David Kennedy:Creating learning environments that are both teacher and student centred, simultaneously: Opportunities and issues
David Kennedy invited speaker ALT-C 2009
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14 September 2009
The presentation examined an outcomes based approach to learning design
David Kennedy began by introducing the University of Hong Kong. He described the University's culture as being highly didactic, with successful students having come through a extremely competitive selection process. Students come to the university with only face to face learning experiences. He described the cultural empasis as being on:
- Critical thinking
- Real problem solving
- Whole person development
- Communication - local and global
- Language (particularly in Hong-Kong where the government push is towards tri-linguality)
- Transforming information into knowledge
- Being self-organised, engaged and passionate.
The Biggs model of curriculum design is primarily used:
- outcomes based approach
- aligned outcomes, activities and assessment
- articulated criteria for success
It was noted that learning trechnologies provide opportunities but are highly disparate. Things to consider are:
- Learning tasks (active authentic learning)
- Learning resources
- Learning support
David Kennedy outlined a survey he had conducted where the technological activity of 2007/08 Hong Kong students was compared to the activity of a group of Melbourne students. It was discovered that the Hong Kong students used technology a great deal in comparison to the Austrailian students but did not find it useful in their learning.
When developing his VLE Kennedy looked at Moodle which he defined as teacher centred and controlled, and Mahara which is student centred and controlled and chose to combine the two (with a single sign-in) This allowed for both teacher control and student ownership.
Primary issue identified as the student transition from social blogging to academic blogging. We need to provide frameworks and skills instruction to support this transition. Moving from social context to learning context is a challenging shift to make but is very important.
08:25 on 15 September 2009