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Prof. SB Junaidu
Director, Institute of Computing & ICT
Ahmadu Bello University, Zaria, Nigeria
July 27, 2017
ICT Enabled Student Engagement and Expansive Education: Scenarios and Strategies
Outline
1. Student Engagement
2. Expansive Education
3. Student Engagement & Expansive Education
4. Role of ICT: Strategies & Scenarios
5. Strategies & Scenarios: Lessons Learnt
6. Remarks: Requirements for Success
7. Summary
International Capacity Building Conference 2017 July 25-27, 2017@ICC, Abuja2
Student Engagement
Educational paradigm in which learners make investment of physical and mental energy towards learning and development
Participation in educationally effective practices, both inside and outside the classroom, which leads to a range of measurable outcomes (Kuh et al., 2007),
The extent to which students are engaging in activities that higher education research has shown to be linked with high-quality learning outcomes (Krause and Coates, 2008)
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… Student Engagement
Concerned with the interaction between the time, effort and other relevant resources invested by both students and their institutions intended to optimize the student experience and enhance the learning outcomes and development of students and the performance, and reputation of the institution (Trowler, 2010)
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Why Student Engagement?
To improve learning
– There is consensus that an engaged student is a good learner (Sharma, 2013).
– Amount of learning and development is proportional to the quantity and quality of the involvement (Astin, 1985, 1993)
To improve throughput rates and retention
– positively related to academic outcomes as represented by first-year student grades and by persistence between first and second year of college
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… Why Student Engagement?
For curricular relevance– As perceived by students when engaged in learning
design
– Considered one of the most important factors of curriculum implementation (Huebner, 1996).
For institutional benefit– an engaging university is a quality university
– benefit from student engagement can be both reputational and financial
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Engagement with What?
Specific student learning aspects/processes
Extra-curricular activities– Diversity experiences teach students valuable things
about themselves and others
Institutional governance– For the benefit of the university, student and society
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Critical Success Factors for Engagement
Student engagement does not happen by magic; has pre-requisites
Pre-requisites exist for the major players– Students
– Staff
– Institutions
– Local context
– Educational ideology
– National policy
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… Critical Success Factors
Students
– must invest time and effort into academic activities and practices that correlate with positive educational outcomes
– must challenge themselves to learn, to interact with new ideas and to practice communication, organizational and reflective skills
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… Critical Success Factors
Staff
– Student engagement requires staff engagement
– By making themselves available for consultation outside class time
– By encouraging interaction in large and small classes
– By using feedback and stimulating students to master material
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… Critical Success Factors
Institutions
– must provide engagement opportunities
– curricula and assessment that compel certain standards of performance or activities
– Institute policies and practices, like commitment to diversity and pluralism, that increase engagement
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Measuring Student Engagement
According to (Coates, 2009), student engagement can be measured along six scales:
a. academic challenge
b. active learning
c. student and staff interactions
d. enriching educational experiences
e. supportive learning environment
f. work-integrated learning
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Expansive Education
Focuses on the development of useful, transferable competencies throughout mainstream education (Lucas, et al., 2013)
Education must be centrally about expanding young people’s capacity
– to deal with real-world complexity and uncertainty and
– to want to explore ways in which this vision can be turned into a practical reality
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Pillars of Expansive Education
Expanding goal of education to developing capabilities alongside subject knowledge
Expanding mindsets so learners not limited by fixed intelligence– Learners to understand capacity for
intelligence grows with practiceInternational Capacity Building Conference 2017 July 25-27, 2017@ICC, Abuja
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… Pillars of Expansive Education
Expanding teacher professional identity as co-learner, not always an imparter of knowledge
Expanding places where learning happens, not just at school
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Outcomes for Expansive Pedagogy
Routine capability– the disposition and expertise to be ready, willing
and able to use what has been learned, often non-consciously, for specific situations
Non-routine capability – the resourcefulness to be able to apply
learnt subject knowledge in new or difficult situations or where there is a lack of support
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… Outcomes for Expansive Pedagogy
An ethic of excellence – self-belief, a determination to learn from others
and pride in learning activities well done
Wider dispositions for lifelong learning – a transferable set of learning tactics, heuristics
and attitudes
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Expansive Learners & Teachers
Relationship between teachers and learners different in expansive setting from the traditional setting
Expansive learners do more and learn differently– students’ needs and voices of central importance
Expansive teachers seem, on the surface, to be doing less and do things differently
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… Expansive Learners & Teachers
Some constant concerns of expansive teachers – How learners develop growth mindsets– How to make activities authentic and engaging
as to expand the horizons of learners– How best to blend theory and practice in
learning– How to develop patterns of collaborative
learning to equip learners to learn, play and work together in a variety of contexts?
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Expansive Learning Environment
Two abiding characteristics of successful expansive learning environments:
– Stretching– Feedback rich
A stretching environment is designed to stretch all who learn there
– E.g., learners challenged to transform a solved problem into a harder instance
A feedback-rich environment encourages critical reflection on progress
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… Expansive Learning Environment
An expansive classroom can be viewed as a ‘mind gym’– subjects, topics and activities are
the exercise machines– the fitness coaches help learners
exercise mental ‘muscles’
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Student Engagement & Expansive Education
Engagement generates motivation
Motivation leads to persistence
Persistence leads to learning & satisfaction
Learning leads to exploration & graduation
Graduation leads to expansive learning
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ICT for Engaged & Expansive Education
How to engage students to invest time and effort in academic activities?
– Ensure they do more and learn differently
How to make learning authentic and engaging?
How to challenge students to interact collaboratively?
How teachers remain available, provide prompt feedback?
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ICT Enabled Education: An Experience
Difficulty and high failure rates in introductory programming well known (Bennedsen, 2007)
Project goal: employ technology to mitigate this problem
Use ICT to teach foundation courses in computing
– First programming course– Second programming course– A Data Structures course
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ICT Enabled Education: Strategies
Employed blended delivery
For on-campus learners
Used WebCT for Learning Management
Capacity building on online facilitation
Use of technology for instructional delivery incentivized
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… ICT Enabled Education: Strategies
Use of multimedia-rich courseware
Courseware developed through funded projects
Students involved in instructional design
Assigned students work included extra credit components
Bonus for active participation– Online allowance (ePocket money)
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Multimedia-Rich Courseware
Contains text, audio, video and animations
Presented in bit-size chunks, rather than monolithic hour-long lectures
Provide flexibility to tailor instruction to individual students
Punctuated with carefully crafted exercises to evaluate and assess
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Sample Scenarios: Recursion
Activation records creation and management
Call tree creation
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… Scenarios: Open Addressing Hashes
Collision resolution with open addressing
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… Scenarios: Dijkstra's Algorithm
Dijkstra's shortest path determination
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… Scenarios: Parameterized Examples
Parameterized examples more susceptible to expansive learning:– Towers of Hanoi– Online examples
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Lessons from the Experience
Analyzed exam grades and CGPAs over five semester pairs (Junaidu, 2004)
Outcome– Questions on concepts considered difficult turned into
bonus for students– GPAs (and corresponding CGPAs) of the online
students higher in four of the five semester pairs
Contributed to increase in online courses in the university
Some of our universities are taking initiative now!
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Remarks: Requirements for Success
Necessary conditions for successful ICT enabled engagement and expansive education;
Learners:– Must be ICT competent
– Must be comfortable communicating with technology
– Must be independent as to take responsibility of their learning
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… Remarks: Requirements for Success
Teachers:– Must be Technology-savvy
– Must be comfortable communicating with technology
– Must have first-class digital citizenry
– Must be skillful in pedagogy, andragogy and heutagogy
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… Remarks: Requirements for Success
Courseware– Must be multimedia-rich
Environment– Must deploy requisite infrastructure– Must be ICT enabled
– Must provide training & support
– Must incentivize education
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Summary
Student Engagement
Expansive Education
Student Engagement & Expansive Education
Role of ICT: Strategies & Scenarios
Strategies & Scenarios: Lessons Learnt
Remarks: Requirements for Success
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The End
Thank You
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References
1. Astin, A. W. (1985). Achieving educational excellence: A critical assessment of priorities and practices in higher education. San Francisco: Jossey-Bass.
2. Astin, A. W. (1993). What matters in college? Four critical years revisited. San Francisco: Jossey-Bass
3. Bennedsen , J, A and Caspersen, ME… (2007), Failure Rates in Introductory Programming, ACM SIGCSE Bulletin, v.39 n.2, June 2007 [doi>10.1145/1272848.1272879]
4. Coates, H . (2005) The Value of Student Engagement for Higher Education Quality Assurance . Quality in Higher Education . 11 (1), pp . 25–36 .
5. Coates, H . (2009) Engaging Students for Success - 2008 Australasian Survey of Student Engagement. Victoria, Australia: Australian Council for Educational Research .
6. Greeno, J. G., & Engeström, Y. (2014). Learning in activity. In R. K. Sawyer (Ed.), The Cambridge handbook of the learning sciences (2nd ed., pp. 128–147). Cambridge: Cambridge University Press.
7. Junaidu, S. and Al-Ghamdi, J. (2004a). Comparative Analysis of F2F and Online Course Offerings: KFUPM Experience. International Journal of Instructional Technology and Disance Learning (IJITDL), April 2004.
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… References
8. Krause, K. and Coates, H. (2008) Students’ Engagement in First-Year
University. Assessment and Evaluation in Higher Education. 33 (5), pp. 493–
505.
9. Kuh, G.D., Kinzie, J., Buckley, J.A., Bridges, B.K. and Hayek, J.C. (2007)
Piecing Together the Student Success Puzzle: Research, Propositions, and
Recommendations. ASHE Higher Education Report, Vol 32, No 5. San
Francisco: Jossey-Bass.
10. Lucas, G, Claxton, G and Spencer, E, (2013), Expansive Education: Teaching
learners for the real world, Open University Press, UK.
11. Sharma, B.R and Bhaumik, P.K. (2013). Student Engagement and Its
Predictors: An Exploratory Study in an Indian Business School. Retrieved on
March 22, 2013 from: http://gbr.sagepub.com/content/14/1/25.full.pdf+html
12. Trowler, V. (2010). Student engagement literature review. Department of
Educational Research Lancaster University.
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