Virtuoso technology-enhanced pedagogy webinars
Offered under Macquarie University’s endorsement to provide NESA registered Professional Development
Cinglevue and Macquarie University have developed a series of free professional learning webinars to explore approaches that teachers can adopt in using technology to enhance classroom pedagogies.
Our two series of webinars were delivered to participating teachers online during April, May, August, September and October 2020. It focused on using technology to support student learning in accordance with Laurillard’s Conversational Framework through acquisition, practice, inquiry, discussion, and collaboration. This was explored through the context of Cinglevue’s Virtuoso platform to provide a bridge between pedagogical theory and practice.
Building on the success of the two series of webinars, Cinglevue and Macquarie are now creating the third series of webinars which will incorporate enhancements based on analysis of feedback from participating teachers. By popular demand, this will incorporate a stronger practical component such that participating teachers will be able to spend significant hands-on time interacting with Virtuoso.
As per the two series of webinars, the latest iteration of the webinar will involve a reflective research component, and teachers who complete all aspects of the research reflection will receive a $100 shopping voucher. This upcoming webinar is applicable to teachers in all subject areas and across all year levels.
Dr. Michael Garrett
Head of Research & Innovation
Research Scientist – Education
Dr. Alireza Ahadi
Post-doctoral Fellow, School of Education, Macquarie University
Completing 2020 Virtuoso Technology-Enhanced Pedagogy Workshop – Online will contribute 4 hours of NSW Education Standards Authority (NESA) Registered PD addressing 2.6.2, 3.4.2, 6.2.2, and 6.3.2 from the Australian Professional Standards for Teachers towards maintaining Proficient Teacher Accreditation in NSW.
Professional Development Outcomes
By the end of this workshop teachers will achieve the following outcomes:
- Understand, explain and effectively apply the different pedagogies in Laurillard’s Conversational Framework (acquisition, practice, inquiry, discussion, collaboration). (2.6.2 & 3.4.2)
- Understand and effectively apply the features of different tools within the Virtuoso learning engagement and insights platform. (2.6.2 & 3.4.2)
- Use different technologies to effectively implement a variety of pedagogical approaches (2.6.2 & 3.4.2)
- Form and positively participate in an ongoing community of practice surrounding the effective use of technology in education. (6.2.2 & 6.3.2).
What teachers and pre-service teachers are saying about the webinar . . .
Research rationale for Professional Learning Activities
This course covers state-of-the-art pedagogy practiced today and will give teachers hands-on experience in how to use technology effectively in course design and in teaching in general. This workshop frames the use of technology using the most critically acclaimed general pedagogical framework available; Laurillard’s Conversational Framework.
Modelling the use of this framework during the workshop, and providing teachers with the opportunity to apply the framework using Virtuoso’s innovative new learning engagement and insights platform, will support teachers to explore how technology can be successfully applied from a pedagogical perspective. Teachers also struggle to forge the link between learning analytics and learning design, thus this workshop will showcase how contemporary learning analytics tools can be used to inform teacher learning design processes. The workshop will also explain principles and practices underpinning effective educational evaluation, and will aim to address teacher beliefs, which have been shown to positively relate to teacher technology integration practices.
Attending this course will also familiarise teachers who are going to use Virtuoso in their classes with the functionality of the platform, and provides teachers with the professional accreditation to recognise their learning.
- Bower, M. (2008). Affordance analysis–matching learning tasks with learning technologies. Educational Media International, 45(1), 3-15.
- Bennett, S., Bishop, A., Dalgarno, B., Waycott, J., & Kennedy, G. (2012). Implementing Web 2.0 technologies in higher education: A collective case study. Computers & Education, 59(2), 524-534.
- Ertmer, P. A., Ottenbreit-Leftwich, A. T., Sadik, O., Sendurur, E., & Sendurur, P. (2012). Teacher beliefs and technology integration practices: A critical relationship. Computers & Education, 59(2), 423-435.
- Lai, J. W., & Bower, M. (2019). How is the use of technology in education evaluated? A systematic review. Computers & Education, 133, 27-42.
- Laurillard, D. (2013). Rethinking university teaching: A conversational framework for the effective use of learning technologies. Routledge.
- Lockyer, L., Heathcote, E., & Dawson, S. (2013). Informing pedagogical action: Aligning learning analytics with learning design. American Behavioral Scientist, 57(10), 1439-1459.
- Tsai, C. C., & Chai, C. S. (2012). The” third”-order barrier for technology-integration instruction: Implications for teacher education. Australasian Journal of Educational Technology, 28(6).