Case Study - Integrating Online Resources into Your Teaching (Optional)

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From the course by UNSW Sydney (The University of New South Wales)

Learning to Teach Online

232 ratings

UNSW Sydney (The University of New South Wales)

Learning to Teach Online

232 ratings

Are you an educator? Have you ever wanted to understand more about how to design your class to make better use of educational technology – whether fully online or in blended contexts? Would you like to learn from those who have extensive practical experience with online technologies? The Learning to Teach Online (LTTO) MOOC will help you develop a working understanding of successful online teaching strategies that you can apply in your own practice. The course is based upon the multi award winning open educational resource developed by Dr Simon McIntyre and Karin Watson. Integrating online technologies into your teaching can be a challenging prospect, and it can be difficult to know how to approach it effectively for the benefit of both students and yourself. No one knows your own content and teaching strengths better than you, and the “one size fits all” formula doesn’t always suit everyone. No matter what type of technology you are interested in exploring or your level of experience, this course will help you draw on your teaching strengths and find the approach that is right for you, your students and your educational context. This course will guide you through your journey of understanding how online technologies can enhance your course design. You will have the opportunity to develop your understanding of effective online teaching practices and their relationship to the use of different technologies. You will also be encouraged to progressively design and reflect upon your own online learning activity, assessment or resource for use in your own class if you choose to undertake the course assignments.

From the lesson

Online Assessment Strategies + Online Resources

'Module 5: Online Assessment Strategies' discusses the notions of formative and summative assessment in online contexts. We will also explore benefits and considerations that you'll need to keep in mind if you're considering adopting an online assessment strategy in your own teaching, and how using technology can improve the efficiency and effectiveness of the assessment process. 'Module 6: Online Resources' discusses the benefits of using open educational resources (OER), and other online resources in your classes. We will also identify issues to be aware of when using resources that you discover, in terms of licensing and Creative Commons. You will be given the chance to explore several examples of online resources via the activities and associated resources for the module. How to evaluate the effectiveness and appropriateness of resources you find online is also explored.

Key Concept - Online Resources4:30

Case Study - Integrating Online Resources into Your Teaching (Optional)6:12

Case Study - Understanding Creative Commons (Optional)8:18

Case Study - Creating eBooks for Distance Education (Optional)3:52

Case Study - Hippocrates. Online Medical Tutorials (Optional)8:47

Meet the Instructors

Associate Professor Simon McIntyre
Associate Dean Education
UNSW Sydney | Art & Design
Dr Negin Mirriahi
Academic Developer, Learning and Teaching Unit (formerly)
Adjunct Lecturer, School of Education

[MUSIC]

The internet enables access to a wide range of rich resources for

learning, and offers teachers many options for creating their own online resources.

This episode discusses different types of online resources.

And highlights the copyright considerations you need

to think about, when using existing online material.

It also discusses the concept of open educational resources, where teachers can

access, and freely use, learning materials

created from institutions all around the world.

>> When you start to teach online, you have

to free yourself of the idea that your job is

to write copious notes and Deliver incredibly detailed lectures as

if you're the only person who has something to contribute.

>> It's amazing how, how freely

other people have been creating fantastic resources

in lots of different areas which can very easily be used and referred to.

I don't think, necessarily, you have to make it yourself.

>> It's up to other academics, then to sort of look at

those materials and see how they can use them in their own teaching.

>> Validity of the material that's available, you know there's some really

good stuff that's available open source on the Web, I've never been

a person who said, I'll never use Google, or you know I

think if it, if it gives you what you need, use it.

But be aware of what it is that you're using and be aware of the context

in which it was created and be aware of whether or not it breaks the law.

Well increasingly, the resources in libraries are online.

Online journal articles, online conference papers and book chapters and so on.

Databases like TV news, which enables academics to have access to

news programs, databases that have high quality images for instance, at store.

>> The best response we've got from students

is definitely on the audio material we produced.

We're getting a lot of good results from

students who are actually hearing the academic voice.

>> One of the things that we've been doing is

trying to capture technical processes that we do at the college.

Which are rather endangered, or there's so

much technical process involved in a particular

subject, we feel it is not enough time to, to keep on doing demonstrations.

Sometimes once isn't enough.

So in capturing those kind of technical

master classes so the students can review it.

>> Even things like making available lecture notes, syllabus, details,

organizational details about when exams are taking place and so on.

Just some real basic information resources and organizational

aids for students can make a big difference.

>> This sense of confidence that the

students always have access to the information 24/7.

If they miss a handout in class but it's online, they can always go and get it.

And if someone emails you after the class

and even though it's on the weekend it's quite

quick to be able to direct them to

a resource that can help them solve their problem.

>> I think another important issue that teachers need to understand

is that they are personally responsible for complying with the law.

People think if it's on the Web that it is freely available

on the Web, whereas everything on the Web is still covered by copyright.

If you have found any text or any kind of content on

the Web that you want to make available to your students, I

would very strongly recommend that you link to it rather than copying

it, but make sure that you are linking to a noninfringing copy.

Academics trying to understand copyright issues should go to

the copyright pages of their own institution first because that

will give them not only information about the copyright

act, but also their own institution's approach to managing copyright.

>> There is a subset of online resources that's available relatively easily, which

are curriculum or lesson plans or rich

content about subjects that people are studying.

Which have been made available by academics around the world either

through a, a university decision such as MIT's open course-ware approach.

Or by academics or groups who want to propose how they are teaching

or what they are teaching, as a very good resource for others to use.

>> What we've been working on here,

the University of Leicester is open educational resources.

These are basically teaching materials.

So the academic is given over to the project.

We look at those resources.

Make sure there's no copyright issues with them.

We try to turn them into materials that other institutions can use.

We then place those materials on a open repository at the university here.

So, it's they're then searchable by Google and other, other tools.

We also then place them on Jorum open.

>> It's a sign that, that idea of public ownership, or

public utility, of information is becoming more and more wide spread.

And as we get more video and more images,

more sound into that, it becomes a really rich base

from which students and teachers can incorporate some sort of

media forms into the sort of work that they're doing.

>> You're not contributing the last word.

You're not delivering the, the final sermon on the content in your unit.

What you're delivering is something much more challenging and

intellectually stimulating, which is questions,

points of view, challenges, provocations.

And maybe a little bit of content through which

you weave all of the material that is available online.

>> There's so much good, good material out there now.

The academic should feel a lot more confident

in actually using those materials, and then spend more

time perhaps on actually getting students delivered through

those materials and getting those successes at the end.

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