Session: Context and Collaborative Learning Design

Session at the ETUG Fall 2009 Workshop

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Sylvia Currie
14 October 2009

This session will describe the collaborative team approach and provide some examples of collaborative learning design models used at British Columbia Institute of Technology. BCIT is characterized by a considerable range of programs and students, which requires careful consideration of the teaching and learning context and the various stakeholders – professional governing bodies, industry, subject matter experts, and program requirements – in the development of learning and teaching materials. As a result, the e-learning continuum is quite varied at BCIT and presents both challenge and opportunities.

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Tannis Morgan is an Instructional Development Consultant with the Learning and Teaching Centre at BCIT, where, in addition to helping programs integrate educational technology into their programs and courses, she also helps programs with curriculum development, faculty development, and educational research.

Sylvia Currie
16:07 on 14 October 2009

Amanda Coolidge is a Technical Advisor at BCIT's Learning and Teaching Centre. Prior to moving to Vancouver she was workin in Kenya with the Open University, UK, the African Virtual University and the BBC on an OER project, TESSA. She was the Senior Educational Technologist on the TESSA Project, which is an OER portal for Teacher Educators across Sub Saharan Africa.  

Currently, as a Technical Advisor at BCIT Amanda liaises with instructors across the Institute, introducing them to various educational technologies, brainstorming solutions for their classroom, and teaching a variety of hands on educational technology workshops. 

Sylvia Currie
17:56 on 21 October 2009

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Sylvia Currie
5:46pm 21 October 2009 (Edited 5:57pm 21 October 2009)


Live blogging notes on Tannis Morgan's session

Need for context, need to zoom in an out to get full picture then focus in on specific work

External Conditions and Internal Conditions (all the roles, etc)

When you put external and internal together you get a tapestry of both together.

Tannis showed an example of a course "Foundations of Sustainable Urban Development, explained it in terms of activity theory. Students built a project that resulted in a presentation to industry sponsor. The decision to use Elluminate was to make it easier for students to participate without having to drive to campus, although it wasn't designated as an online course. This is a nice example of authentic learning, and how it's important to consider external conditions.

A second example: Virtual Patient. This is still in progress. Cases are developed in flash. Interesting way for students to learn about case scenario. Didn't have the media specialist to develop the flash cases so thought video would be the best solution. Others on design team didn't want video. An example of the negotiation of needs, resources, etc.

Gráinne Conole
5:53pm 21 October 2009 (Edited 6:00pm 21 October 2009)


My live blogging notes on Tannis Morgan's session

Taking a broader perspective:

Zoom book – a picture book, looking at things from different perspectives, zooming out of the picture, need to take a similar approach with learning design

External conditions for BCIT university – industry, professional associations, accreditation bodies, programme requirements

Internal conditions – rich collaborative team

  • Subject matter experts (FT or PT)
  • Instructional development consultants
  • Media producers
  • Graphic artist
  • Instructional materials developers
  • AV services
  • Document specialists
  • Technical advisor
  • Distance learning advisors

Levels of collaboration: from resource or course up to programme

Examples

  • Course level: Delivery (Eluminate live classroom, course content in D2L, occasional F2F group meetings, meetings with industry partner) and roles (facilitator, student as participant, student as peer reviewer, industry sponsor)
  • Anther example is the capstone course in health care management – issue statement, lit review and benchmarks, recommendations and final report
  • Virtual patient project  (multimedia resource through case based learning) – context: CSCT exams, CMA accreditation, process and internal resource

Collaborative process – small group, tools – box.net (a platform for sharing and project managing, is very visual)

Sylvia Currie
6:02pm 21 October 2009


Live blogging notes on Amanda Coolidge's session

Example of the PT6 Engine course - showed example of what the students need to learn about the engine, and some of the challenges of creating 3-D models.

It's fun for the students, motivating, incorporated into D2L with many self tests, etc.

It is used in the classroom, pulls up model, shows what students will be doing in the shop later that day.

Most thrilling: One of those situations where the technnology did not drive the learning that was taking place. It was the reverse. Thought about program needs, and national transport authority to other institutions.

Sylvia Currie
6:14pm 21 October 2009


Live blogging notes summary of session and questions

BCIT learning design is driven by external and internal design as much as pedagogy

Questions:

How long did it take to create the engine resources? 1000 modelling hours

Learning process for all the players - Have used the same 3D modelling process for other projects? Yes, and Amanda showed example of an orthodics 3D. It is an open resource BCIT got from a univeristy in Belgium. Also did a project for CN rail doing a boxcar.

Any experience with 3D modelling before you started? No! First project was the boxcar project. Told a hilarious story about first experience -- had to put on hard hat and take photos under a train. (In job description? LOL)

What kind of student evaluation have you done with this? First was to find out is it even worth carrying on with creating these resources. Second phase of evaluation will involve going into classroom to see how being used.

 

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