Teaching Quality Principles and Guidelines for the Application of Educational
Technology
This document identifies and elaborates on a number of fundamental principles
that can be applied to the development of higher education courses. These principles
apply equally to the development of teaching in the traditional classroom, or
to courses using flexible educational methods such in a course offered online
to students off-campus. The principles represent a student-centred approach
to teaching and learning. They are presented in the format of guidelines for
application in any course development activities.
The principles are:
- Establish clear goals and expectations
- Ensure alignment of objectives, learning activities and assessment
- Use active learning methods
- Create a supportive environment that is inclusive of the diversity of students
- Enhance generic skills and autonomy
- Focus on continuous improvement through evaluation and review
These principles are followed by a number of guidelines for the application
of educational technologies to support teaching and learning activities.
Universities have always been able to point to exemplary
teachers who can interest and engage their students. Over many years, studies
of teaching and learning have identified principles and practices that lead
to the most effective learning. The principles and guidelines below represent
a synthesis of research into good teaching and learning. These can be applied
in many different teaching and learning situations.
Recent developments have led to applications of new technologies to teaching.
Applications of technology enable university teachers to apply best practice
principles in new and interesting ways. Technological resources can support
the attainment of best practice by providing ready access to resources, rapid
communication, and systematic organisation of learning activities and support
materials. Many innovations in teaching and learning in recent years have relied
on technology to achieve high quality outcomes.
The Educational Development and Technology Centre (EDTeC)
supports the aims of the Pro-Vice-Chancellor (Education), which are to:
- Enhance the quality of the educational experience offered by UNSW.
- Ensure UNSW’s reputation for effective and innovative teaching parallels
its reputation for productive and innovative research.
- Ensure UNSW is a world leader in the appropriate use of educational
technology and flexible modes of teaching.
To achieve these aims, EDTeC supports and encourages teaching that is student-centred,
flexible, and inclusive of the diversity of students. John Biggs proposes that
"Good teaching is getting most students to use the higher cognitive level
processes that the more academic students use spontaneously" (Biggs, 1999).
Most of the principles and guidelines below are of value in attaining this goal.
Biggs’ book Teaching for Quality Learning at University is recommended
for people wishing a detailed text on effective teaching practice. To follow
the principles and guidelines below, members of academic staff may wish to engage
in a scholarly approach to teaching and learning within their discipline. For
more information and insight into the potential implications of this approach
for career development, Charles E Glassick’s Scholarship Assessed: Evaluation
of the Professoriate (Glassick et al, 1997) is recommended. The principles
and guidelines below are not intended to provide criteria for the evaluation
of the quality of teaching for staff appraisal. The Policy on Evaluation
of Teaching at http://www.hr.unsw.edu.au/poldoc/evalteac.htm
should be consulted for information on this activity.
This document has been developed to establish a framework for new developments
in teaching and learning at UNSW. It relates to the goal stated in the University
Operational Plan to ‘Develop and expand the use of Educational technology’,
and to the ‘EDTeC Plan 2001’. The EDTeC Mission, stated in the plan, is as
follows:
To enhance UNSW’s ability to provide an excellent educational experience
for students, both on and off-campus, through provision of support in the
use of innovative, responsive and effective educational strategies and technologies.
EDTeC’s mission supports the aims of the Pro-Vice-Chancellor
(Education), which are to:
- Enhance the quality of the educational experience offered by UNSW
- Ensure UNSW’s reputation for effective and innovative teaching parallels
its reputation for productive and innovative research
- Ensure UNSW is a world leader in the appropriate use of educational technology
and flexible modes of teaching
To enable the attainment of this mission, EDTeC has established
a range of staff development programs, and a comprehensive support service.
The Teaching Quality Principles and Guidelines for the Application of Educational
Technology have been developed to provide a fundamental statement and educational
rationale for the direction and nature of EDTeC’s staff development programs
and other support services.
The following principles are considered to be fundamental
to best practice in teaching and learning regardless of the circumstances, such
as on-campus or online, in which the learning occurs:
- Establish clear goals and expectations
Student learning is likely to be most effective when students have a clear
understanding of what they will learn from a course, and what will be expected
of them (HERDSA, 1992; Ragan, 1999). Clear goals enable teachers to plan
learning activities that will have the greatest effect, and to achieve the
best outcomes by establishing guidelines on approaches to the task that will
be readily understood. Communicating high expectations can have the advantage
of becoming a self-fulfilling prophecy (Ramsden, 1992). High-level goals
set expectations that students will be able to perform complex tasks requiring
high levels of analysis, investigation, flexibility and problem-solving ability
to achieve. Setting high level goals is challenging to the students, leading
to learning activities that stimulate the students to achieve high quality
outcomes (Biggs, 1999).
- Ensure alignment of objectives, learning activities and assessment
The best student learning outcomes are achieved when the objectives, learning
activities, and assessment, are all mutually supportive. High level learning
goals in which the students are asked to analyse, investigate, and to solve
complex problems, require teaching/learning activities that enable and encourage
the students to perform at these levels. Assessment tasks must also address
the expected outcomes, so that students need to perform at a high level to
meet the requirements of the subject. To assess on this basis, the same activity
needs to be used for learning and assessment (Reeves & Okey, 1996). This
achieves alignment of objectives, task and assessment, which is instrumental
in attaining deeper learning outcomes (Biggs, 1999). Assessment tasks become
an integral part of the learning process rather than a summative measure at
the end of the course (Mason, 1998).
- Use active learning methods
Active learning techniques are student centred. In these activities the emphasis
is on what the student does, rather than on what the teacher does. Students
can search for information in databases and books, analyse problems, discuss
ways of doing things, calculate using spreadsheets, solve problems (including
finding novel ways to solve problems) individually or in groups, and make
presentations on their findings (Harper & Hedberg, 1997; Jonassen et al,
1993). Being engaged in activities such as these leaves little time and space
for passive learning. The teacher’s role is to guide the students towards
the learning activities, organise the resources so that they are accessible
when required, guide discussions and investigations, and provide feedback
on the results.
Active learning encourages learners to make connections with their previous
learning and experience, and to extend their understanding by relating this
to new material. Collaborative learning methods are an effective form of
active learning as the students must research a topic and engage in a dialogue
to negotiate a solution and its final form for presentation (Bruffee, 1999).
The whole learning activity requires active engagement. In problem-based
learning, students are presented with a complex, real-world problem at the
beginning of a topic. By first analysing the problem, the students are
guided towards what they need to know, and be able to do, to reach a solution.
This method works best in ‘real world’situations in which there is no single
right answer (Boud & Feletti, 1997). The students’ learning activities
are focused on finding the necessary information, learning the necessary
skills, and presenting a solution. This technique is widely used in some
disciplines.
Educational technologies can be used extensively to support active learning
techniques. The technology can facilitate discussions for group problem
solving, access to resources such an information and analytical articles,
analysis using spreadsheets and other analytical tools, access to interviews
with practitioners or specialists, being involved with simulations, and
the presentation of solutions using the available range of resources.
- Create a supportive environment that is inclusive of the diversity of
students
There is a greater diversity of students in Australian universities than at
any time in the past. Differences in age, gender, ethnicity, language background,
ability/disability and socio-economic status require approaches to teaching
and learning that are supportive of the diversity of backgrounds, abilities
and interests represented in the student population (UWA, 1997). Teaching/
learning methods that are inclusive of this diversity establish an environment
in which students feel they can express themselves, by enabling students to
find, use and learn from examples that reflect their interests and experiences.
Teaching/learning activities need to provide support for students with disabilities
to ensure that a physical, technological and teaching/learning environment
is accessible to all. All students should be encouraged to engage in creative
learning tasks, and apply student-centred learning activities in a way that
enables the students to bring their unique interests and skills to the learning
process (AVCC, 1993; Biggs, 1999).
Student centred approaches to teaching and learning can be structured to
accommodate a variety of interests and learning styles. Student needs (such
as those with a disability) must also be included in student centred approaches
to teaching. Some students prefer to concentrate on reading to extend their
knowledge, while others may learn better by testing their ideas in discussion
and debate. Some may learn more from interviewing practitioners than from
articles. Carrying out tasks that require reports and presentations are
valuable learning experiences. Assessment can be organised to enable individual
and group projects that allow a variety of approaches to learning tasks,
to assist students to build on their strengths and to overcome their weaknesses
(Boud et al, 1999).
Educational technology materials can be used to provide a rich variety
of resources for learning; such as interviews with practitioners, websites
and full-text journal articles, interactive quizzes and tutorials, custom-designed
calculators and spreadsheets, databases, and other specialized forms of
resource including email or discussion list access to expert practitioners.
With this range of potential resources, the preferred path to learning can
differ in accordance with individual choices. Teachers can use the online
resources to help organise and track, moderate and review, to allow a greater
variety of approaches. For many students, online resources provide greater
accessibility.
- Enhance generic skills and autonomy
Students need to be able to think independently, and to develop the capacity
for autonomy, empowerment, and self-direction. Teaching and learning activities
need to encourage learners to take responsibility for their learning, to develop
critical thinking and reflection (AVCC, 1993; Galbraith, 1996). Students
also need a range of skills, beyond the specifics of a subject or discipline,
that will enable them to make an effective contribution to an employing organisation
and to the wider society. Key generic skills include communication and structured
writing, problem solving, interpersonal skills and teamwork (ACER, 2000).
Appropriate teaching and learning activities can enhance these skills while
the students are learning other aspects of their course.
- Focus on continuous improvement through evaluation and review
Evaluation processes provide feedback from the students on the effectiveness
of teaching and learning. Evaluations need to provide an indication of learning
outcomes. They also need to provide information on student perceptions of
the learning activities, and the learning processes used by the students.
It is important to know whether the students actually use the intended approach
to the learning tasks. This information may come from a range of sources.
Evaluation data is used to suggest ways that the course can be improved, to
achieve more effective learning outcomes (HERDSA, 1992; Ramsden, 1992). Use
evaluation formatively when developing materials to support teaching/learning
activities.
The Teaching Quality Principles, detailed above, have been developed over many
years. These have been used as a guide for the development of academic teaching,
and there is a wide range of literature from which guidelines for the application
of these principles can be derived.
The potential enhancements of university teaching that can be achieved by skillful
application of educational technology are less generally known within the University
community. The following guidelines relate predominantly to the application
of educational technology. These are to assist staff to apply the Teaching
Quality Principles when using technology to enhance course development and student
learning.
- Include a student session at the commencement to orientate the students
to the course and how to use the technologies
The most crucial aspect of any educational technology component is that the
intended audience (the students) use it. It is important for the students
to feel comfortable using the technology and know where, how, and what is
being asked of them. Unless it is possible to guarantee that all the
participating students have accessibility to the existing technology, know
how to use the technology and where to find it, then teachers must be prepared
to provide alternative modes of accessibility. Use an introductory session
to clarify issues and procedures.
- Holistically integrate applications of technology into the course
Components of a course that are to be delivered in a flexible mode must be
integrated into the overall aims, objectives, pedagogy and practices of the
course. Failure to do this is likely to result in an inconsistent or limited
approach by the students. Refer to the flexible materials frequently in face-to-face
sessions and actively integrate them into tasks where appropriate.
- Actively use the technology yourself during the running of the course
Students are unlikely to perceive that there is any value in using the materials,
particularly online discussions, if the lecturer is not seen to be using them.
- Base the application of technologies on pedagogical strategies
It is not appropriate to use technology for its own sake. Thoughtful instructional
design will ensure that the use of technology is aligned with and will enhance
the aims, outcomes, and teaching methods of the course.
- Use asynchronous discussion forums to provide avenues for students to
discuss issues and get answers to problems they encounter
This helps students who prefer to reflect on their responses before making
them. Use several different discussions within any one course if necessary,
to separate discussions of content issues from organisational or administrative
issues, frequently asked questions, small group tasks, or any other specific
purpose for which the online discussion is required. This prevents students
(and staff) from being distracted from the issue that is the focus of each
discussion by responding to spurious questions.
- Use synchronous discussion to provide specific meeting times
Staff can be available for direct responses to student issues in a ‘live-chat’
mode.
- Moderate online discussions
Online discussions can take off on all kinds of tangents that are likely to
distract students from thinking about the main topic. By logging into the
asynchronous discussion regularly, the teacher can bring the discussion back
to the main issue by introducing some new ideas or points to consider. Make
it clear that any sexist, aggressive or otherwise offensive comments are unacceptable.
Critical comments are OK provided they address the issue, not the person.
- Use collaborative group tasks to help to build communication, negotiation
and teamwork skills
Case studies in which students need to research and analyse a complex issue
and propose a resolution are often the best tasks for collaborative learning.
Suitable tasks are those that are open to interpretation in preference to
exercises with a clear path leading to a specific solution.
- Establish effective group sizes
Groups of 4-5 work best for collaborative tasks. It is sometimes best to
assign students to groups rather than leaving it up to a self-selection process
to ensure a variety of skill levels and interests within the group. Group
activities can be online or face-to-face depending upon the circumstances.
![Text Box: If the group project is assessed at 70% and there are five members, the group can use the formula:
Grade x number of members = total marks [70 x 5 = 350]. The group can then reallocate marks according to relative
contribution, as long as the total = 350.](tqp_files/image006.gif)
Assessment needs
to be considered carefully for group projects
Some students may contribute much more than others, and some very little.
To encourage all students to contribute to the task, then the group can be
asked to attribute the relative grading within the group. This requires the
students to reflect upon their own relative performance. See the box for
details.
- Create a range of quality resources to support active learning
Active learning tasks such as problem solving, research and analysis, collaborative
tasks, are more likely to be effective with a range of resources to enable
effective implementation strategies. Interviews, databases, interactive tutorials,
spreadsheets, discussion forums are valuable resources to support active learning
techniques. WebCT can be used to provide password-protected access to resources
that are developed for a particular course.
- Use online technologies to provide rapid feedback
Create discussion areas for student questions. This creates a record of questions
and answers that other students can see, thus providing rapid answers to questions
without having to answer the same question many times to many students. Ensure
that you answer direct questions promptly. Responses may also come from other
students, which extends the scope of the feedback. Encourage submission and
return of assignments electronically to speed up feedback. WebCT has functions
to support electronic assignment submission.
- Use quizzes to help students learn
Multiple-choice quizzes may not be the most effective form of assessment.
Quizzes, however, can be used to enable students to check their understanding
and memory of components of the course before moving on. Questions designed
to reveal common misconceptions can be used to direct students back to course
materials with an indication of what they may have misunderstood.
- Provide electronic access to resources
Place readings in MyCourse@UNSW (http://www.library.unsw.edu.au/mycourse/mycourse.html)
and encourage students to search the library catalogue and to use full-text
retrieval of articles. Instant access to resources both speeds up and intensifies
searches for relevant information, enabling the student to maintain focus
on the task.
- Design learning tasks to promote higher-order generic skills
The Australian Council for Educational Research (ACER) has identified a range
of generic skills that students should develop in the course of their tertiary
studies. Learning tasks with a higher-level focus can help to develop these
skills. Consider using tasks that can contribute to:
- Communication/structured writing
- Problem solving/applied reasoning
- Interpersonal skills/teamwork
- Critical thinking
- Ethics/citizenship/social responsibility
- Commitment to and capacity for lifelong learning
- IT familiarity/use of technology/information literacy/information management.
- Develop assignment tasks that allow scope for students to bring their
own interests, experience, and values to bear on the task
Using problem-based methods or collaborative activities where students work
together on tasks allows students to bring their own skills and experiences
to the learning activities. Online resources can be used to make group exploration
effective. Online communication channels enable collaborative group activities
even if the students are not on campus.
- Ensure that all student needs are identified and catered for
All potential needs should be identified and catered for in the design of
the component. At a basic level this would include ensuring that if large
bodies of text are to be read, students have the ability to print out the
material if desired, or that the printed form is made available. Another
consideration is the amount of time students are expected to be online when
off-campus. Identifying all the student needs is essential in making a valued
component. Student evaluation of the component is invaluable in this area
to help identify previously unconsidered needs so that they may be addressed.
- Evaluate the online materials
As these materials are developed to meet specific pedagogical goals, it is
important to obtain student feedback to ensure that the goals are being met,
and that areas for continuous improvement are identified.
EDTeC is able to provide support to academic staff in all aspects of the development
and application of the above principles and guidelines. This includes seminars
and workshops, consultancy for individuals and groups, and production services.
See http://www.edtec.unsw.edu.au/ for contact and service details.
- Australian Council for Educational Research (ACER) (2000).
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[Verified, Jan 2001].
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