“SBL Interactive At The Coal Face: Experiences From Across The Ditch”

Terry M StewartCADeL, Massey University,

Palmerston North

Massey University

My (new) role in 2009 A 50% teaching position (plant protection) in the

Institute of Natural Resources A 50% position in our Centre for Academic

Development and e-Learning Build a “community of interest” in scenario-based

learning (primarily using SBLi) Maintain the SBLi software at Massey Conduct research/publish where possible

The move to Moodle (Stream)

Building a Community of Interest Informal lunchtime meetings

Publicised to those who had attended a training workshop Ten meetings on a diverse range of topics, publicised to

those who had undertaken an SBLi training workshop- Relevant research in scenario-based learning- “Show and tell”- Guest speakers- Research tips- Other tools for scenario-based learning- Publishing tips

Community resources maintained by a Stream site

Building a Community of Interest (cont...) Developer’s group

A small group which met once a fortnight to develop their teaching scenarios as a team

Training workshops Three of these held

Informal consultancies Liaison with our Flexible Learning Teaching Consultants

Occasional meetings Weekly blog postings

Support Websites Internal and external

Results Higher profile for SBLi and scenario-based teaching

generally Thirty six scenarios over nine courses were used in 2009 Scenarios for at least four other courses are being

developed A series of CD ROM-based Food Microbiology ones

being planned Some research papers published

Nursing Courses

Virtual Vet Hospital

Food Microbiology

Plant Diagnosis

Orchard Management

Nutrition Science

Ethics

Distance Course Evaluation

Education Technology

Reflections on 2009 Lunchtime meeting worked, although numbers small.

“They were an excellent opportunity for showcasing, problem solving, and sharing ideas and inspiration. This sort of work is at a frontier of tertiary education where the informal forums are essential for development, innovation, and continued motivation”

Developer group, less successful as far as outcomes Research, and my own experiences, shows academics

need support to develop e-lessons using advanced paradigms

Introducing new paradigms is not easy. From the literature... Blin, F. and Munro, M. (2008). Why hasn’t technology disrupted

academics’ teaching practices? Understanding resistance to change through the lens of activity theory. Computers & Education 50: 475–490

Zibrowski, E. M, Weston, W.W. and Goldszmidt M.A. (2008). 'I don’t have time’: issues of fragmentation, prioritisation and motivation for education scholarship among medical faculty. Medical Education 42: 872–878

Kirkwood, A. (2009). "E-learning: you don't always get what you hope for." Technology, Pedagogy and Education 18(2): 107 - 121.

Georgina, D.A. and Olson, M.R. (2008). Integration of technology in higher education: A review of faculty self-perceptions. Internet and Higher Education 11 (1) : 1–8

2010 SBLi/STREAM integration