аЯрЁБс>ўџ >@ўџџџ=џџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџьЅСq П*bjbjt+t+ %>AAC&Jџџџџџџ]АААА8L X,2ЦЦмммЛЛЛШЪЪЪЪЪЪ$5є)rюЛЗЛЛЛюзААммл &зззЛ А8ммШААААЛШззё n шШм„р}RФ(С[|Ј Learning Outcomes and Curriculum Development in Major Disciplines in I&CT Stage 2 Proposal The second stage of the AUTC research project on learning outcomes and curriculum development in ICT education in Australian tertiary education (ICT-Ed) will focus on promoting innovation and good practice, within the context of continuous improvement, to the ICT academic community. The general process proposed here is that we combine dissemination with building resources: Curriculum and staff development workshops and seminars will be run around the country A Web-based resource centre will be developed to support the workshop activities and to allow for the building of new resources. A key component of these initiatives will be to promote and develop evaluation skills amongst staff to support independent activity. The reason for building a Web-based resource centre is that only a proportion of academics who might wish to participate will be able to on any one scheduled time. Materials that have been shown to work in the field will be made available on the Web. This will provide for more flexible access by a wider group of staff. Furthermore, such material will be available to staff and curriculum development centres for them to develop locally relevant programs. The Web-based resource centre will also be the focus for the development of educational evaluation tools. The centre will provide the platform for both information-based resources and for interactive systems decision making support. Given the known problems on providing external resources, the project will implement a set of follow-up strategies to explore the level and type of utilisation of the resources which have been presented on the Web. This will then be documented to produce an action-oriented document for longer term development. Innovation, Good Practice and Continuous Improvement Stage 2 will promote good practice and innovation within the context of continuous improvement. ICT educators will be encouraged to examine teaching and learning initiatives within the contexts of their original development and implementation, assess the value that particular initiatives could bring to their own teaching/learning environments establish issues involved in transferring initiatives from the original context to their own teaching/learning environments tailor initiatives for implementation in their own teaching/learning environment. determine processes for evaluating the effectiveness of the tailored initiative . Stage 2 will encourage those who reported innovative and/or good practice in Stage 1 activities to participate in the adaptation and extension of these activities into new teaching learning environments. Areas for development Section 5 of the Report identified specific types of activities as innovative and good practice in the eyes of ICT educators. Section 6 points to the centrality of educational evaluation and feedback to innovation and dissemination activities. The promotion of educational innovation and of evaluation will be the focus of Stage 2. Educational innovations Stage 1 has identified a number of areas of good practice and innovation in ICT education. It cannot be assumed that these educational activities will be of interest to any particular group of staff in any given university. Consequently, a key task in initiating Stage 2 will be to identify those activities that can be developed within the project time-frame and will be of some interest. This process will take advantage of links made with ICT educators who participated in Stage 1. The specific topics to be covered in workshops will be driven by demand from staff. That is, a range of possibilities will be presented to a given centre and staff will be asked to indicate their preferences. Workshops will be offered based on popular demand. The primary aim of the workshops will be to have participants generate materials that can be used in their teaching. One criterion that will be used in the evaluation of any workshop will be the extent to which participants have been able to develop practicable materials. The workshops will be promoted as being about practical teaching rather than didactic presentations. Each workshop will generate materials that will be incorporated into the Web-based resource centre. These materials will be formatted in ways that will both encourage other staff to explore the activities and to readily implement a given activity. The Web-based resource centre will also provide reporting-back facilities to encourage staff to share their experiences in implementing a given resource or activity. Evaluation processes Stage 1 identified a need for ICT educators to develop skills in educational evaluation. Stage 2 will respond to this need in two ways: Staff development exercises where functional techniques rather than vague conceptualisations are the focus of the activity. This would include “growing your own” as well as “partially pre-prepared” modules. A Web-based resource centre will be developed to support the activities being used in the workshops and to allow for the building of new resources. One component of this might be the development of on-line resources using a decision-making approach where a teacher can develop the key elements of an evaluation tool. This would include support in how data might be analysed and interpreted. Evaluation resources and workshops will draw on a range of models from both education and training in order to maximise the likelihood that individual ICT educators will find an approach which best suits their financial, time and educational resource needs. Explore synergies The project will make contact with those sections within the universities that are geared towards educational training, development and evaluation, in order to both build synergies and also to establish that it is not ‘re-inventing the wheel’. The process for carrying this out will be discussed with stakeholders. Program proposal The program will run from February to September/November 2002. It will be broken up into 3 main segments: Segment 1 Feb 1 2001 – April 30 2002 Innovation and Good Practice Resources for workshops Identification of first block of resources for delivery Development of resource materials for delivery Scheduling of workshops and seminars Development of evaluation and feedback processes for workshops and seminars Implementing Evaluation methods Define the set of evaluation strategies to be developed for both workshops and the Web-based resource system Scheduling of workshops Web-based resource system Definition of Web-based resource structure Consultation with potential users on design and implementation Development of core system Publicity and information dissemination {all bits to all possibilities including dot 3 intro Follow up in segement 3} Segment 2 May - September Innovation workshops Delivery of Workshops and seminars on an as-wanted basis. Interpretation and analysis of evaluation and feedback devices. Integration of new materials, generated in the workshops, into the Web-based resources Implementing Evaluation methods Delivery of workshops on an as-wanted basis Up-dating of Web-based resources Web-based resource system Updating and development of Web-based resource system Evaluation of the structure of the site Evaluation of resource presentation, access and utilisation Segment 3 September - November Completion of evaluation and feedback analysis Write-up of information on resources Formal reporting Workshops and seminars The project staff will run workshops and seminars in centres around the country, up to a maximum of 8. The actual centres to be used will depend upon the interest and involvement of ICT staff. The most economical format for the large capital cities will be two one-day workshops/seminars. For smaller capitals and regional centres, the format would depend upon what is wanted and the numbers involved. Video-conferencing will also be considered, if it is appropriate to the material being presented, when there is a geographic spread of staff who are interested in a particular topic. Project Management The project outline shows that the project personnel will be out in the field or working on a part-time basis. Consequently, CERG will establish a small management group to oversee the general running of the project. This group and the relevant project staff will meet weekly. Evaluation Both the workshop/seminar activities and the Web development will be evaluated. It will be particularly important to establish evaluation methods to ensure the workshops and seminars are delivering useful material to staff. Follow-up evaluation will be carried out, during the later part of the project, with those who took part in a workshop/seminar. The usefulness of the Web materials will be monitored by seeking feedback from those who have accessed materials. Staffing Two project staff will be needed for the core professional activities: Teacher/Curriculum resource developer The teacher’s task will be to develop the resource material and to deliver it in workshop and seminar formats. He/she will have experience in teaching ICT materials as well as in resource development He/she will have experience in running staff/educational development workshops and seminars Programmer/Web developer The programmer’s task will be to consult with the teacher and academics on the likely models for a web-based support system. He/she will then implement, monitor and update that system. The programmer will have, over and above standard professional skills, experience in consultative development of systems within educational environments. A clerical/administrative person will be needed, on a casual basis, to support the workshop/seminar program. 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