|Teaching and Learning Forum 2002 [ Proceedings Contents ]|
In 2001, the Faculty of Arts at UWA devised the SmARTS program, a mixed mode teaching and learning experience for year 11 students that involved them in group project work over a period of six months. A major focus of teaching and learning in the program was the SmARTS interactive website, involving participants in fortnightly online real time tutorials, as well as asynchronous communication through bulletin boards and email. At key points in the program, on campus tutorials were held for the students to further develop their project work.
This forum contribution focuses on two key issues which arose in the course of the pilot program, the broader relevance of which in a period of significant changes to assessment and curriculum approaches in the transition between school and university is useful to consider. First, how did the pedagogic gulf between more child centred and adult centred learning reveal itself in this online environment? Second, what were the particular challenges in synchronous online teaching and learning among a group of teenage participants whose familiarity with synchronous chat is already highly developed, although perhaps more in social rather than in educational contexts?
|Authors: Jane Long, Senior Lecturer, Centre for Women's Studies, Faculty of Arts, The University of Western Australia. firstname.lastname@example.org|
Margie Ellery, SmARTS Tutor, Faculty of Arts, The University of Western Australia. email@example.com
Presentation format: Roundtable
Please cite as: Long, J. and Ellery, M. (2002). Rethinking online teaching and learning: The challenge or Generation ICQ. In Focusing on the Student. Proceedings of the 11th Annual Teaching Learning Forum, 5-6 February 2002. Perth: Edith Cowan University. http://lsn.curtin.edu.au/tlf/tlf2002/abstracts/long-abs.html