Education Strategy – eLearning Incubator

CollabiPad

For our students, the iPad is just one of the tools they use to work with in the classroom.

In 2014, Trinity College is evolving from the now firmly established base of mobile learning principles practiced in Foundation Studies, to expand our eLearning potential as an institution. An eLearning Incubator staffed by experienced classroom teachers and a technology specialist, is researching and piloting developing technologies, learning and teaching environments, project-based and student-centred learning. The anticipated outcomes are designed to equip students with the critical thinking and learning skills demanded by universities and employers in the 21st Century.

The eLearning Incubator works across the College, in all areas of teaching and learning – not just Foundation Studies. It has a pedagogical and educational focus, and is a consultative and collaborative group. Trinity is not new to eLearning – the Theological School has been successfully delivering quality online courses for many years – but there is much to be shared across the learning frontiers. Key aims of the eLearning Incubator are to deliver quality academic development to help staff create transformative educational experiences for students; to develop teaching solutions and strategies for innovative projects; and to research and measure the effectiveness of eLearning delivery. The group will also write and publish academic articles based on primary research in national and international peer-reviewed journals, and present at national and international conferences. Three articles, and two academic presentations are planned for 2014. One paper on the yearlong staff iPad training program is soon to be published as an open access article in an international education journal. A second, longer article is in progress, and concerns the outcomes for students after two years of learning in a 1:1 iPad environment, in a longitudinal comparison with earlier years.

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Collaborative projects make up an increasingly important part of the work students do at Foundations Studies.

The eLearning Incubator is also involved in delivering professional development training for academic and general staff across the college, and offering staff support with their teaching goals. One recent activity involved providing support and training to the BAX (Bachelor of Arts Extended) for Indigenous students engaged in a short movie trailer project. The eLearning Incubator is also working with a number of Foundation Studies administration services to develop online and interactive orientation information and learning activities. Other research projects in progress in 2014 include a study on the effectiveness – across a range of measures – of a ‘flipped classroom’ model in lectures; exploring the best ways to mine and analyse learning analytics, and an evaluation of project based learning and creative assessments within the Pathways School.

The eLearning Incubator aims to empower staff at Trinity to effectively engage students via online experiences. Ultimately the goal of the Incubator is make the most of important, yet limited face to face time; to design and then rigorously evaluate online learning models suited to our context for our staff to repurpose to meet diverse needs.

 

 

The best things about our 1:1 iPad Program? Connectivity, reliability, confidence, opportunity, creativity.

We are nearly through the second full year of our 1:1 iPad project, and it has been a very busy time – thus the hiatus in posts here. After two pilots in 2010 and 2011, we are now firmly invested in continuing to be a fully 1:1 iPad college, and have seen the benefits of it for both students and teaching staff.

Handout

They are keen to get their brand new iPad out of the box and get started on purchasing some study-related apps.

Yet, with more and more tablet computers coming on to the market, I thought it might be a good time to have a look back and consider what has been behind much of the success we have seen across our programs, and at the same time address the topic of why the BYOD path is not one we are considering. The best things? Connectivity, reliability, confidence, opportunity, creativity. In a series of posts I will explore the above features one by one. This week, connectivity.

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Trinity receives visits from Apple specialists in iBooks Author and iTunes U

In August and October this year, Trinity was fortunate enough to get two visits to the college by specialists from Apple Australia. In August, an Apple Development Executive in Education presented on the Apple program iBooks Author to a group of rapt teachers in the Gourlay Basement, bringing a set of Macbook Air laptops so that we could all participate actively, and learn to make an iBook. Later in October we were fortunate to be visited by a Digital Education Content Specialist, who introduced us to iTunes U, and the possibilities of using the recently updated Apple platform to host courses, and distribute video and other course material to students.

Our Apple educator presenting on the features of iBooks Author to TCFS teachers and administrators.

iBooks Author

The opportunity to learn from the experts, and have professional presenters taking us through the finer points of these products, was much appreciated. Many of us are already convinced about the potential benefits of creating custom-designed learning materials for our students, which have engaging and interactive features. Continue reading

Evolving and Changing Teaching and Learning in a 1:1 iPad classroom

In 2012 Trinity College welcomed it’s first full cohort of Foundation Studies students into a 1:1 iPad teaching and learning environment. In February this year approximately four hundred students began the full program which will run until December. In 2010 and 2011 we ran two pilot programs with a smaller group of students over a shorter time frame. Discussion of these pilots and the perspectives of staff and students can be seen in earlier posts, and in our first Report. A more formal evaluation of the second pilot is still forthcoming. See the previous post for some insights into how students from our first iPad Pilot performed in the 2011 February Main Program.

As the infiltration of mobile technologies into our classrooms and lecture theatres has become ubiquitous over the past two years, it becomes less imperative to be asking what are the academic benefits to students and teachers of mobile technologies, and more interesting to be asking in what ways we can exploit the presence of mobile technology to engage students more with interactive tasks, encourage broader questioning and critical thinking, and demand from students a greater involvement in their own learning – and particularly at Trinity, in the tools students can employ to further their English language learning. We feel that these objectives are not far away from realisation, and the anecdotal evidence gathered so far from teachers and students is very encouraging.

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Research and Evaluation: A Work in Progress

In conjunction with the latest iPad Pilot underway at Trinity College Foundation Studies, there is research and evaluation work in progress to determine how we can best develop the most engaging and challenging programs for our Foundation Studies students. If you are interested in knowing more about this research, please look here at some excerpts from the Literature Review which has been undertaken, including the interim research questions, rationale for the research focus, and a selection of the Works Cited from the Literature Review. Our first pilot was also extensively evaluated in the Step Forward Report, which is also still available

As educators all around the world consider the fast developing options for personal mobile technologies available to their students, it is essential to share experiences, discuss, debate and engage with one another. As our last post demonstrated, collaboration between institutions, and sharing information and experiences really adds to the feeling of being embarked on an exciting journey as educators – an experience which students should be invited into, and enabled in many ways to shape for themselves.

It is also important to consider the systems and supports which are required to maintain the programs and curriculum – including the ways staff are engaging in professional development; the ways students are using their iPads in and out of the classroom for learning, and from these findings, to determine how to direct our future plans in ways which will maximise the benefits for our students. One key reference text which is guiding the research process is a collection of essays edited by Vavoula Giasemi, Norbert Pachler, and Agnes Kukulska-Hulme. Researching Mobile Learning: Frameworks, Tools and Research Designs.(2009) Oxford, Bern, Berlin: Peter Lang Verlag.

If you have any questions about the research, please comment here, or at the Academia.edu site. Comments and questions welcome.

iPad Pilot – Take Two. Aims, Apps and Ambitions

The TCFS iTunes Card Mural

Well, it’s less than a week until the new students taking part in our pilot repeat arrive to begin their education journey with iPads at Trinity College Foundation Studies. Our preparation, as you can read in earlier posts, has focused on training our teachers, exploring new approaches to teaching and learning, and maximising student engagement. We’ve been pondering not only the logistics of implementation, distribution, and management, but also paying close attention to how we will be using iPads in the classroom, and how to best meet the needs of our particular students. It’s not all about the apps. Still, we’d like to share with you our app list for this Pilot – take two.

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Now we have the go-ahead, we’re continuing staff development and enhancing expertise.

Apologies for the lack of posts over the past few months. It’s been a very busy time for everyone here at Trinity College Foundation Studies. In late April we got the go ahead to proceed to the final stage of our pilot program – the full rollout of iPads to all new students enrolled in our Foundation Studies programs, from 2012. This exciting news and the certainty it brings has given the “Step Forward Program” a new surge of energy and activity.

Foremost among the activities taking up much of our attention is supporting over eighty teachers to further develop their expertise in mobile technology, and integrate the iPad into their teaching practices. We are currently planning and working towards another pilot with students in the August and September intakes in 2011. This will be a chance to further experiment, conduct some quality research and evaluation, and refine our approaches before commencing with our main programs from February 2012.

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Trinity College iPad Pilot Report Available

As I reported below, the Report from our six month 1:1 iPad pilot was completed in January. The Report lays the foundations for bringing about the full vision that the Step Forward Pilot Project encompasses – a dynamic, engaging, active and creative curriculum for all students in the Foundation Studies Programs at Trinity College. Foundation Studies is a bridging program for International students preparing for studies at University. For more.

We can now share with you the full version of our ‘Step Forward’ iPad Pilot Report, which is available for viewing in a shared Google Doc.

Report on the Step Forward iPad Pilot Project

by Glen Jennings, Trent Anderson, Mark Dorset, and Jennifer Mitchell.

We have opened the report to comments and suggestions from the Academic Faculty at Trinity College, and we also welcome any and all comments, questions and reflections from our readers here. Feedback is an essential ingredient in any major institutional change – from both those involved, and from external observers.

In the next post soon to come, the philosophical and pedagogical underpinnings of Phase Two of the Project, detailed in an earlier post, will be outlined. I am also hoping to include a guest post from one of the students who undertook the August Early Entry program in 2010. Our students’ experiences and voices are another essential ingredient, and as Phase Two progresses, students will continue to be involved in the project. Several of the former August students have purchased their own iPads for their studies in the February Main Program. These students’ reflections and observations about the ways iPads are being used in the classrooms by teachers, and contributing to their learning experiences and study skills, will be sought and incorporated into the second pilot currently scheduled for 2011.

Please follow the link, and leave comments or questions.

Photos by Mark Chew

Jennifer

Pilot Report Findings and Phase Two

We are just now into the second exciting phase of the ‘Step Forward’ iPad Pilot Project. 2011 will see all teaching, and many administrative staff at Trinity College Foundation Studies in possession of an iPad. This is going to be a year of much sharing of expertise and ideas, as well as a steep learning curve for most of us. The range of subjects taught with iPads in Phase Two will expand from the original subjects: English for Academic Purposes, Physics, Chemistry, Literature, History of Ideas, Drama, Environment and Development, Economics, and Maths 1, to now include Media and Communications, Accounting, Psychology, Maths 2, and Biology.

I include myself in the general mass for whom integrating a new technology into our work practices is a challenging undertaking. Under normal conditions I teach Literature. However, the departure of Mark Dorset to his exciting new role led to me being offered a great opportunity – a secondment as Education Technology Manager to support staff throughout this year of change.

There is a growing list of schools and educational institutions experimenting with iPads around the world, and the data arising from the first pilot studies is only now emerging. Trinity College is among the leaders forging a pathway into 1:1 mobile learning. Our report into the pilot program presents findings from the second survey administered to students and staff – and shows overwhelming endorsement of the iPad in teaching and learning.

Read more about the key findings and recommendations after the break.

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