Published on February 17, 2014
BI LearningLab A competence centre for teaching, learning and ICT
Mission LearningLabs major concerns are a) to be a contributor in deleveloping the quality of teaching and learning at BI, and b) to facilitate an ICT-supported learning environment for teachers and students.
LMS & use of digital tools ”Teaching Excellence” Videos in teaching & learning ”Improving student learning” Improvement loops & quality assurance
BI 2020 • A pre project and research study initiated by top management in january 2012. • Purpose: to position BI as an attractive business school delivering innovative and relevant teaching and learning opportunities. • LearningLab is organizing unit. • Project report 31.12.2012. • Blogg http://bilearninglab.no/
Who are our students in 2020?
What do the students learn in 2020?
How can new technology support new teaching and learning methods?
Which competencies will our teachers need?
What competences do business require?
Who are our competitors?
How will we meet our future students?
Three stories about the future: How do we learn in 2020? Just-in-time skills Branded learning Connect & Share
• The driving forces in this story are what competences business life requires. Learning is module based and fragmented and there are many content suppliers competing to have the best e-learning content. • Work assignments and learning are inter-twined. Key words: learning partners, speed, cutting edge, meeting place, flexibility Just-in-time skills
Connect & Share • This story tells about a well functional and intelligent technology based on open networks. The students’ own initatives are the main driving force for developing and sharing knowledge. • A global and virtual arena for learning.
• Well recognized and research based institutions are creating alliancies. The students are attracted by strong alumni networks for their lifelong learning and careers. • Teaching and Learning are campus based. Branded learning
Implications for educational institutions • • • • • Teacher Lecture Curriculum Student Exam Facilitator Flipped classroom Digital & fragmented New ways of working Competence based
MOOCs – possibilities or threaths? • Massive Open Online Courses • Disruptive innovations
Mandate • The Commission shall examine which opportunities and challenges may result from the growth of MOOCs and similar offerings. The Commission shall map out developments, prepare insights and recommendations about how the Norwegian government and institutions should position themselves vis-à-vis these MOOC developments, and take advantage of the opportunities that the technological developments bring.
What is a MOOC • • • • M – Massive O – Open O – Online C - Cources
McAfee’s Senior Director of learning: Lori Aberle “Once they leave the instructor-led class, that’s it, they’re done. Let’s face it, you will never get them back again!” http://www.forbes.com/sites/jeannemeister/2013/08/13/how-moocs-will-revolutionize-corporate-learning-development/
Change of thinking FROM LECTURE LECTURE LECTURE LECTURE EXAM TO LEARNING OUTCOME EXAM LEARNING PROCESS 32
Flipped classroom/lecture • • • • Njål Foldnes, BI Stavanger Statistics and math Students watch video on their own Face-to-face meetings used for execises, supervision and discussion
Flipped lecture • • • • • Any time Any where Remembers better Can stop and rewind Repitition
Flipped lecture • • • • Watch with others Listen/look – take notes Don’t need to multitask when taking notes Asyncronous – students can work at their own pace
Flipped lecture • Better contact between students and lecturerer • Better contact between students • Empowerment • Structure • Control
What do students say? • • • • Seek videos on the internet Use Khan Academy Use Coursera Lecture feels disorganized • Yes, both Thank You!
Thank you for the attention. • Blog: junebre.blogspot.com • Twitter: junebre • LinkedIn: June Breivik
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