham, UK
- 13. Student-led research with guidance
- 14. Digital Den?
- 17. Using Viewpoints for course development • Card sorting exercise (very participative) focussed on assessment and feedback: information skills: learner engagement, and creativity in the curriculum • Developed by the University of Ulster with HEFCE funding • Based upon emerging pedagogical principles • Inclusive – participation to include others – students librarians, student affairs, etc
- 18. Resources – Course/ module timeline worksheets
- 19. Choosing a theme/set of cards You will be working in teams. You need to first choose what pedagogical theme to focus on • Assessment and Feedback, • Information Skills, • Learner Engagement • Creativity.
- 20. Choosing an objective • You and your team decide upon an objective for your session. This could be informed by KPIs or student evaluations or just the wish to deliver more effective teaching. • Write the objective at the top of the module worksheet.
- 21. Reading the front of the cards Each team member will work with the same set of cards. Start by reading the principles on the front of the cards, choosing those most appropriate to their objective.
- 22. Mapping the cards to the timeline Take your selected cards and map them to the appropriate point on the timeline (e.g. at the induction phase, during first few weeks of course)
- 23. Reading examples on cards Having identified groupings, turn the cards over and read the examples/ideas on the back (not creativity)
- 24. Agree a set of actions
- 25. Moodle workshop 1. Log into Moodle via the portal 2. If you are enrolled, you will see a course called ‘Approaches to connecting learners and promoting active learning. Search and selfenrol if you don’t see this! 3. Have a go at doing the exercises We’ll break after 20-30 mins so we can discuss
Editor's Notes
- #2: WelcomeIntroduction to me…Ask people to intro themselves.Who you are, your discipline, one thing you hope to get out of this session.
- #6: This short video clip is a wonderful crafted 30 sec clip which provides an real sense of dynamism. Type in: http://www.coloradotech.edu/education and you go to a page and video that describes their teaching approach
- #8: ability-based curriculum design and the assessment-as-learning approach – Alverno college
- #9: But when I typed in harvard learning it directs to online learning
- #10: OU MOOCs Massive open online courses Badges to accredit learning Open framework for gaining recognition of skills and achievements Learning analytics Data-driven analysis of learning activities and environments Seamless learning Connecting learning across settings, technologies and activities Crowd learning Harnessing the local knowledge of many people Digital scholarship Scholarly practice through networked technologies Geo-learningLearning in and about locations Learning from gaming Exploiting the power of digital games for learning Maker culture Learning by making Citizen inquiry Fusing inquiry-based learning and citizen activismHorizon
- #12: Following x slides are some examples of practices atbt are keading to better outcomes or different outcomeEBL –problem cyclesTypical week – general Enquiry-based learningStudent-initiated research activities, Teams working in problem cycles, each week , 4 hourly session with a chair and secretaryPre-session tasks, in class group activities with typically quick flipchart presentations Range of resource types and analytical strategies
- #15: Library laptops used