Student engagement with personal environments - ePortfolio
Student engagement for language learning with Web 2.0
services
Student engagement with instructional materials Interactive
Heart Animation
Are we meeting the challenge?
Student ePortfolios: Rosemary Kardos, School of Dentistry
Essentially we are introducing ePortfolios to explore the
merits of situating students at the centre of their learning
experiences, observing how they manage and control their own
records and information in order to make sense of and map out their
academic and professional goals, experiences and outcomes.
Rationale - educational
Rationale - Professional
Health Practitioners Competence Assurance Act (HPCAA) 2003 (New
Zealand) saw the establishment of the combined Dental Council of
New Zealand (DCNZ) in 2004. The DCNZ is a self-regulatory body for
the dental professions, responsible for ensuring the continuing
professional competence and fitness to practise in the field of
dentistry. All dental practitioners are required to hold an annual
practicing certificate (APC) issued by the DCNZ. A professional
portfolio approach is recommended for this process.
File Repository /Admin Area
Data CaptureTemplate
Portfolio Documents
Selecting Files for a Portfolio
Sharing a Portfolio Section
Presenting the Portfolio
What we hoped for...
That students would see the relevance of linking their
educational experiences to career development and preparation
And
That students would take responsibility to understand,
structure and organise what they are learning and present this in a
professional manner.
What we are finding...
While students can see the importance of portfolios to their
professional career. They dont believe they have the time to deal
with them while they are studying.
Students saw no reason to move to the new paradigm
finding...
Further research ... finding...
Web 2.0 for language learning: Antonie Alm, Department of
Languages and Culture
Reflective writing in blogs
Collaborative writing in wikis
Publishing in YouTube
Excerpts from a learner blog
Blogging allows language learners to practice writing in the
foreign language. Their written thoughts can be shared with
classmates and native speakers. Other Web 2.0 tools, such as
podcasts, can be easily integrated.
A wiki for a class project
Wikis are a fabulous tool for collaborative writing
projects.
Here, students work on a dialogue of a soap opera scene to be
published on YouTube.
In the last sentence a previous writer askes xxx directly how
they should continue.
Publishing on YouTube
Video projects are always fun, but sharing them on YouTube with
friends, family and the world gives learners a real feeling of
recognition and achievement.
Over 14,000 people have watch this docu on learning German at
Otago.
HUBS: Cardiac Cycle Animation Justine Dallimore, Department of
Physiology
Large numbers of students
Difficult conceptually
Limited laboratory time
Supplement with self-study
3D model => reuse resources
Cardiac cycle: Evaluation
36% of a class of 1810 students have accessed the animation
during the period of CVS study (25/7-19/8)
Just over 10% have accessed the animation more than twice.
Questionnaire distributed in labs received 123 responses out of
288 (43%)
Of those who used the animation the responses were very
positive (1-2 on 5 pt Likert) in terms of accessibility, useability
and use for learning. Questions relating to advanced features of
the animation received fewer responses.
Cardiac cycle: Evaluation
I found the cardiac cycle animation very helpful as it is often
hard to visualise how the heart works in real life, as we only ever
look at models and pictures. It definately enhanced my
understanding of how the heart works.
I couldn't get it to go so didn't do it.
Brilliant.
Pretty neat, another way to learn for some people. - Maybe can
add some boxes to fill in to test understanding.
It would be good to be able to see the entire screen so you
don't have to keep shifting the screen around to push all the
buttons.
Are we meeting the challenge?
Good teachers doing good things
Good students doing good things
Strong engagement seems to occur when strong links to student
drivers.
Increasing examples of 'wild' Web 2.0 use or willingness to
experiment...Humanities, Business, Health Sciences....
Limited/ad hoc (and sometimes at a cost) Web 2.0 services from
the institution
