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Supporting Technology-enhanced Teaching Practices for Health Academics

Topics: Active Learning; Blended Learning; Course Design and E-Learning Curriculae; Educating the Educators; Educational Data Mining; e-Learning Hardware and Software; e-Learning Platforms, Portals; e-Learning Success Cases; Flipped Classroom; Health Sector Applications; Learning Analytics; Metrics and Performance Measurement; Mobile Learning; Synchronous and Asynchronous Learning; Teacher Evaluation

Authors: Mark O'Connor and Patrick Abela

Affiliation: University of Technology Sydney, Australia

ISBN: 978-989-758-239-4

Keyword(s): Technology Enhanced Teaching, Health, Academic Engagement, Student Engagement, Analytics, Evaluation, Learning Design.

Related Ontology Subjects/Areas/Topics: Active Learning ; Blended Learning ; Computer-Supported Education ; Course Design and e-Learning Curriculae ; Educating the Educators ; e-Learning ; e-Learning Hardware and Software ; e-Learning Platforms ; e-Learning Success Cases ; Information Technologies Supporting Learning ; Learning Analytics ; Learning/Teaching Methodologies and Assessment ; Metrics and Performance Measurement ; Mobile Information Systems ; Mobile Learning ; Pattern Recognition ; Simulation and Modeling ; Simulation Tools and Platforms ; Social Context and Learning Environments ; Synchronous and Asynchronous Learning ; Teacher Evaluation ; Theory and Methods ; Ubiquitous Learning ; Web Information Systems and Technologies

Abstract: Two learning technologists (LTs) at an Australian University support some 140 Health faculty academics. Resources and strategies for innovative technology-enhanced teaching have been put in place, including a MediaHub, iPad pack pool and a Blackboard community site with curated resources and templates for best practice. Examples of LT-assisted and academic self-created media are presented. Designed in keeping with the university’s central learning and teaching strategies, 85 ’Landing pages’ for subject sites were created. With a design and feel praised by students, they displayed subject outlines, welcome messages, pre-class flipped activities, and library curated eReadings lists. Crucially, during the busy exam marking winter period, academics unavailable to meet in person were engaged remotely by email and interactive PDF Landing page request forms. This paper looks at this transformational subject design work and analysis of student usage data. Academics feedback has been positive. Analytics reveal strong engagement by students and academics. Suggestions for future work are also presented. (More)

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Paper citation in several formats:
O'Connor, M. and Abela, P. (2017). Supporting Technology-enhanced Teaching Practices for Health Academics.In Proceedings of the 9th International Conference on Computer Supported Education - Volume 1: CSEDU, ISBN 978-989-758-239-4, pages 426-433. DOI: 10.5220/0006334104260433

@conference{csedu17,
author={Mark O'Connor. and Patrick Abela.},
title={Supporting Technology-enhanced Teaching Practices for Health Academics},
booktitle={Proceedings of the 9th International Conference on Computer Supported Education - Volume 1: CSEDU,},
year={2017},
pages={426-433},
publisher={SciTePress},
organization={INSTICC},
doi={10.5220/0006334104260433},
isbn={978-989-758-239-4},
}

TY - CONF

JO - Proceedings of the 9th International Conference on Computer Supported Education - Volume 1: CSEDU,
TI - Supporting Technology-enhanced Teaching Practices for Health Academics
SN - 978-989-758-239-4
AU - O'Connor, M.
AU - Abela, P.
PY - 2017
SP - 426
EP - 433
DO - 10.5220/0006334104260433

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