students engaged in extra curricular activity


During my time at RMIT University(1996-2012) I worked on a number of projects in the field of online learning and teaching. This was a time of transition, starting with CDROM based learning packages to designing web sites and learning objects as the internet became more pervasive.

Much of my work in this field was developing interactive learning objects using Flash (including programming with ActionScript). When the university adopted the Learning Management System (LMS) Blackboard I took on the role of providing instructional design in how to most effectively use this platform for course management and improvement of student experience.

My experience represents an evolution beginning with the print-based off-campus materials and the principles of instructional design which applied to those then transferred to interactive multimedia (CDROM) and eventually on to the web (online).

While initially the internet was considered within the domain of purely off-campus learning and some supplementary courses, the use of the LMS by all teachers for all students was gradually encouraged. (van der Craats, C., McGovern, J., & Pannan, L., 2002) This has now become the norm, and as such, the integration of that which is 'online' and that which is 'face-to-face' is now considered integrated (blended). However the principles of what constitutes good practice remain the same as it ever was with some crucial emphasis emerging.

[ Click here for information regarding principles. ]

Although it must be recognised that, naturally enough, information and communications technology (ICT) has had considerable transformative effect on education, however the fundamentals remain constant and we ought not to get too enchanted by the particularities of the medium (tool). Essentially learning takes place in the student's brain and is indeed "what the students does".(Biggs J., 1999)

 

 


Object oriented learning is the application of disaggregated learning objects designed in such a way that they can be repurposed for multiple contexts; an approach derived from object oriented programming. Essentially it is not all that different from any traditional learning process except that it takes advantage of contemporary information technologies.

A descriptive overview of the fundamental considerations for educational design. [ Click here ]

References:

van der Craats, C., McGovern, J., & Pannan, L. (2002, December). A five-level approach to the large-scale development and delivery of online programs. In ASCILITE (pp. 681-690).

van der Craats, C.(2016) Enhancement of Learning and Teaching Online (unpublished)

One area of interest that I am particularly concerned with is that of creativity in education. [ Click here for my essay on this topic. ]

Biggs, J. (1999). What the student does: Teaching for enhanced learning. Higher education research & development, 18(1), 57-75.

My experience:

Education: Graduate Diploma of Education (University of Melbourne)
Master of Education (University of Melbourne)

Teacher of Art and Graphic Communication years 7 to 12 (1985-1995)

Multimedia developer with the Flexible Learning Unit, Royal Melbourne Institute of Technology (RMIT university), (1996-1998).

Educational Multimedia Designer Faculty of Applied Science, RMIT University, (1999 - 2005).

Senior web developer and Educational designer, College of Science, Engineering and Health, RMIT University, (2005-2012).