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Building the field of dreams - LAMS at NTU

Paul Gagnon presentation at LAMS 2008, Sydney

Cloud created by:

Gráinne Conole
5 December 2008

Paul Gagnon is based at Nanyang Technological University Singapore

His talk focussed on the roll out of LAMS at his university. He began by referencing the

delay in take up of technologies - for exampel ca. 10 years for take up of Powerpoint

Importance of regonising good teaching and how we can support it.

Building blocks

David Merrill's instructional model (engage - curiosity, context, challenge and control,

activate, demonstate, apply, integrate), using that as a way of framing for professors

Ron Oliver's learning triumvirate - learning activities, learning support, learning resources

Reflects research findings - cognitive neuroscience (learning begins with attention, and

neural plasticity - for example book Larry Squire and Charles Squire -

Memory: From mind to molecules)

and cognitive psychology (how and why we learn)

Challenges

Framework

Budget, hiring staff, professor buy in (what exists already, whats in it for me,

how do we know it will work?), developing professor orientation package,

choosing the instructional strategy, framing the pedagogical model (sequed into the

interactive, began with monolithic), developing the

productiion process (record,, chunk lectures into 10-15 mins, inserted into

LAMS using pre-post activities, populated the course site,

building the support systems for REASCD model (video index, syllabus template),

choosing the delivery model (70% self--directed, 30% synchronous support),

achieving buy in (piloted model, professor support, students, administrative),

maintaining buy in (invoked champions, no recognition of hours of teaching online as

real teaching, marketed results to senior management, encouraging the creation of

non-formal collaborative learning activities)

Benefits

invites innovation

Opens education

Frees up professors time for research

Establishes an easily understoon framework

Encourages learner independence and student centric learning

Enables us to provide for learning style differences

Facilitates establishing of global classrooms

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