A Richer Multifaceted Learning Experience Using Available SFU
A Richer Multifaceted Learning Experience: Using Available SFU Resources Stephanie T. L. Chu Simon Fraser University
Session Objectives • Encourage you to consider what you’d like to do for your students’ learning. • Provide ideas through an example of an existing course. • Highlight additional resources. • Provide a high-level overview of possibilities. • Discuss ideas you are considering. • Share your experiences.
Context What is meant by a “multifaceted learning experience”? When learning: • Occurs in different ways. • Is supported and encouraged. • Takes place under appropriate conditions.
Step #1: What and Why? Before diving into all the different ways you can teach, consider: • What do you want to do in your teaching? • Who are your students? What access do they have to resources? What are their skills? • What is the benefit or value to students? • Why is this important?
Step #2: How? Once instructional goals are determined: • How do I accomplish this? • What’s available to help me to accomplish these goals? • Match instructional goals with appropriate resources.
An Example EDUC 260: Learning & Teaching Through Technology
Context • Course for potential pre-service teachers • Focus on developing – An understanding of using appropriate computer technologies in learning and teaching – Related computer skills • Maximum class size = 32 • Scheduled for weekly 3 -hour face-to-face (f 2 f) class in a computer lab • Wide range of computer skills among students (i. e. email users to web-site developers)
Instructional Goals 1. Community and collaboration beyond the classroom 2. Communication of information to and among members 3. Access to resources and course-related information 4. Equal opportunity, more flexibility & fairness 5. Authentic richer learning and experience using available and appropriate technologies
1. Community & Collaboration • A sense of community – – – Content help (Q&A) Technical support Peer support (asynchronous & synchronous) Socializing Resource sharing • Discussions about the required readings which allowed for careful reflection and participation by all • Selected SFU resource: Web. CT – Why? Robust discussion forum, real-time chat capability, SFU authenticated, used in many schools and existing courses, other features to address other goals such as grades and feedback – Note: used Caucus before
2. Communication • Information – Course syllabus, expectations, assignment specifications, support, lecture slides, class pics* – Course website (http: //www. sfu. ca/educ 260 -2003 -3/) – Grades, feedback, announcements, urgent messages – Web. CT and course maillist** • Between all of us (related to collaboration slide) • Course feedback – Student profile form, anonymous weekly feedback form, midsemester feedback form – Course website • Why? Students’ – – Familiarity with websites and navigation. Access to communication and information outside of class. *Restricted access and anonymous forms (ACS supported). **Email access and familiarity.
3. Access to resources • Web links, library links and resources – Course website • New resources, resources shared by students – Web. CT
4. Opportunity, Flexibility & Fairness • Asynchronous communication provided: – More flexible timelines to participate in class discussions – More opportunity to obtain support by the instructor, TA or peers – Opportunities for students to reflect and participate – Reduced instructor responses to individual emails • Turnitin service used for assignment submissions – Checks for plagiarism – Not a replacement for a discussion and agreement about student responsibilities by the class
5. Authentic, Richer Learning & Experience • Each “technology” was selected for the functionality it provided to meet instructional goals. • Building resources into the course provided an example for students to consider in their own teaching. • Feedback indicated that discussions about the readings were “a lot of work”, but worthwhile. • Knowledge-building over time. • Sense of community, support, responsiveness and currency.
Suggestions • Decide on one or two key instructional goals. – To keep things manageable. • Examine available resources for fit with your needs and students. – This course was an exception! • Adjustments may be needed. – For example, two f 2 f classes were made “optional” to off-set the online discussion time.
Other Select Resources Refer to supplemental materials for details and more…
SFU Teaching Page • Located in the left side-bar of the main SFU page (http: //www. sfu. ca). • Direct link: http: //www. sfu. ca/teaching/index. html • Provides a front-page that ties many of the available SFU resources together. • Includes – Workshops and programs offered through the LIDC, – Teaching techniques, teaching tools and “How do I. . ? ” documents.
Caucus
Web. CT by Comparison
e. Live
Discussion A wealth of instructional and technical resources are available at SFU. • What other resource(s) are you aware of and how can it be used? • What are you interested in doing in your class? • What new ideas do you have? • How do you plan on implementing these ideas?
In Closing • This presentation and supplemental material will be available at: http: //www. sfu. ca/~stephanc/artefacts. html • Comments? New ideas or resources? Please contact me: stephanie@sfu. ca • Thank you!
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