TeachLearn:Enhancing Teaching

Disruptive innovation
A disruptive innovation is an innovation that disrupts an existing market. The term was coined by Clayton Christensen as "disruptive technology" in 1995. Christensen said "generally, disruptive innovations were technologically straightforward, consisting of off-the-shelf components put together in a product architecture that was often simpler than prior approaches."

"Low end disruption" occurs when a simpler, cheaper and lower-performing offering that still meets customer needs enters the market and undermines ostensibly more sophisticated offerings.

"New market disruption" occurs when an innovation enables a new or emerging market segment that is not being served by existing incumbents in the industry.

For more information on the usage of "disruptive innovation" and examples see wikipedia.

Ethics: encouraging discussion
It is difficult to get students to enter into discussion, so to encourage this is can be useful to find some "hot" buttons. One I have successfully used ..

http://www.virtualmv.com/virtualMe/vMe_mv/v2/v2com/v2kb/dl_peet/dl_00o.htm (introduction > Introduction > Individual Responsibility (Click on small slide icons)

Some follow up questions...

 * How many play violent computer games?
 * Describe the most "violent" aspect (by this stage students who don't play these games get the idea!!)
 * Then add .. "These computer games are evil!!" (This usually keeps the discussion going!!)


 * .. And finishes up with "You can justify anything!!"

Programming: Physical performances

 * Sometimes taking the topic into the physical work helps understanding.
 * Teaching intro programming and highlighting the importance of accuracy was done by asking students to give directions to me from one chair/table to another. Starting by sitting on the table the first instruction from students was "stand up".. So you do but on the table/chair. Students then get the jist of getting more accurate! Writing the instructions on the board.  Instructions need to be followed literally (e.g. turn around means just that .. And keep turning until told to stop!) Once completed another student is asked to repeat the process – with their eyes closed. (usually you get instructions like turn around... Stop!) which are difficult to interpret blindfold.

See also Bell, Alexander, Freeman & Grimley (2009)

Simulations
Teaching concepts via game playing (in the late 1980's! ) Floptical bunny was used to teach students to connect up a PC (and in its day teach people the use of a mouse – at the start a mouse was considered only a toy!)

http://www.virtualmv.com/virtualMe/vMe_mv/v2/v2com/v2flopb/v2flopb1/fb1_00.htm

Capturing student feedback

 * virtualMV
 * Allowed student to annotate (e.g. told 486 computer was out of date!)

Setting Assessments
Get students to take ownership, so instead of

..Company ABC does..

do

.. You have inherited a company and ...

Graduating student assessments
We all agree group work is an essential skill, so how can you manage this and give students "fair" marks.

1: Mostly Group work 2. Transition 50/50 group individual 3. Mostly individual work

This has been successfully implemented in both Database Management Systems and Multimedia

Database management systems

 * 1) Mostly Group work : Design & Analyse a system. Define component (sub-system) areas
 * 2) Transition 50/50 group individual: Individuals build a component and integrate into the whole system
 * 3) Mostly individual work: Students build component

Multimedia

 * 1) Mostly Group work : Scope project - overall design etc
 * 2) Transition 50/50 group individual: Storyboard. Identify an area of speciality and describe
 * 3) Mostly individual work: Students build component parts of Multimedia product and compile into a complete presentaion. Plus maintain a journal of learning

Enhancing relevance (Practice what you preach!)

 * If you are teaching a web course use the technologies – e.g. why present in PowerPoint. *Initially did customised ASP system, have moved to MediaWiki (used by wikipedia)

http://www.virtualmv.com/wiki

..and more on Practice what you preach...

Just a thought.. most of you expect APA references from your students..
 * Do you in your presentations to the class?
 * Do your prescriptions use APA references?
 * Would this help students model their references?

Other stuff

 * electronic Assessment (eSubmission with eMarking)
 * Presenting Web pages - Zoomit