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Simon McIntyre
The University of New South Wales, UNSW Art & Design, Faculty Member
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The University of New South Wales, College of Fine Arts, Faculty MemberStatistics Formulas, Higher Education, Faculty Member add
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Cross-Cultural Collaborations, E-Research, Online Education, Online Training, Cross-Cultural Studies, Online Communities, and 29 moreDesign Innovation, Teaching Online, New Media, Online Learning, Online and Distance Education, Social Networks, Design multi-disciplinary practice, Training and Development, Community Leadership - Critical Online Pedagogy, Online Instruction, Twitter, Educational Technology, Blogs, Academic Development, Technology in Teacher Education, Teacher Training, Video Learning in the Classroom, Teachers' professional development, Professional Development, Teacher Education, E-learning, Collaboration Technology, Learning and Teaching, Higher Education, Learning Technology, Educational Research, MOOCs, Technology Enhanced Learning, and Web 2.0 edit
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Simon is the Associate Dean Education at UNSW Sydney | Art & Design, and a member of the Scientia Education Fellowshi... moreSimon is the Associate Dean Education at UNSW Sydney | Art & Design, and a member of the Scientia Education Fellowship. He is a multi-award winning educator, passionate about improving the effectiveness, quality and relevance of the student learning experience, and about pedagogically driven use of technology to innovate learning and teaching practices. He is committed to continuing to improve and innovate the learning experience of students in art and design disciplines.
Simon has led the design and management of several innovative professional development and educational programs; working with teams of dedicated academics and collaborators. He leads internationally successful open education initiatives such as widely used open education resources, the multi-award winning Learning to Teach Online Massive Open Online Course (MOOC) https://www.coursera.org/learn/teach-online, and the Transmedia Storytelling: Narrative worlds, emerging technologies, and global audiences MOOC. https://www.coursera.org/learn/transmedia-storytelling
Simon’s commitment to helping students and educators globally develop essential digital literacies is at the heart of his teaching philosophy. He considers these capabilities enable them to actively engage in global, cross-disciplinary collaborative online networks where learning is enhanced by sharing knowledge, experience and curiosity with a diverse cohort of peers. Through such initiatives Simon continues to innovate his own teaching, and to develop his leadership in the field of online education. He is committed to inspiring students, and his work has helped thousands of educators improve their teaching practices in a range of disciplines – locally, nationally and internationally. edit
Since 2003, the College of Fine Arts (COFA), The University of New South Wales, Sydney, Australia has successfully developed and implemented online learning and teaching training programs. In 2008, an increase of interest amongst the... more
Since 2003, the College of Fine Arts (COFA), The University of New South Wales, Sydney, Australia has successfully developed and implemented online learning and teaching training programs. In 2008, an increase of interest amongst the Faculty in the potential of blending learning, prompted COFA Online (COFA's elearning unit), to conduct a special Blended Learning Fellowship Training Program to support staff wishing to develop and implement their own blended learning curricula. This program was to serve as a pilot test before a wider implementation of blended learning strategies across the faculty. A total of 35 academics participated in the program, which comprised blended curriculum development, online teaching, and online class management techniques. A total of 11 blended courses across a range of programs and stages were developed, involving 1185 students. During the program and the teaching semester, comparative analysis of different courses in the program was conducted in th...
Research Interests:
Education, New Media, Social Networks, Online Communities, Learning and Teaching, and 15 moreLearning Technology, Student Engagement, Design multi-disciplinary practice, Design Innovation, Online Learning, Online Education, Technology Enhanced Learning, Art and Design Education, E-research (Education), Online and Distance Education, Blended Learning, Cofa Online, Training for Online Teaching, e Research, and Teachers Professional Development
... effectiveness Xiaojing Liu Indiana University United States xliu@indiana.edu CurtBonk Indiana University United States cjbonk@indiana.edu Simon McIntyre The University of New South Wales Australia s.mcintyre@unsw.edu.au ...
Research Interests:
Research Interests:
Education, Design, Art, Design practice, Learning and Teaching, and 15 moreLearning Technology, Collaboration, Culture, Collaborative Design, China, Art and Design Education, Online, Face to Face, Case Study, Communication Skill, Collaborative Work, Design Practice, E Learning, Connected, and Digital Work environment
Research Interests:
Education, Design, Art, Design practice, Learning and Teaching, and 15 moreLearning Technology, Collaboration, Culture, Collaborative Design, China, Art and Design Education, Online, Face to Face, Case Study, Communication Skill, Collaborative Work, Design Practice, E Learning, Connected, and Digital Work environment
The last decade witnessed a 'virtual goldrush' of activity in regard to online education worldwide. Unfortunately, many institutions and software companies flattened the pedagogical landscape in a scramble to establish their own... more
The last decade witnessed a 'virtual goldrush' of activity in regard to online education worldwide. Unfortunately, many institutions and software companies flattened the pedagogical landscape in a scramble to establish their own online presence. In general, what ...
Research Interests:
Research Interests:
This thesis exemplifies, through the exploration of a specific case study, how the design of an online professional development resource is capable of penetrating, disrupting, and fostering innovation in online teaching practices within a... more
This thesis exemplifies, through the exploration of a specific case study, how the design of an online professional development resource is capable of penetrating, disrupting, and fostering innovation in online teaching practices within a wide range of existing professional education networks.
Following its release in 2009, the ‘Learning to Teach Online’ (LTTO) project spread rapidly around the world via conduits such as Twitter, Facebook, blogs, institutional links and word of mouth — throughout K-12, vocational, higher education and private consultancies across 146 countries and territories. This thesis investigates how the design of LTTO facilitated its discovery, dissemination and integration in a range of educational contexts. There was a large volume of data collected from Web 2.0 activity surrounding LTTO. Using data visualisation techniques, patterns and hidden relationships between individuals sharing and using the resources were revealed, that provided insight into previously invisible relationships between individuals within vastly different established professional networks all over the world. The concept of the rhizome is at the core of this thesis, inspired by the observation of the growing patterns of connection between seemingly disparate educational communities globally, in a manner that was neither precisely controlled nor predictable.
Key outcomes include a detailed analysis of the design of an online professional development resource that was effective across a range of disciplines and education sectors; the determination of an effective method of researching the spread and use of similar initiatives; and observations and strategies that can help others to improve the design process for future online professional development resources.
Following its release in 2009, the ‘Learning to Teach Online’ (LTTO) project spread rapidly around the world via conduits such as Twitter, Facebook, blogs, institutional links and word of mouth — throughout K-12, vocational, higher education and private consultancies across 146 countries and territories. This thesis investigates how the design of LTTO facilitated its discovery, dissemination and integration in a range of educational contexts. There was a large volume of data collected from Web 2.0 activity surrounding LTTO. Using data visualisation techniques, patterns and hidden relationships between individuals sharing and using the resources were revealed, that provided insight into previously invisible relationships between individuals within vastly different established professional networks all over the world. The concept of the rhizome is at the core of this thesis, inspired by the observation of the growing patterns of connection between seemingly disparate educational communities globally, in a manner that was neither precisely controlled nor predictable.
Key outcomes include a detailed analysis of the design of an online professional development resource that was effective across a range of disciplines and education sectors; the determination of an effective method of researching the spread and use of similar initiatives; and observations and strategies that can help others to improve the design process for future online professional development resources.
Research Interests:
Could you trust someone you had never physically met to successfully collaborate with you on a design project? As online communication technologies rapidly evolve, the creative industries continue to move towards globally networked and... more
Could you trust someone you had never physically met to successfully collaborate with you on a design project?
As online communication technologies rapidly evolve, the creative industries continue to move towards globally networked and interdisciplinary modalities of practice. These inescapable shifts in the ways designers work have challenged many long held assumptions about the nature of individual design processes.
Such revolutionary changes mean that designers must increasingly master new skills to effectively communicate and collaborate in online environments with colleagues from different cultures, disciplines and locations world-wide. Since they may never meet face-to-face, the success of this new working methodology relies on high levels of trust between practitioners, both personally and professionally in order to achieve effective design outcomes.
In turn the need for design educators to equip students with skills to thrive in the face of this new industrial paradigm is highlighted. Trust is integral to developing the personal and professional relationship building and collaborative skills necessary for contemporary digital working practices. By being sensitive to, and cognisant of these issues, educators can initiate and implement strategies that help create the right conditions for trust to emerge between participants in online learning scenarios.
In reality however, the relative suddenness of this shift has seen some educationalists engage in unconsidered responses to this challenge. In the rush to embrace online technologies, the social and cultural dimensions of online pedagogies are often neglected while the relative functionality of digital tools and spaces is given prominence.
Drawing upon three specific case studies of very different applications of online learning in a design context, this paper aims to highlight the impact that fostering positive, interpersonal, interdisciplinary and transcultural relationships between students in online design education can have upon their levels of trust and the effectiveness and outcomes of their online collaborative processes. The projects examined were conducted by COFA Online and The Omnium Research Group at The College of Fine Arts (COFA), University of New South Wales, Sydney, Australia. Each case study examines particular dynamics associated with global, local and cross-cultural contexts. They include:
• Global - Fully online Masters of Cross Disciplinary Art and Design
• Local - Blended Learning at The College of Fine Arts
• Cross-Cultural (Australia and China) - The Collabor8 Project, East-West online design collaboration
By triangulating data that examines student/teacher experiences through online surveys, interviews, responses to targeted online discussions and peer reviews, this paper outlines online pedagogical approaches that have successfully engaged students in active, collaborative and trust building online learning environments. It also pinpoints problems that can occur in online teamwork related to trust, communication and interpersonal relationships, and investigates several potential solutions.
If strong human-to-human relationships are seen as the foundation for effective collaborative design practice online, educators will be helping emerging generations of designers maximise their creative potential in a globally competitive market where online collaborative, cross-cultural, interdisciplinary creative skill-sets are demanded as the ‘norm’.
Keywords: online, collaboration, pedagogy, cross-cultural, blended learning
As online communication technologies rapidly evolve, the creative industries continue to move towards globally networked and interdisciplinary modalities of practice. These inescapable shifts in the ways designers work have challenged many long held assumptions about the nature of individual design processes.
Such revolutionary changes mean that designers must increasingly master new skills to effectively communicate and collaborate in online environments with colleagues from different cultures, disciplines and locations world-wide. Since they may never meet face-to-face, the success of this new working methodology relies on high levels of trust between practitioners, both personally and professionally in order to achieve effective design outcomes.
In turn the need for design educators to equip students with skills to thrive in the face of this new industrial paradigm is highlighted. Trust is integral to developing the personal and professional relationship building and collaborative skills necessary for contemporary digital working practices. By being sensitive to, and cognisant of these issues, educators can initiate and implement strategies that help create the right conditions for trust to emerge between participants in online learning scenarios.
In reality however, the relative suddenness of this shift has seen some educationalists engage in unconsidered responses to this challenge. In the rush to embrace online technologies, the social and cultural dimensions of online pedagogies are often neglected while the relative functionality of digital tools and spaces is given prominence.
Drawing upon three specific case studies of very different applications of online learning in a design context, this paper aims to highlight the impact that fostering positive, interpersonal, interdisciplinary and transcultural relationships between students in online design education can have upon their levels of trust and the effectiveness and outcomes of their online collaborative processes. The projects examined were conducted by COFA Online and The Omnium Research Group at The College of Fine Arts (COFA), University of New South Wales, Sydney, Australia. Each case study examines particular dynamics associated with global, local and cross-cultural contexts. They include:
• Global - Fully online Masters of Cross Disciplinary Art and Design
• Local - Blended Learning at The College of Fine Arts
• Cross-Cultural (Australia and China) - The Collabor8 Project, East-West online design collaboration
By triangulating data that examines student/teacher experiences through online surveys, interviews, responses to targeted online discussions and peer reviews, this paper outlines online pedagogical approaches that have successfully engaged students in active, collaborative and trust building online learning environments. It also pinpoints problems that can occur in online teamwork related to trust, communication and interpersonal relationships, and investigates several potential solutions.
If strong human-to-human relationships are seen as the foundation for effective collaborative design practice online, educators will be helping emerging generations of designers maximise their creative potential in a globally competitive market where online collaborative, cross-cultural, interdisciplinary creative skill-sets are demanded as the ‘norm’.
Keywords: online, collaboration, pedagogy, cross-cultural, blended learning
Research Interests:
The Foundations in University Learning and Teaching (FULT) course is a professional development program aimed at developing the foundational knowledge, skills and attitudes of UNSW teaching staff necessary to inform effective and... more
The Foundations in University Learning and Teaching (FULT) course is a professional development program aimed at developing the foundational knowledge, skills and attitudes of UNSW teaching staff necessary to inform effective and scholarly teaching approaches. Similar introductory teaching development programs are offered by most Australian universities to their teaching staff (Hicks, Smigiel, Wilson, & Luzeckyj, 2010). FULT has been offered at UNSW Australia for over 25 years in different forms and traditionally, up until last year, delivered primarily face-to-face. However, in 2013 FULT was redesigned to better align with the university’s strategic intent to develop teaching staff capabilities to teach in blended learning mode, incorporating a ‘flipped classroom approach’ as outlined in UNSW Australia’s Learning and Teaching Strategy 2014-2018. This approach is based on the work of Baker (2000) and Lage, Platt, and Treglia (2000) where the passive component of the course, such as reading textbooks, listening to podcasts and watching videos are individually done by students whilst the more active components of the course are used to engage students through problem solving, case studies and discussions. This flipped classroom can help students to increase their motivation and manage cognitive load (Abeysekera & Dawson, 2014), maintain their class attendance (in blended learning) and sustain their out-of-class effort (He, Gajski, Farkas, & Warschauer, 2015), and increase their participation and interactions with teaching staff (Roach, 2014).
Research Interests:
A case study of Cross Disciplinary Art and Design 1, the first core course for the fully online ‘Masters of Cross Disciplinary Art and Design’ Program at UNSW Art & Design, UNSW Australia. Featured in the book 'Reframing Quality Assurance... more
A case study of Cross Disciplinary Art and Design 1, the first core course for the fully online ‘Masters of Cross Disciplinary Art and Design’ Program at UNSW Art & Design, UNSW Australia. Featured in the book 'Reframing Quality Assurance in Creative Disciplines: Evidence from Practice'
Research Interests:
This review outlines the challenges faced by higher education from the ongoing evolution and penetration of digital technologies throughout many aspects of society. It examines how complex organisational structures can prevent... more
This review outlines the challenges faced by higher education from the ongoing evolution and penetration of digital technologies throughout many aspects of society. It examines how complex organisational structures can prevent institutions from developing effective means of support for innovation; academics from developing necessary digital literacies and online teaching practices, and students from developing proficiency in contemporary technologically inclusive professional practices. It proposes that academics must look outside of their own institutions for inspiration and support to break this cycle, and explores the potential of informal professional development strategies based upon the notion of disruptive innovation (C. Christensen, n.d.), to help generate systemic change ‘from the individual up’.
Research Interests:
The adoption and integration of online learning and teaching in higher education is becoming increasingly important in our rapidly changing digital society. While many teachers and academics acknowledge the importance of adapting their... more
The adoption and integration of online learning and teaching in higher education is becoming increasingly important in our rapidly changing digital society. While many teachers and academics acknowledge the importance of adapting their own teaching practice to this new approach, knowing how and where to get started can be a daunting task for many. There is an overwhelming amount of professional development information regarding online teaching available to educators through workshops, the Internet, books, technical demonstrations and academic papers. However time-poor teachers often find it difficult to invest time and effort into attending workshops, or analysing available theory and research (McIntyre 2011) to derive online teaching approaches relevant to their own situations.
Similarly, many teachers first embarking on a new online initiative can find it an isolating and frustrating experience, with limited peer support (Bennett, Priest and Macpherson 1999) and practical pedagogical guidance while ‘learning the ropes’ or preparing course curriculum.
So what approach can be taken to firstly connect with these teachers at the ‘coalface,’ and then support them through their initial investigations and subsequent development of online teaching practice?
In 2009, COFA Online at The University of New South Wales won funding from the Australian Learning and Teaching Council (ALTC) Competitive Grant Scheme for a project called Learning to Teach Online (LTTO): Developing high-quality video and text resources to help educators teach online http://bit.ly/d18ac5. The project’s aim was to produce a set of resources to enable more educators, particularly those with no online experience, to successfully adopt and develop online teaching practices, and to reach a diverse audience of teachers across different disciplines and institutions throughout the world.
This paper discusses the strategies adopted by the LTTO Project to ensure the resources focused on pedagogy and were perceived as pragmatic, easy to use and readily adaptable. It also outlines how the adoption of social media as a dissemination method facilitated easy access to the resources by a wide audience of teachers both with and without online teaching experience, and promoted greater awareness and uptake across disciplines and institutions around the world. It demonstrates, through summative and formative evaluations, how this approach effectively encouraged teachers to get started with their online teaching and stimulated their interest in further research on the topic.
Similarly, many teachers first embarking on a new online initiative can find it an isolating and frustrating experience, with limited peer support (Bennett, Priest and Macpherson 1999) and practical pedagogical guidance while ‘learning the ropes’ or preparing course curriculum.
So what approach can be taken to firstly connect with these teachers at the ‘coalface,’ and then support them through their initial investigations and subsequent development of online teaching practice?
In 2009, COFA Online at The University of New South Wales won funding from the Australian Learning and Teaching Council (ALTC) Competitive Grant Scheme for a project called Learning to Teach Online (LTTO): Developing high-quality video and text resources to help educators teach online http://bit.ly/d18ac5. The project’s aim was to produce a set of resources to enable more educators, particularly those with no online experience, to successfully adopt and develop online teaching practices, and to reach a diverse audience of teachers across different disciplines and institutions throughout the world.
This paper discusses the strategies adopted by the LTTO Project to ensure the resources focused on pedagogy and were perceived as pragmatic, easy to use and readily adaptable. It also outlines how the adoption of social media as a dissemination method facilitated easy access to the resources by a wide audience of teachers both with and without online teaching experience, and promoted greater awareness and uptake across disciplines and institutions around the world. It demonstrates, through summative and formative evaluations, how this approach effectively encouraged teachers to get started with their online teaching and stimulated their interest in further research on the topic.
Research Interests:
A rhizome is a horizontal system of roots that grows underground, comprising a series of nodes and connecting shoots, that continues to expand and form new connections as it grows. The Internet, with its increasing number of servers and... more
A rhizome is a horizontal system of roots that grows underground, comprising a series of nodes and connecting shoots, that continues to expand and form new connections as it grows. The Internet, with its increasing number of servers and connections could be considered as an ever- expanding system that enables new types of rhizome-like connections between people, knowledge and communities to occur. These connections can often seem random, but those involved usually have an underlying, if not immediately obvious common interest or purpose. Web 2.0 tools and digital networks are becoming increasingly ubiquitous in many aspects of contemporary society, and are in many ways similar to the nodes of a rhizome - a place where connections may form. Yet understanding how to maximise the potential of being able to connect with a diverse range of individuals, professional entities and institutions via these mediums can be difficult. What is the purpose of such connectivity, and how can the design and implementation of professional development resources utilise the concept of a rhizome as an effective means to maximise the constructivist potential offered by the digital age?
The Learning to Teach Online project http://bit.ly/d18ac5 is a free Open Educational Resource (OER), designed to offer educators proven advice from a wide range of colleagues in different institutions and disciplines, about the pedagogies, challenges and rewards of online teaching. Following its release in 2010 by COFA Online at The University of New South Wales, the spread of the resources around the world via Twitter, Facebook, blogs, institutional links and word of mouth far exceeded initial expectations. While the use of social media to promote the project was always considered from the outset, the extent of the spread within K-12, vocational, higher education and private consultancies, and the subsequent penetration of the resources into existing educational programs was not expected. In this respect, the dissemination of the Learning to Teach Online project mirrored the behaviour of a rhizome, being widely spread to seemingly disparate educational communities globally, in a manner that was neither precisely controlled nor predictable.
This paper is a snapshot of ongoing research within the author’s doctoral thesis, into the behaviour and significance of the ever-growing digital rhizome surrounding Learning to Teach Online. It begins to unravel how the design of the resource enabled social media to be used for rapid dissemination on a global scale. The paper also explores how, as a result of some members of existing academic communities connecting with the project’s digital rhizome, the resources were able to benefit other teachers not familiar with online teaching or web 2.0 technologies. In these cases, the penetration of the rhizome into many different types of existing academic communities has enabled the transmission and acceptance of new ideas that have begun to positively effect perception and adoption of online teaching practices amongst their members.
The Learning to Teach Online project http://bit.ly/d18ac5 is a free Open Educational Resource (OER), designed to offer educators proven advice from a wide range of colleagues in different institutions and disciplines, about the pedagogies, challenges and rewards of online teaching. Following its release in 2010 by COFA Online at The University of New South Wales, the spread of the resources around the world via Twitter, Facebook, blogs, institutional links and word of mouth far exceeded initial expectations. While the use of social media to promote the project was always considered from the outset, the extent of the spread within K-12, vocational, higher education and private consultancies, and the subsequent penetration of the resources into existing educational programs was not expected. In this respect, the dissemination of the Learning to Teach Online project mirrored the behaviour of a rhizome, being widely spread to seemingly disparate educational communities globally, in a manner that was neither precisely controlled nor predictable.
This paper is a snapshot of ongoing research within the author’s doctoral thesis, into the behaviour and significance of the ever-growing digital rhizome surrounding Learning to Teach Online. It begins to unravel how the design of the resource enabled social media to be used for rapid dissemination on a global scale. The paper also explores how, as a result of some members of existing academic communities connecting with the project’s digital rhizome, the resources were able to benefit other teachers not familiar with online teaching or web 2.0 technologies. In these cases, the penetration of the rhizome into many different types of existing academic communities has enabled the transmission and acceptance of new ideas that have begun to positively effect perception and adoption of online teaching practices amongst their members.
Research Interests:
Teaching and Learning, Web 2.0, E-learning, Curriculum Design, Academic curriculum, and 18 moreSocial Networking, Higher Education, Open Access, Online Communities, Educational Research, Web Technologies, Podcasting, Social Media, Pedagogy, Online Learning, Phd Writing, Professional Development, Online and Distance Education, Teachers' professional development, Rhizomes, Digital Pedagogy, Youtube, and Open Educational Resources (OER)
This final project report, completed for the funding body, the ALTC, analyses the outputs and impacts of the project up until June 24, 2011 when the report was completed. Since that time, the project has continued to attract attention... more
This final project report, completed for the funding body, the ALTC, analyses the outputs and impacts of the project up until June 24, 2011 when the report was completed. Since that time, the project has continued to attract attention from educators all over the world, and as of 14 October 2011 when this report was released here, we are nearing 90,000 unique views of the episodes from all over the world (nearly 40,000 more views than when the report was written 4 months previously). We hope this will continue well into the future!
The final evaluative report examines:
The project output, outcomes and impact
- Project methodology
- Critical factors for project success
- The dissemination strategy employed
- Evaluation of the success of the project
Since its release, the Learning to Teach Online project has developed a reputation for providing quality, pedagogically sound and broadly applicable professional development resources relevant not only to the Australian higher education sector, but to other sectors around the world.
ISBN number 978-1-921856-70-9
The final evaluative report examines:
The project output, outcomes and impact
- Project methodology
- Critical factors for project success
- The dissemination strategy employed
- Evaluation of the success of the project
Since its release, the Learning to Teach Online project has developed a reputation for providing quality, pedagogically sound and broadly applicable professional development resources relevant not only to the Australian higher education sector, but to other sectors around the world.
ISBN number 978-1-921856-70-9
Research Interests:
Education, Web 2.0, Educational Technology, Educational Leadership, Social Networks, and 20 moreTeacher Education, E-learning, Academic Development, Higher Education, Open Access, Online Communities, Educational Research, Learning and Teaching, Learning Technology, ICT Educational design, Web Technologies, E-Research, Pedagogy, Education Policy, Online Learning, Technology Enhanced Learning, Online and Distance Education, Teachers' professional development, Digital Pedagogy, and Technology and Pedagogy
What do you think of this resource? Please click http://svy.mk/e6BP1G to complete a quick survey. Also watch the accompanying video for this episode http://bit.ly/koVNA2 from the Learning to Teach Online project website. This case study... more
What do you think of this resource? Please click http://svy.mk/e6BP1G to complete a quick survey.
Also watch the accompanying video for this episode http://bit.ly/koVNA2 from the Learning to Teach Online project website.
This case study examines how ePortfolios, used in conjunction with blogs, can encourage students to become more critically reflective learners. The benefits and challenges of using ePortfolios are discussed, along with strategies for providing sufficient technical and pedagogical support, to enable teachers and students to confidently use the technology as a collaborative learning tool.
Also watch the accompanying video for this episode http://bit.ly/koVNA2 from the Learning to Teach Online project website.
This case study examines how ePortfolios, used in conjunction with blogs, can encourage students to become more critically reflective learners. The benefits and challenges of using ePortfolios are discussed, along with strategies for providing sufficient technical and pedagogical support, to enable teachers and students to confidently use the technology as a collaborative learning tool.
Research Interests:
Education, Web 2.0, Educational Technology, Social Networks, Teacher Education, and 18 moreE-learning, Academic Development, Higher Education, Open Access, Eportfolio, Online Communities, Learning and Teaching, Learning Technology, Web Technologies, E-Research, Pedagogy, Online Learning, Technology Enhanced Learning, Online and Distance Education, Teachers' professional development, Digital Pedagogy, Technology and Pedagogy, and Cofa Online
When teaching larger classes, an online environment can provide many opportunities for increased student engagement, group work and self testing. In this case study Professor Alan Crosky, from the University of New South Wales, explains... more
When teaching larger classes, an online environment can provide many opportunities for increased student engagement, group work and self testing. In this case study Professor Alan Crosky, from the University of New South Wales, explains how he uses a blended learning approach in his Engineering Materials and Chemistry course with 700 first year students. He highlights the importance of providing student orientation and support when first introducing an online component, and discusses the benefits of integrating online tutorials and resources, group work, peer assessment and self-testing into the course.
Research Interests:
Education, Web 2.0, Educational Technology, Social Networks, Teacher Education, and 18 moreE-learning, Academic Development, Higher Education, Open Access, Online Communities, Educational Research, Learning and Teaching, Learning Technology, Web Technologies, E-Research, Pedagogy, Online Learning, Technology Enhanced Learning, Online and Distance Education, Teachers' professional development, Digital Pedagogy, Technology and Pedagogy, and Cofa Online
While developing effective teamwork and collaboration skills are considered important to the learning process, many students find group work challenging and difficult. In this episode we explore how Internet technologies can improve the... more
While developing effective teamwork and collaboration skills are considered important to the learning process, many students find group work challenging and difficult. In this episode we explore how Internet technologies can improve the collaborative process within online teamwork, and offer some useful strategies for facilitation and assessment.
Research Interests:
Education, Web 2.0, Educational Technology, Social Networks, Teacher Education, and 23 moreE-learning, Academic Development, Higher Education, Open Access, Online Communities, Educational Research, Learning and Teaching, Learning Technology, Collaboration, Web Technologies, Collaborative Virtual Environments, E-Research, Pedagogy, Collaboration Strategy, Online Learning, Technology Enhanced Learning, Online and Distance Education, Teachers' professional development, Collaboration Technology, Digital Pedagogy, Technology and Pedagogy, Cofa Online, and Teamwork
This case study aims to show how simple and powerful using audio feedback can be. While the context of this case study is in art and design, the use of audio files for giving students feedback is applicable to any discipline or almost any... more
This case study aims to show how simple and powerful using audio feedback can be. While the context of this case study is in art and design, the use of audio files for giving students feedback is applicable to any discipline or almost any type of student work, even in 100% face-to-face classes. This case study will examine some of the motivations for adopting the use of audio feedback, the benefits for students and teachers, and some key considerations to keep in mind.
Research Interests:
Education, Web 2.0, Educational Technology, Social Networks, Teacher Education, and 23 moreE-learning, Academic Development, Higher Education, Open Access, Audio (Education), Feedback (Education), Online Communities, Educational Research, Learning and Teaching, Learning Technology, Web Technologies, E-Research, Pedagogy, Online Learning, Technology Enhanced Learning, Online and Distance Education, Teachers' professional development, Audio Visual Learning, Digital Pedagogy, Technology and Pedagogy, Cofa Online, Ipod in the Classroom, and Audacity
This case study examines how technology can be used to support an active learning strategy within face-to- face Chemistry classes. Both in-class polling software and online lectures are used as part of a comprehensive teaching strategy,... more
This case study examines how technology can be used to support an active learning strategy within face-to- face Chemistry classes. Both in-class polling software and online lectures are used as part of a comprehensive teaching strategy, designed to enable students to develop critical thinking and analytical skills. While in- class polling is not an online process, it is included within this case study to highlight how different types of technology can be used together to effectively support classroom teaching, when integrated with a carefully considered pedagogical approach.
Research Interests:
Chemical Engineering, Chemistry, Education, Web 2.0, Educational Technology, and 24 moreSocial Networks, Teacher Education, E-learning, Academic Development, Higher Education, Open Access, Online Communities, Educational Research, Learning and Teaching, Learning Technology, Active Learning, Video Learning in the Classroom, Web Technologies, E-Research, Pedagogy, Online Learning, Technology Enhanced Learning, Online and Distance Education, Teachers' professional development, Digital Pedagogy, Technology and Pedagogy, Cofa Online, Pogil, and Process Oriented Guided Inquiry Learning
This case study aims to describe how a blog was used in one particular teaching context to promote peer- to-peer interaction, feedback and discussion. While the case study does examine one particular teaching application of a blog, the... more
This case study aims to describe how a blog was used in one particular teaching context to promote peer- to-peer interaction, feedback and discussion. While the case study does examine one particular teaching application of a blog, the principles discussed can just as easily be applied to any teaching situation where the ability for individuals to chronologically record a learning process, collate different learning resources such
as text, video and audio, and increased peer feedback or discussion between students is desired. This episode will examine the context, planning and teaching within the case study, and highlight any issues that were encountered, and benefits that make this type of online teaching worthwhile.
as text, video and audio, and increased peer feedback or discussion between students is desired. This episode will examine the context, planning and teaching within the case study, and highlight any issues that were encountered, and benefits that make this type of online teaching worthwhile.
Research Interests:
Education, Web 2.0, Educational Technology, Social Networks, Blogs, and 23 moreTeacher Education, E-learning, Academic Development, Peer Support (Learning and Teaching), Higher Education, Open Access, Online Communities, Educational Research, Learning and Teaching, Learning Technology, Web Technologies, Blogs, Blogging, the Blogosphere, E-Research, Pedagogy, Online Learning, Technology Enhanced Learning, Online and Distance Education, Teachers' professional development, Peer Review, Peer and Group learning, Digital Pedagogy, Technology and Pedagogy, and Cofa Online
This episode explains the basics of creative commons. We examine some of the different license terms and combinations, and offer some insights into which might be better suited for educational purposes. We also discuss how to generate... more
This episode explains the basics of creative commons. We examine some of the different license terms and combinations, and offer some insights into which might be better suited for educational purposes. We also discuss how to generate your own creative commons license and what to do when your work is not attributed by others.
Research Interests:
Education, Web 2.0, Educational Technology, Social Networks, Teacher Education, and 23 moreE-learning, Academic Development, Higher Education, Open Access, Online Communities, Educational Research, Learning and Teaching, Learning Technology, Resource Sharing / Interlibrary Loan / Interlending (Library Science), Knowledge sharing, Web Technologies, Creative Commons, E-Research, Copyright, Pedagogy, Copyright (Law), Online Learning, Technology Enhanced Learning, Online and Distance Education, Teachers' professional development, Digital Pedagogy, Technology and Pedagogy, and Cofa Online
This case study examines the use of online asynchronous discussions as part of a large professional practice class for primary mathematics teachers. Online forums within Blackboard are used to host discussions about video lectures,... more
This case study examines the use of online asynchronous discussions as part of a large professional practice class for primary mathematics teachers. Online forums within Blackboard are used to host discussions about video lectures, support assessments and to enable students to ask questions and receive advice about content. The realities of managing large scale online discussions are discussed, along with strategies for effective facilitation.
Research Interests:
Mathematics, Education, Web 2.0, Educational Technology, Social Networks, and 21 moreTeacher Education, E-learning, Academic Development, Higher Education, Mathematics Education, Open Access, Online Communities, Educational Research, Learning and Teaching, Learning Technology, Web Technologies, E-Research, Pedagogy, Online Learning, Technology Enhanced Learning, Online and Distance Education, Teachers' professional development, Digital Pedagogy, Technology and Pedagogy, Blackboard LMS, and Cofa Online
This case study examines the use of eBooks and eReaders as an extension of the usual Blackboard Learning Management System (LMS). This initiative was undertaken as part of the DUCKLING research project (Delivering University Curricula:... more
This case study examines the use of eBooks and eReaders as an extension of the usual Blackboard Learning Management System (LMS). This initiative was undertaken as part of the DUCKLING research project (Delivering University Curricula: Knowledge, Learning and Innovation Gains) conducted by the Beyond Distance Research Alliance at the University of Leicester in the UK. While the context of this study involves distance students, using electronic books can have applications in any discipline where students are required to undertake a significant amount of reading. This case study discusses some advantages of using eBooks, and outlines the process involved in creating and uploading them to an eReader device.
Research Interests:
Education, Web 2.0, Educational Technology, Social Networks, Teacher Education, and 24 moreE-learning, Mobile Learning, Academic Development, Higher Education, Open Access, Online Communities, Educational Research, Learning and Teaching, Learning Technology, Mobile Technology, Web Technologies, E-Research, Pedagogy, Online Learning, Technology Enhanced Learning, Online and Distance Education, Teachers' professional development, Digital Pedagogy, Technology and Pedagogy, iPad, Ebooks, Cofa Online, Epub Transformation, and Ereaders
This case study aims to give you a basic understanding of the website Flickr, and how it was used to teach photography in a blended (face-to-face and online) class. It discusses the benefits of using an online community for submitting,... more
This case study aims to give you a basic understanding of the website Flickr, and how it was used to teach photography in a blended (face-to-face and online) class. It discusses the benefits of using an online community for submitting, organising and giving feedback on images, and the impact on student learning. Key issues surrounding pedagogic planning and teaching with Flickr that were encountered in this context of the case study will also be examined, highlighting the benefits and potential issues of adopting this approach.
Research Interests:
Education, Web 2.0, Design, Educational Technology, Social Networks, and 24 morePhotography, Teacher Education, E-learning, Academic Development, Higher Education, Open Access, Online Communities, Educational Research, Learning and Teaching, Learning Technology, Graphic Design, Computers in Graphic Design, Web Technologies, E-Research, Pedagogy, Online Learning, Technology Enhanced Learning, Online and Distance Education, Teachers' professional development, Fine Art Photography, Digital Pedagogy, Technology and Pedagogy, Cofa Online, and Flickr
This case study aims to demonstrate how the effective use of simple ‘just in time’ style online tutorials, stringently prepared and designed to support the needs of the students, can positively impact student learning when used in... more
This case study aims to demonstrate how the effective use of simple ‘just in time’ style online tutorials, stringently prepared and designed to support the needs of the students, can positively impact student learning when used in conjunction with traditional teaching approaches. It will examine the reasons behind adopting an online supported teaching approach, and discuss key considerations in the planning and use of online tutorials. It is hoped that teachers in a wide range of different disciplines will be able to relate how this approach would be of benefit to their own students’ learning.
Research Interests:
Medical Sciences, Surgery, Education, Web 2.0, Educational Technology, and 21 moreSocial Networks, Teacher Education, E-learning, Academic Development, Higher Education, Open Access, Online Communities, Educational Research, Learning and Teaching, Learning Technology, Web Technologies, E-Research, Pedagogy, Online Learning, Technology Enhanced Learning, Online and Distance Education, Teachers' professional development, Medicine, Digital Pedagogy, Technology and Pedagogy, and Cofa Online
This case study examines the concept of using the Internet to remotely access laboratory equipment to conduct experiments in science or engineering. In particular, it demonstrates one of several experiments that can be conducted online... more
This case study examines the concept of using the Internet to remotely access laboratory equipment to conduct experiments in science or engineering. In particular, it demonstrates one of several experiments that can be conducted online using the iLabCentral website developed by Northwestern University. It explores benefits and opportunities for student learning offered by iLabs, by demonstrating how online learning materials in the iLabCentral website utilise remotely access specialist laboratory equipment made available by the Centre for Educational Innovation and Technology (CEIT) at the University of Queensland, in Brisbane Australia.
Research Interests:
Electrical Engineering, Physics, Chemistry, Education, Web 2.0, and 24 moreEducational Technology, Social Networks, Teacher Education, E-learning, Academic Development, Higher Education, Open Access, Instruction Technology for Laboratories, Online Communities, Educational Research, Learning and Teaching, Learning Technology, Web Technologies, Science, E-Research, Pedagogy, Online Learning, Technology Enhanced Learning, Online and Distance Education, Teachers' professional development, Digital Pedagogy, Technology and Pedagogy, Remote Laboratories, Real Time Learning Analytics, and Cofa Online
This case study examines the use of simple audio podcasts in a fully online distance education class, as part of the DUCKLING research project conducted by the Beyond Distance Research Alliance at the University of Leicester in the United... more
This case study examines the use of simple audio podcasts in a fully online distance education class, as part of the DUCKLING research project conducted by the Beyond Distance Research Alliance at the University of Leicester in the United Kingdom. It discusses the benefits of using podcasts as part of an integrated online learning strategy in a distance learning context, and gives an overview of how podcasts were used to introduce concepts, provide support for assignments, and to give students direct feedback on their work.
Research Interests:
Psychology, Social Psychology, Education, New Media, Web 2.0, and 23 moreEducational Technology, Social Networks, Teacher Education, E-learning, Academic Development, Higher Education, Open Access, Online Communities, Educational Research, Learning and Teaching, Learning Technology, Web Technologies, Podcasting, E-Research, Pedagogy, Online Learning, Technology Enhanced Learning, Online and Distance Education, Teachers' professional development, Digital Pedagogy, Technology and Pedagogy, Cofa Online, and Audacity
Web 2.0 tools can be useful for any situation where discussion and content sharing is desired, and where accessing current information in certain topic areas can be advantageous for learning. This case study examines how and why Lubna... more
Web 2.0 tools can be useful for any situation where discussion and content sharing is desired, and where accessing current information in certain topic areas can be advantageous for learning. This case study examines how and why Lubna Alam from the University of Canberra used the Moodle Learning Management System (LMS) as a central hub that both provided her students with easy access to the class blogs, wiki and Twitter, and a place where information from the different technologies was amalgamated. The integration of web 2.0 technologies into the learning process is examined, highlighting how this can improve student engagement, communication and collaboration.
Research Interests:
Engineering, Information Science, Education, Web 2.0, Wikis, and 25 moreEducational Technology, Social Networks, Blogs, Teacher Education, E-learning, Mobile Learning, Academic Development, Higher Education, Open Access, Online Communities, Educational Research, Learning and Teaching, Learning Technology, Web Technologies, Blogs, Blogging, the Blogosphere, E-Research, Pedagogy, Twitter, Online Learning, Technology Enhanced Learning, Online and Distance Education, Teachers' professional development, Digital Pedagogy, Technology and Pedagogy, and Cofa Online
This case study examines how the use of a wiki can help a teacher effectively facilitate student collaboration with on-campus or distance students. It discusses the importance of providing technical support for both staff and students,... more
This case study examines how the use of a wiki can help a teacher effectively facilitate student collaboration with on-campus or distance students. It discusses the importance of providing technical support for both staff and students, planning clearly defined collaborative learning activities, and designing relevant assessment strategies to help support students develop effective teamwork skills.
Research Interests:
Education, Web 2.0, Wikis, Educational Technology, Social Networks, and 24 moreTeacher Education, E-learning, Academic Development, Computer Supported Cooperative Work (CSCW), Higher Education, Open Access, Online Communities, Educational Research, Learning and Teaching, Learning Technology, Collaboration, Web Technologies, E-Research, Computer Supported Collaborative Learning (CSCL), Pedagogy, Online Learning, Technology Enhanced Learning, Online and Distance Education, Teachers' professional development, Learning And Teaching In Higher Education, Collaboration Technology, Digital Pedagogy, Technology and Pedagogy, and Cofa Online
Discussions are an important component of many forms of online student interaction. For students to benefit from an online discussion, it is important for teachers to generate relevant topics, effectively moderate student activity and... more
Discussions are an important component of many forms of online student interaction. For students to benefit from an online discussion, it is important for teachers to generate relevant topics, effectively moderate student activity and participate regularly. This episode will highlight several strategies to help you manage online discussions more effectively, and make them more beneficial for your students.
Research Interests:
Education, Web 2.0, Educational Technology, Social Networks, Teacher Education, and 19 moreE-learning, Academic Development, Higher Education, Open Access, Online Communities, Educational Research, Learning and Teaching, Learning Technology, Web Technologies, E-Research, Pedagogy, Online Learning, Technology Enhanced Learning, Online and Distance Education, Teachers' professional development, Digital Pedagogy, Technology and Pedagogy, Cofa Online, and Online Discussions
Engaging students in online learning is critical for success. In this episode, we examine strategies for improving engagement and motivation in online learning environments. Issues such as effective facilitation, creating learning... more
Engaging students in online learning is critical for success. In this episode, we examine strategies for improving engagement and motivation in online learning environments. Issues such as effective facilitation, creating learning communities, strategies for motivating students, and encouraging and sustaining participation are discussed from a variety of viewpoints.
Research Interests:
Education, Web 2.0, Educational Technology, Social Networks, Teacher Education, and 19 moreE-learning, Academic Development, Higher Education, Open Access, Online Communities, Educational Research, Learning and Teaching, Learning Technology, Student Motivation And Engagement, Web Technologies, E-Research, Pedagogy, Online Learning, Technology Enhanced Learning, Online and Distance Education, Teachers' professional development, Digital Pedagogy, Technology and Pedagogy, and Cofa Online
In this episode we look at two different types of online learning environments: a centralised Learning Management System (LMS) and free, open access social media. We discuss the benefits of each and highlight some important issues that... more
In this episode we look at two different types of online learning environments: a centralised Learning Management System (LMS) and free, open access social media. We discuss the benefits of each and highlight some important issues that need to be considered when using each of them.
Research Interests:
Education, Web 2.0, Educational Technology, Social Networks, Teacher Education, and 20 moreE-learning, Academic Development, Higher Education, Open Access, Online Communities, Educational Research, Learning and Teaching, Learning Technology, Open Source Software, Web Technologies, E-Research, Open Source/Open Access and Libraries, Pedagogy, Online Learning, Technology Enhanced Learning, Online and Distance Education, Teachers' professional development, Digital Pedagogy, Technology and Pedagogy, and Cofa Online
This episode highlights some important issues regarding managing your teaching time online. It examines some of the benefits and potential pitfalls of online teaching, and offers some practical tips and suggestions on how teachers can... more
This episode highlights some important issues regarding managing your teaching time online. It examines some of the benefits and potential pitfalls of online teaching, and offers some practical tips and suggestions on how teachers can make their time teaching online more effective and productive.
Research Interests:
Education, Web 2.0, Educational Technology, Social Networks, Teacher Education, and 19 moreE-learning, Academic Development, Higher Education, Open Access, Online Communities, Educational Research, Learning and Teaching, Learning Technology, Web Technologies, E-Research, Pedagogy, Online Learning, Technology Enhanced Learning, Online and Distance Education, Teachers' professional development, Effective Teaching, Digital Pedagogy, Technology and Pedagogy, and Cofa Online
Knowing which technology to use for your online teaching can be difficult and sometimes overwhelming. This episode highlights issues you should keep in mind when making this decision. These include the importance of considering pedagogy... more
Knowing which technology to use for your online teaching can be difficult and sometimes overwhelming. This episode highlights issues you should keep in mind when making this decision. These include the importance of considering pedagogy before technology, the benefits of starting with something simple, and the need to provide adequate technical support and training for your students. To help you get started, it also includes links to a matrix guide, which outlines the educational application of different technologies in more detail.
Research Interests:
Education, Web 2.0, Wikis, Educational Technology, Social Networks, and 20 moreBlogs, Teacher Education, E-learning, Academic Development, Higher Education, Open Access, Online Communities, Educational Research, Learning and Teaching, Learning Technology, Web Technologies, E-Research, Pedagogy, Online Learning, Technology Enhanced Learning, Online and Distance Education, Teachers' professional development, Digital Pedagogy, Technology and Pedagogy, and Cofa Online
This episode identifies different types of online resources including scholarly material available online through libraries, and highlights copyright considerations for using existing material from the Internet in your teaching. It also... more
This episode identifies different types of online resources including scholarly material available online through libraries, and highlights copyright considerations for using existing material from the Internet in your teaching. It also discusses the benefits of Open Educational Resources (OER), where teachers can freely access and contribute to a wide range of learning and teaching resources from institutions around the world.
Research Interests:
Education, Web 2.0, Educational Technology, Social Networks, Teacher Education, and 21 moreE-learning, Academic Development, Higher Education, Open Access, Online Communities, Educational Research, Learning and Teaching, Learning Technology, Video Learning in the Classroom, Web Technologies, E-Research, Design multi-disciplinary practice, Pedagogy, Online Learning, Technology Enhanced Learning, Online and Distance Education, Teachers' professional development, Digital Pedagogy, Technology and Pedagogy, Open Educational Resources (Education), and Cofa Online
This episode explores some of the key considerations when planning your online or blended (face-to-face and online) class. It examines the importance of considering pedagogy before technology; constructively aligning assessment with... more
This episode explores some of the key considerations when planning your online or blended (face-to-face and online) class. It examines the importance of considering pedagogy before technology; constructively aligning assessment with learning outcomes; and the integration of digital literacy skills. It also offers some useful strategies for deciding which components are better suited to an online learning environment.
Research Interests:
Education, Web 2.0, Educational Technology, Social Networks, Teacher Education, and 20 moreE-learning, Curriculum Design, Academic Development, Higher Education, Open Access, Online Communities, Educational Research, Learning and Teaching, Learning Technology, Web Technologies, E-Research, Design multi-disciplinary practice, Pedagogy, Online Learning, Technology Enhanced Learning, Online and Distance Education, Teachers' professional development, Digital Pedagogy, Technology and Pedagogy, and Cofa Online
This episode provides a brief overview of how our increasingly digitally networked world is changing the way we communicate and learn. It examines the benefits and challenges of online teaching, and how higher education is responding and... more
This episode provides a brief overview of how our increasingly digitally networked world is changing the way we communicate and learn. It examines the benefits and challenges of online teaching, and how higher education is responding and adapting to these changes. We hope to paint a broad picture of the shifting educational landscape and to contextualise the need for the Learning to Teach Online project to help individual teachers play their own part in this.
Research Interests:
Education, Web 2.0, Educational Technology, Educational Leadership, Social Networks, and 20 moreTeacher Education, E-learning, Academic Development, Higher Education, Open Access, Online Communities, Educational Research, Learning and Teaching, Learning Technology, ICT Educational design, Web Technologies, E-Research, Pedagogy, Education Policy, Online Learning, Technology Enhanced Learning, Online and Distance Education, Teachers' professional development, Digital Pedagogy, and Technology and Pedagogy
This episode aims to give you an introduction to the Learning to Teach Online project, define its aims, and explains how you can use these resources to help you get started with online teaching, or improve your existing practice. Please... more
This episode aims to give you an introduction to the Learning to Teach Online project, define its aims, and explains how you can use these resources to help you get started with online teaching, or improve your existing practice. Please also watch the video component of this episode for more information.
Research Interests:
Education, Web 2.0, Educational Technology, Social Networks, Teacher Education, and 16 moreE-learning, Academic Development, Higher Education, Open Access, Online Communities, Educational Research, Learning and Teaching, Learning Technology, Web Technologies, E-Research, Design multi-disciplinary practice, Online Learning, Technology Enhanced Learning, Online and Distance Education, Teachers' professional development, and Cofa Online
Could you trust someone you had never physically met to successfully collaborate with you on a design project? As online communication technologies rapidly evolve, the creative industries continue to move towards globally networked... more
Could you trust someone you had never physically met to successfully collaborate with you on a design project?
As online communication technologies rapidly evolve, the creative industries continue to move towards globally networked and interdisciplinary modalities of practice. These inescapable shifts in the ways designers work have challenged many long held assumptions about the nature of individual design processes.
Such revolutionary changes mean that designers must increasingly master new skills to effectively communicate and collaborate in online environments with colleagues from different cultures, disciplines and locations world-wide. Since they may never meet face-to-face, the success of this new working methodology relies on high levels of trust between practitioners, both personally and professionally in order to achieve effective design outcomes.
In turn the need for design educators to equip students with skills to thrive in the face of this new industrial paradigm is highlighted. Trust is integral to developing the personal and professional relationship building and collaborative skills necessary for contemporary digital working practices. By being sensitive to, and cognisant of these issues, educators can initiate and implement strategies that help create the right conditions for trust to emerge between participants in online learning scenarios.
In reality however, the relative suddenness of this shift has seen some educationalists engage in unconsidered responses to this challenge. In the rush to embrace online technologies, the social and cultural dimensions of online pedagogies are often neglected while the relative functionality of digital tools and spaces is given prominence.
Drawing upon three specific case studies of very different applications of online learning in a design context, this paper aims to highlight the impact that fostering positive, interpersonal, interdisciplinary and transcultural relationships between students in online design education can have upon their levels of trust and the effectiveness and outcomes of their online collaborative processes. The projects examined were conducted by COFA Online and The Omnium Research Group at The College of Fine Arts (COFA), University of New South Wales, Sydney, Australia. Each case study examines particular dynamics associated with global, local and cross-cultural contexts. They include:
• Global - Fully online Masters of Cross Disciplinary Art and Design
• Local - Blended Learning at The College of Fine Arts
• Cross-Cultural (Australia and China) - The Collabor8 Project, East-West online design collaboration
By triangulating data that examines student/teacher experiences through online surveys, interviews, responses to targeted online discussions and peer reviews, this paper outlines online pedagogical approaches that have successfully engaged students in active, collaborative and trust building online learning environments. It also pinpoints problems that can occur in online teamwork related to trust, communication and interpersonal relationships, and investigates several potential solutions.
If strong human-to-human relationships are seen as the foundation for effective collaborative design practice online, educators will be helping emerging generations of designers maximise their creative potential in a globally competitive market where online collaborative, cross-cultural, interdisciplinary creative skill-sets are demanded as the ‘norm’.
Keywords: online, collaboration, pedagogy, cross-cultural, blended learning
As online communication technologies rapidly evolve, the creative industries continue to move towards globally networked and interdisciplinary modalities of practice. These inescapable shifts in the ways designers work have challenged many long held assumptions about the nature of individual design processes.
Such revolutionary changes mean that designers must increasingly master new skills to effectively communicate and collaborate in online environments with colleagues from different cultures, disciplines and locations world-wide. Since they may never meet face-to-face, the success of this new working methodology relies on high levels of trust between practitioners, both personally and professionally in order to achieve effective design outcomes.
In turn the need for design educators to equip students with skills to thrive in the face of this new industrial paradigm is highlighted. Trust is integral to developing the personal and professional relationship building and collaborative skills necessary for contemporary digital working practices. By being sensitive to, and cognisant of these issues, educators can initiate and implement strategies that help create the right conditions for trust to emerge between participants in online learning scenarios.
In reality however, the relative suddenness of this shift has seen some educationalists engage in unconsidered responses to this challenge. In the rush to embrace online technologies, the social and cultural dimensions of online pedagogies are often neglected while the relative functionality of digital tools and spaces is given prominence.
Drawing upon three specific case studies of very different applications of online learning in a design context, this paper aims to highlight the impact that fostering positive, interpersonal, interdisciplinary and transcultural relationships between students in online design education can have upon their levels of trust and the effectiveness and outcomes of their online collaborative processes. The projects examined were conducted by COFA Online and The Omnium Research Group at The College of Fine Arts (COFA), University of New South Wales, Sydney, Australia. Each case study examines particular dynamics associated with global, local and cross-cultural contexts. They include:
• Global - Fully online Masters of Cross Disciplinary Art and Design
• Local - Blended Learning at The College of Fine Arts
• Cross-Cultural (Australia and China) - The Collabor8 Project, East-West online design collaboration
By triangulating data that examines student/teacher experiences through online surveys, interviews, responses to targeted online discussions and peer reviews, this paper outlines online pedagogical approaches that have successfully engaged students in active, collaborative and trust building online learning environments. It also pinpoints problems that can occur in online teamwork related to trust, communication and interpersonal relationships, and investigates several potential solutions.
If strong human-to-human relationships are seen as the foundation for effective collaborative design practice online, educators will be helping emerging generations of designers maximise their creative potential in a globally competitive market where online collaborative, cross-cultural, interdisciplinary creative skill-sets are demanded as the ‘norm’.
Keywords: online, collaboration, pedagogy, cross-cultural, blended learning
Research Interests:
Since 2003, the College of Fine Arts (COFA), The University of New South Wales, Sydney, Australia has successfully developed and implemented online learning and teaching training programs. In 2008, an increase of interest amongst the... more
Since 2003, the College of Fine Arts (COFA), The University of New South Wales, Sydney, Australia has successfully developed and implemented online learning and teaching training programs. In 2008, an increase of interest amongst the Faculty in the potential of blending learning, prompted COFA Online (COFA’s elearning unit), to conduct a special Blended Learning Fellowship Training Program to support staff wishing to develop and implement their own blended learning curricula. This program was to serve as a pilot test before a wider implementation of blended learning strategies across the faculty.
A total of 35 academics participated in the program, which comprised blended curriculum development, online teaching, and online class management techniques. A total of 11 blended courses across a range of programs and stages were developed, involving 1185 students. During the program and the teaching semester, comparative analysis of different courses in the program was conducted in the context of comprehensive evaluation data, and collegial discussion within the community of involved academics.
Whilst the program was an overall success, revealing several effective blended learning strategies, it also highlighted several problematic issues relevant to any large-scale implementation of blended learning. In particular:
- The traditional roles and expectations of teachers and students were challenged, revealing particular adaptive difficulties shared by both groups
- Balance of workload and time management were key for both teachers and students
- The ‘ripple effect’ of blended learning upon academic management and administrative strategies must be anticipated to ensure this form of teaching integrates well with existing practice.
This paper discusses these issues and outlines what teachers, administrators and students can expect when adapting to a blended learning environment, and provides a solid foundation for further research into management, training and teaching issues surrounding large scale blended learning applications in tertiary institutions.
Keywords: Blended Learning, Management, Training, Art, Design, curriculum development
A total of 35 academics participated in the program, which comprised blended curriculum development, online teaching, and online class management techniques. A total of 11 blended courses across a range of programs and stages were developed, involving 1185 students. During the program and the teaching semester, comparative analysis of different courses in the program was conducted in the context of comprehensive evaluation data, and collegial discussion within the community of involved academics.
Whilst the program was an overall success, revealing several effective blended learning strategies, it also highlighted several problematic issues relevant to any large-scale implementation of blended learning. In particular:
- The traditional roles and expectations of teachers and students were challenged, revealing particular adaptive difficulties shared by both groups
- Balance of workload and time management were key for both teachers and students
- The ‘ripple effect’ of blended learning upon academic management and administrative strategies must be anticipated to ensure this form of teaching integrates well with existing practice.
This paper discusses these issues and outlines what teachers, administrators and students can expect when adapting to a blended learning environment, and provides a solid foundation for further research into management, training and teaching issues surrounding large scale blended learning applications in tertiary institutions.
Keywords: Blended Learning, Management, Training, Art, Design, curriculum development
Research Interests:
New Media, Social Networks, Online Communities, Learning and Teaching, Learning Technology, and 9 moreE-Research, Design multi-disciplinary practice, Design Innovation, Online Learning, Online Education, Technology Enhanced Learning, Online and Distance Education, Teachers' professional development, and Cofa Online
Concepts of ‘traditional’ working and teaching practices are increasingly becoming insufficient, as technology continues to enable unprecedented collaboration across the globe. Boundaries of locality, time and discipline are breaking... more
Concepts of ‘traditional’ working and teaching practices are increasingly becoming insufficient, as technology continues to enable unprecedented collaboration across the globe. Boundaries of locality, time and discipline are breaking down, revealing new and exciting collaborative professional and educational possibilities. Tomorrow’s graduates will not only need to possess disciplinary knowledge and skills, but also the ability to effectively communicate and work with others in online collaborative environments.
Despite this, there are still many sectors within education being ‘left behind’ when it comes to integrating appropriate online learning strategies into their curricula. This can result in a mad scramble to get content online fast, without considering that specific online learning and teaching approaches must also be established to ensure relevance, sustainability and effective student learning.
Educators must evolve their approach – shape their own ‘learning futures’ (Salmon 2007), or they will soon find large aspects their teaching methods mismatched to industry practice. Students must be taught how to overcome the challenges of working together in digital spaces. Effective online communication and collaboration should be taught as part of an integrated curriculum, merging traditional skills and knowledge with new digital working practices, so that graduates are equipped to become true future leaders in their field.
When faced with the reality of initiating such educational change, many institutions do not know where to start. Developing infrastructure, acquiring the technology, designing curriculum and developing online teaching approaches for such ‘a leap of faith’, can all seem like impossible barriers.
- So how can educators overcome these problems and make a start?
Over the last four years, the College of Fine Arts (COFA), The University of New South Wales, Sydney, Australia has successfully overcome such barriers to develop a suite of fully online courses in disciplines such as graphics, interior and urban design, and even more ‘traditional’ art disciplines such as drawing and sculpture. The success of these undergraduate courses also led to the development of a unique fully online Masters degree in art and design.
Through the examination of a range of qualitative and quantitative data, along with reflections of both teachers and students from our staff development programs and COFA Online courses, this paper offers insights and accessible strategies learned through years of practical experience and continuing research to support the development of online learning and teaching initiatives, staff training and effective online learning and teaching techniques that engage students, and foster the collaborative and communications skills that will be so important in future workplaces.
Reference: Salmon, G. 2007. Learning Futures (Keynote address ConnectEd Conference, The University of New South Wales)
Keywords: collaborative learning, curriculum design, training, evaluation
Despite this, there are still many sectors within education being ‘left behind’ when it comes to integrating appropriate online learning strategies into their curricula. This can result in a mad scramble to get content online fast, without considering that specific online learning and teaching approaches must also be established to ensure relevance, sustainability and effective student learning.
Educators must evolve their approach – shape their own ‘learning futures’ (Salmon 2007), or they will soon find large aspects their teaching methods mismatched to industry practice. Students must be taught how to overcome the challenges of working together in digital spaces. Effective online communication and collaboration should be taught as part of an integrated curriculum, merging traditional skills and knowledge with new digital working practices, so that graduates are equipped to become true future leaders in their field.
When faced with the reality of initiating such educational change, many institutions do not know where to start. Developing infrastructure, acquiring the technology, designing curriculum and developing online teaching approaches for such ‘a leap of faith’, can all seem like impossible barriers.
- So how can educators overcome these problems and make a start?
Over the last four years, the College of Fine Arts (COFA), The University of New South Wales, Sydney, Australia has successfully overcome such barriers to develop a suite of fully online courses in disciplines such as graphics, interior and urban design, and even more ‘traditional’ art disciplines such as drawing and sculpture. The success of these undergraduate courses also led to the development of a unique fully online Masters degree in art and design.
Through the examination of a range of qualitative and quantitative data, along with reflections of both teachers and students from our staff development programs and COFA Online courses, this paper offers insights and accessible strategies learned through years of practical experience and continuing research to support the development of online learning and teaching initiatives, staff training and effective online learning and teaching techniques that engage students, and foster the collaborative and communications skills that will be so important in future workplaces.
Reference: Salmon, G. 2007. Learning Futures (Keynote address ConnectEd Conference, The University of New South Wales)
Keywords: collaborative learning, curriculum design, training, evaluation
Research Interests:
Teamwork has become an increasingly important part of online learning environments. The widespread use of virtual teams in online courses has not been companied by adequate research to address those issues that affected the learning and... more
Teamwork has become an increasingly important part of online learning environments. The widespread use of virtual teams in online courses has not been companied by adequate research to address those issues that affected the learning and productivity in virtual teams. The purpose of this study is to explore the relationship between the nature of computer-mediated communication technology and virtual team learning and creativity from a flow theory perspective. A survey was conducted to the students of several online programs. The findings of this study suggested that flow experience is associated with perceived characteristics of the computer software as well as with team-related creativity and learning outcomes.
Research Interests:
The rapid emergence of the global, digital workplace within contemporary design practice has raised questions regarding the educational implications of professional collaboration across cultural, geographical and disciplinary borders. Are... more
The rapid emergence of the global, digital workplace within contemporary design practice has raised questions regarding the educational implications of professional collaboration across cultural, geographical and disciplinary borders. Are we effectively preparing students for this new creative paradigm? Educationalists are responding by implementing more face-to-face team-based approaches, but the potential of online learning - the medium ideally suited to this new international digital work environment - has largely been overlooked.
COFA Online has been creating, evolving and evaluating fully online art and design courses for the last three years in response to these questions. By triangulating data from a series of online case studies, teacher and student experiences, and three years of evaluations, this paper highlights specific online pedagogical approaches that have successfully engaged students in an active, collaborative online learning environment. It also pinpoints problems that can occur in online teamwork, and investigates several potential solutions.
If carefully considered, online team-based learning can parallel contemporary collaborative work practices within the global design industry, and can help equip students with the collaboration and communication skills they need in order to work successfully in this professional environment. This paper highlights the need for educationalists to continue to pursue higher levels of understanding of online collaborative learning in the context of design, and offers suggestions on how to move forward.
COFA Online has been creating, evolving and evaluating fully online art and design courses for the last three years in response to these questions. By triangulating data from a series of online case studies, teacher and student experiences, and three years of evaluations, this paper highlights specific online pedagogical approaches that have successfully engaged students in an active, collaborative online learning environment. It also pinpoints problems that can occur in online teamwork, and investigates several potential solutions.
If carefully considered, online team-based learning can parallel contemporary collaborative work practices within the global design industry, and can help equip students with the collaboration and communication skills they need in order to work successfully in this professional environment. This paper highlights the need for educationalists to continue to pursue higher levels of understanding of online collaborative learning in the context of design, and offers suggestions on how to move forward.
Research Interests:
The last decade witnessed a ‘virtual goldrush’ of activity in regard to online education worldwide. Unfortunately, many institutions and software companies flattened the pedagogical landscape in a scramble to establish their own online... more
The last decade witnessed a ‘virtual goldrush’ of activity in regard to online education worldwide. Unfortunately, many institutions and software companies flattened the pedagogical landscape in a scramble to establish their own online presence. In general, what remained were hastily planned and generally low quality subjects/programs: sadly reinforcing belief that online education is a poor substitute for face-to-face learning and teaching.
Fortunately, time has moved on, with more credible institutions realising that quality must be the key component of online education. Some have begun to identify highlights of previous examples and are building upon them. It has become apparent that to achieve purposeful and quality online subjects, educators need to look past an immediate return and view a more long-term solution.
COFA Online was established at the College of Fine Arts in 2003, and has since been planning, developing and teaching online subjects in art and design practice, education and theory - methodically building the foundations of a sustainable online program. This paper outlines the COFA Online Course Author Fellowship program and how it aims to provide a quality experience for students studying online.
Fortunately, time has moved on, with more credible institutions realising that quality must be the key component of online education. Some have begun to identify highlights of previous examples and are building upon them. It has become apparent that to achieve purposeful and quality online subjects, educators need to look past an immediate return and view a more long-term solution.
COFA Online was established at the College of Fine Arts in 2003, and has since been planning, developing and teaching online subjects in art and design practice, education and theory - methodically building the foundations of a sustainable online program. This paper outlines the COFA Online Course Author Fellowship program and how it aims to provide a quality experience for students studying online.
Research Interests:
Online learning is a constantly evolving area and, as a result, methods of assessing student learning are constantly being developed and improved. This is particularly true for online learning in art and design. There is currently little... more
Online learning is a constantly evolving area and, as a result, methods of assessing student learning are constantly being developed and improved. This is particularly true for online learning in art and design. There is currently little literature on online pedagogical approaches that are specific to the visual arts, and because of the unique nature of this area, current online learning theory and assessment (which is often based on less visual disciplines) is not always entirely appropriate. COFA Online, an academic unit at UNSW’s College of Fine Arts, was established in 2003 to train academic staff and industry professionals in writing wholly online undergraduate and postgraduate courses in disciplines related to art and design, and to develop online pedagogical approaches specific to art and design.
Assessment is a vital component of these new online approaches. How can disciplines traditionally taught in a face-to-face studio environment be effectively taught and assessed in a fully online environment? This case study explores this question in relation to a typical COFA Online course, attempting to identify successful assessment practices in online art and design education, highlighting areas of online assessment strategy that require further refinement, and gauging the impact on the quality of student learning.
The study also demonstrates how a systematic approach to the evaluation of teaching and course design can form part of a cycle of continual improvement in these areas.
Assessment is a vital component of these new online approaches. How can disciplines traditionally taught in a face-to-face studio environment be effectively taught and assessed in a fully online environment? This case study explores this question in relation to a typical COFA Online course, attempting to identify successful assessment practices in online art and design education, highlighting areas of online assessment strategy that require further refinement, and gauging the impact on the quality of student learning.
The study also demonstrates how a systematic approach to the evaluation of teaching and course design can form part of a cycle of continual improvement in these areas.
Research Interests:
Design, Educational Technology, Art, Teacher Education, E-learning, and 11 moreAssessment, Academic Development, Constructivism, Learning and Teaching, Learning Technology, Pedagogy, Assessment in Higher Education, Online Learning, Technology Enhanced Learning, Online and Distance Education, and eAssessment
Appointed as one of 18 inaugural members of the UNSW Scientia Education Academy. The Academy comprises outstanding UNSW educators who have achieved recognition at the University, national or international level through significant... more
Appointed as one of 18 inaugural members of the UNSW Scientia Education Academy. The Academy comprises outstanding UNSW educators who have achieved recognition at the University, national or international level through significant learning and teaching activities, grants, awards, fellowships, major national or international projects or professional society recognition. Academy members:
- Provide leadership and vision in learning and teaching
- Enhance the profile and quality of learning and teaching, including innovation in curriculum design and delivery and online education
- Interact with the wider academic body within UNSW and contribute to education strategy and improvements in teaching practice
- Contribute to positioning UNSW as an exemplar institution for student experience and outcomes.
- Provide leadership and vision in learning and teaching
- Enhance the profile and quality of learning and teaching, including innovation in curriculum design and delivery and online education
- Interact with the wider academic body within UNSW and contribute to education strategy and improvements in teaching practice
- Contribute to positioning UNSW as an exemplar institution for student experience and outcomes.
Research Interests:
One of 14 Teaching Excellence Awards issued nationally in 2015 by the Australian Government in recognition of teaching excellence, leadership and innovation. "Mr McIntyre’s teaching passion is to close the digital literacy gap for... more
One of 14 Teaching Excellence Awards issued nationally in 2015 by the Australian Government in recognition of teaching excellence, leadership and innovation.
"Mr McIntyre’s teaching passion is to close the digital literacy gap for students and teachers. He has pioneered award winning online teaching practices, motivating hundreds of students to build their digital literacy and collaborative skills. He also led the design and implementation of a series of award winning UNSW professional development programs for online teaching practices. He designed the world’s first fully online Master of Cross- Disciplinary Art and Design program and several successful globally disseminated projects, including the Learning to Teach Online professional development resource and the Massive Open Online Course."
"Mr McIntyre’s teaching passion is to close the digital literacy gap for students and teachers. He has pioneered award winning online teaching practices, motivating hundreds of students to build their digital literacy and collaborative skills. He also led the design and implementation of a series of award winning UNSW professional development programs for online teaching practices. He designed the world’s first fully online Master of Cross- Disciplinary Art and Design program and several successful globally disseminated projects, including the Learning to Teach Online professional development resource and the Massive Open Online Course."
Research Interests:
The Apple Distinguished Educator (ADE) Program began in 1994, when Apple recognized K-12 and higher education pioneers who are using a variety of Apple products to transform teaching and learning in powerful ways. Today it has grown into... more
The Apple Distinguished Educator (ADE) Program began in 1994, when Apple recognized K-12 and higher education pioneers who are using a variety of Apple products to transform teaching and learning in powerful ways. Today it has grown into a worldwide community of over 2,000 visionary educators and innovative leaders who are doing amazing things with Apple technology in and out of the classroom.
Research Interests:
Podcast of radio interview on Sundays with James O’Loghlin - ABC Radio.
Research Interests:
Research Interests:
"WATCH VIDEO EPISODE --> http://bit.ly/ijlL3g Engaging students in online learning is critical for success. In this episode, we speak with teachers and students about strategies for improving engagement and motivation in online... more
"WATCH VIDEO EPISODE --> http://bit.ly/ijlL3g
Engaging students in online learning is critical for success. In this episode, we speak with teachers and students about strategies for improving engagement and motivation in online learning environments. Effective facilitation, creating learning communities, strategies for motivating students, and encouraging and sustaining participation are discussed."
Engaging students in online learning is critical for success. In this episode, we speak with teachers and students about strategies for improving engagement and motivation in online learning environments. Effective facilitation, creating learning communities, strategies for motivating students, and encouraging and sustaining participation are discussed."
"WATCH VIDEO EPISODE --> http://bit.ly/gFPzbN This episode explores some of the key considerations when planning your online or blended (face-to-face and online) class. It examines the importance of considering pedagogy before... more
"WATCH VIDEO EPISODE --> http://bit.ly/gFPzbN
This episode explores some of the key considerations when planning your online or blended (face-to-face and online) class. It examines the importance of considering pedagogy before technology; constructively aligning assessment with learning outcomes; and the integration of digital literacy skills. It also offers some useful strategies for deciding which components are better suited to an online learning environment.
It is strongly recommended that teachers who are considering planning an online class also watch other Learning to Teach Online episodes and case studies for more in-depth information about the concepts discussed in this episode."
This episode explores some of the key considerations when planning your online or blended (face-to-face and online) class. It examines the importance of considering pedagogy before technology; constructively aligning assessment with learning outcomes; and the integration of digital literacy skills. It also offers some useful strategies for deciding which components are better suited to an online learning environment.
It is strongly recommended that teachers who are considering planning an online class also watch other Learning to Teach Online episodes and case studies for more in-depth information about the concepts discussed in this episode."
This case study aims to show how simple and powerful using audio feedback can be. Simon McIntyre from COFA Online, at The University of New South Wales discusses how he uses audio feedback effectively in his trans-national fully online... more
This case study aims to show how simple and powerful using audio feedback can be. Simon McIntyre from COFA Online, at The University of New South Wales discusses how he uses audio feedback effectively in his trans-national fully online Master of Cross-Disciplinary Art and Design program. While the context of this case study is in art and design, the use of audio files for giving students feedback is applicable to any discipline or almost any type of student work, even in 100% face-to-face classes. This case study will examine some of the motivations for adopting the use of audio feedback, the benefits for students and teachers, and some key considerations to keep in mind.
This Learning to Teach Online case study aims to demonstrate how the effective use of simple 'just in time' style online tutorials, stringently prepared and designed to support the needs of the students, can positively impact student... more
This Learning to Teach Online case study aims to demonstrate how the effective use of simple 'just in time' style online tutorials, stringently prepared and designed to support the needs of the students, can positively impact student learning when used in conjunction with traditional teaching approaches. Stephanie Eckoldt and Dominic Alder from the University of Bristol examine the reasons why they adopted an online supported teaching approach, and discuss key considerations in the planning and use of online tutorials. It is hoped that teachers in a wide range of different disciplines will be able to relate how the use of online tutorials would be of benefit to their own students' learning. Any teachers or students studying medicine and surgery are freely able to access and use the Hippocrates online tutorials.
"This case study features Tam Nguyen from The University of New South Wales, describing how a blog was used in one particular teaching context to promote peer-to-peer interaction, feedback and discussion. Tam's students also integrate... more
"This case study features Tam Nguyen from The University of New South Wales, describing how a blog was used in one particular teaching context to promote peer-to-peer interaction, feedback and discussion. Tam's students also integrate YouTube and Flickr into their blogs, maximising the potential of both social media and a learning management system.
While the case study does examine one particular teaching application of a blog, the principles discussed can just as easily be applied to any teaching situation where the ability for individuals to chronologically record a learning process, collate different learning resources such as text, video and audio, and increased peer feedback or discussion between students is desired. This episode will examine the context, planning and teaching within the case study, and highlight any issues that were encountered, and benefits that make this type of online teaching worthwhile."
While the case study does examine one particular teaching application of a blog, the principles discussed can just as easily be applied to any teaching situation where the ability for individuals to chronologically record a learning process, collate different learning resources such as text, video and audio, and increased peer feedback or discussion between students is desired. This episode will examine the context, planning and teaching within the case study, and highlight any issues that were encountered, and benefits that make this type of online teaching worthwhile."
In this Learning to Teach Online case study, Mark Schulz from the University of Queensland examines the concept of using the Internet to remotely access laboratory equipment to conduct experiments in science or engineering. In particular,... more
In this Learning to Teach Online case study, Mark Schulz from the University of Queensland examines the concept of using the Internet to remotely access laboratory equipment to conduct experiments in science or engineering. In particular, it demonstrates one of several experiments that can be conducted online using the iLabCentral website developed by Northwestern University. It explores benefits and opportunities for student learning offered by iLabs, by demonstrating how online learning materials in the iLabCentral website utilise remotely access specialist laboratory equipment made available by the Centre for Educational Innovation and Technology (CEIT) at the University of Queensland, in Brisbane Australia.
This Learning to Teach Online case study aims to give you a basic understanding of the website Flickr, and how it was used to teach photography in a blended (face-to-face and online) class. It discusses the benefits of using an online... more
This Learning to Teach Online case study aims to give you a basic understanding of the website Flickr, and how it was used to teach photography in a blended (face-to-face and online) class. It discusses the benefits of using an online community for submitting, organising and giving feedback on images, and the impact on student learning. Key issues surrounding pedagogic planning and teaching with Flickr that were encountered in this context of the case study will also be examined, highlighting the benefits and potential issues of adopting this approach.
Online classes are not bound by scheduled class times, and it can be very easy to spend too much time teaching and managing your students in this environment. This episode highlights some important issues regarding managing your teaching... more
Online classes are not bound by scheduled class times, and it can be very easy to spend too much time teaching and managing your students in this environment. This episode highlights some important issues regarding managing your teaching time online. It examines some of the benefits and potential pitfalls of online teaching related to time, and offers some practical tips and suggestions on how teachers can make their online teaching more effective and productive.
In this episode we look at two different types of online learning environments: a centralised Learning Management System (LMS), and free open access social media (such as Twitter, YouTube, Facebook, etc). We discuss the benefits of each... more
In this episode we look at two different types of online learning environments: a centralised Learning Management System (LMS), and free open access social media (such as Twitter, YouTube, Facebook, etc). We discuss the benefits of each and highlight some important issues that need to be considered when using each of them.
This episode provides a brief overview of how our increasingly digitally networked world is changing the way we communicate and learn. It examines the benefits and challenges of online teaching, and how higher education is responding and... more
This episode provides a brief overview of how our increasingly digitally networked world is changing the way we communicate and learn. It examines the benefits and challenges of online teaching, and how higher education is responding and adapting to these changes. We hope to paint a broad picture of the shifting educational landscape and to contextualise the need for the Learning to Teach Online project to help individual teachers play their own part in this.
The Learning to Teach Online project is a free professional development resource designed by COFA Online at the University of New South Wales, in association with the Australian Learning and Teaching Council (ALTC) to help teachers from... more
The Learning to Teach Online project is a free professional development resource designed by COFA Online at the University of New South Wales, in association with the Australian Learning and Teaching Council (ALTC) to help teachers from any discipline, whether experienced in online teaching or not, gain a working understanding of successful online teaching pedagogies that they can apply in their own unique teaching situations. This episode gives an overview of the aims of the project, and describes how teachers can get the most out of Learning to Teach Online.
This case study describes how a postgraduate degree in cross-disciplinary art and design can be conducted in a fully online studio environment. The program comprises a structured sequence of core-courses which contextualise a wide variety... more
This case study describes how a postgraduate degree in cross-disciplinary art and design can be conducted in a fully online studio environment. The program comprises a structured sequence of core-courses which contextualise a wide variety of elective choices by illuminating their theoretical, practical and disciplinary connections. Electives include subjects such as creative thinking processes, drawing, sculpture, digital illustration, art curation, textiles, photography, understanding and experiencing art, hologram design, digital animation, graphics. Students and teachers are represented from across the world and Australia.