Post on 18-May-2015
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Peter Reed22nd March, 2011
Innovative PracticePGC TL HE
Learning Outcomes
This session is aligned to all 5 learning outcomes for the module, but particularly LO2:
2. Critical reflection upon and justification of the selection and
deployment of technology to support learning in their specialist area/s
Reflections will feed into Action Plan
What we’re going to cover…
Technology Enhanced Learning
(TEL)
Introduction TEL & EHU
Student Expectations
ePedagogy
Online Discussion
What is elearning or TEL to you?
“Any online facility or system that directly supports learning and teaching. This may include a formal VLE, an institutional intranet that has a learning and teaching component, a system that has
been developed in-house or a particular suite of specific individual tools”
UCISA 2010 Survey
What is eLearning/TEL
“E-learning comprises all forms of electronically supported learning and teaching”
Wikipedia
What is eLearning/TEL
Benefits of TEL
Affords learners decisions around time, place and pace.
Cost
Recruitment/Retention
Skills & Employability
Student Achievement
Inclusion
Widening Participation
TEL at Edge Hill
eAdministration(Baseline)
Online Learning
Blended Learning
Do you have any experience of online learning and/or online teaching?
What tools/technologies? How was it used? Positives/Negatives?Can you see its potential?How many people on Facebook/Twitter?
Student Expectations of HE
As part of a Digital Ethnography course, over 200 students at Kansas
State University collaborated to summarise some of the most important characteristics of
students today – how they learn, what they need to learn, their goals, hopes, dreams, what their lives will be like, and what kinds of changes
they will experience in their lifetime.
Watch their video on YouTube
Student Expectations of HE - Activity
Use a 2x2 grid:• In groups, consider YOUR expectations of when you were a student, and compare against OUR STUDENTS’ expectations….
• What about the comparison in use of technology between us and our students…..
Your Expectations of HE & Tech Student Expectations of HE & Tech
Students Tech UseYour actual Tech Use
Student Expectations of HE - Activity
So what does this tell us? Is there a disconnect?
JISC Student Expectations Study - suggests technology should:
• Support established methods of teaching and administration;• Act as an additional resource for research and communication;• Be a core part of social engagement and facilitate f2f friendships at University
A Closer Look at Our Students
Edge Hill University Students eLearning Survey (Lindsey Martin, eLearning Strategy & Development Manager)
Nearly 75% - Bb at least 3 days a week
750 responses
80% access ‘a lot’ and find Bb ‘very important’
47% think Facebook could be used
Who here is on Facebook? And your Students?
A Closer Look at Our Students
But are they all tech savvy? – Prensky thinks so…
How many people can relate to this cartoon?
Marc Prensky (2001) introduced the concept of Digital Immigrants' and Digital Natives
http://www.doseofdigital.com/2009/04/healthcare-marketing-needs-some-digital-natives/
CIBER Report is on a similar wavelength
A Closer Look at Our Students
http://www.edgehill.ac.uk/solstice/Conference2009/Keynotes.htm
What we’re going to cover…
Technology Enhanced Learning
(TEL)
Introduction TEL & EHU
Student Expectations
ePedagogy
Online Discussion
http://www.youtube.com/watch?v=p2Qg80MVvYs
Online Education and ePedagogy…
Watch this video of Bill Gates discussing in person education vs online education
In response to the shift towards online education, as well as more recent pressures of ‘Internationalising the Curriculum’ a number of ‘models’ have emerged to provide a framework for the development of online curricula…
Online Education and ePedagogy…
Distance education is changing from paper based methods.New models largely influenced by Social Learning theories: Social Constructivism & Communities of Practice
Online Education and ePedagogy…
1. The SOLSTICE Model
…blends theoretical and practical solutions to the development and use of technology within curriculum. It is based around three elements:
Concept: Purpose + Audience = Form
People: New Academic Teams
Place: Flexible Learning Spaces
Online Education and ePedagogy…
2. The Conceptualisation Cycle - Mayes & Fowler
Based on Social Learning Theories, Mayes & Fowler argue that TEL involves a cycle of Conceptualisation, Construction and Dialogue.
Conceptualisation: "refers to the users' initial contact with other peoples' concepts".
Construction: "refers to the process of building and combining concepts through their use in the performance of meaningful tasks."
Application: "the testing and tuning of conceptualisations through use in applied contexts".
Primary
Secondary
Tertiary
Online Education and ePedagogy…
3. The Conversational Model - Laurillard
A combination of conversation theory, constructivism and reflective practice
Involves Teacher – Student exchange of ideas/conceptsExperiential level – practice, test
Pedagogical Problems… Activity
Pedagogy should drive the implementation of any technological implementation – it should be fit-for-purpose.
•Read through the handout (pedagogical problems and technological solutions).
•Identify some pedagogical problems you think might be solved (or helped) by introducing some form of technology in your own practice.
Online Discussion
Who has experience (student or tutor) of online discussion?
Positive or negative? Why?
What has and has not worked for you?
Online Discussion
Subscription to Social Constructivism?
•What do we want to achieve? • Fit-for-purpose?• Meaningful Discourse?
•Gilbert & Dabbagh (2005) define ‘Meaningful Discourse’ as
Before we look at some good practice guidelines, let’s review the PGCert discussion boards….What Strategies could have been implemented?
“the ability of learners to demonstrate critical thinking skills by (a) relating course content to prior knowledge and experience, (b) interpreting content through the analysis, synthesis, and evaluation of others’ understanding, and (c) making inferences.”
Online Discussion – Good Practice
Check List for Good Practice:
•Welcome, develop ownership and an online learning community (of practice)
•Stress importance of discussion in learning
•Introduce reflection for learning activities
•Differentiation – must do, should do, could do (Atherton) or ‘Spark’ (Salmon)
•Embed discussion forums within/amongst content
•Structure activities to clearly ‘instruct’ learners to read, reflect, apply prior
knowledge and experience, and post! You could also instruct participant to
reply to posts.
Online Discussion – Good Practice - Reflection
Description - what happened?Feelings - What were you thinking and feeling?Evaluation? - What was good and bad about the experience?Analysis - What sense can you make out of the situation?Conclusion - What else could you have done?
Action plan - If it arose again what would you do?
Gibbs (1988) cyclical model of reflection cited in Ghaye and Lillyman (1997:26)
Online Behaviour – that 5 Stage Model thing…
Salmon’s 5 Stage Model relates to the incremental and progressive use of online discussion.
Model can be translated into different contexts, not just online discussion.
http://www.atimod.com/e-moderating/5stage.shtml
Online Behaviour – Contingency
Contingency in Tutoring (Wood and Wood, 1996)
Based on the premise:
“if the child succeeds, offer less help; if s/he gets into trouble, offer more help”
Align with ideas of ‘Weaving’ which involves summarising and synthesising the content of multiple responses, opposed to responding to individual posts.
Online Discussion
If we returned back to the PGCert discussion boards, what would you do to influence the discussion?
Conclusion…
Technology Enhanced Learning
(TEL)
Introduction TEL & EHU
Student Expectations
ePedagogy
Online Discussion
Action Plan
Assignment requires
‘critical review/reflection’
to
‘improve the activity you focused on’
and include
‘PD needs’
Take this opportunity to:•Reflect on your teaching episode•Begin an action plan relating to the use of technology in your practice (see handout for plan).
Activity
Online Discussion
Read the blog post & comments
‘Is it okay to be a technologically illiterate teacher’http://thefischbowl.blogspot.com/2007/09/is-it-okay-to-be-technologically.html
•Post your thoughts about the authors ideas. •Do you agree or disagree? And why?•Have you been ‘pushed’ into using technology? How did it feel?
References
Brown. T, et.al (2010) 2010 Survey of Technology Enhanced Learning for Higher Education in the UK. UCISA
CIBER Information Behaviour of the Research of the Future - http://www.ucl.ac.uk/infostudies/research/ciber/downloads/
JISC Exploring Tangible Benefits of eLearning - http://www.jiscinfonet.ac.uk/publications/info/tangible-benefits-publication
JISC Student Expectations Study - http://www.jisc.ac.uk/publications/research/2007/studentexpectations.aspx
Laurillard, D. (2002) Rethinking university teaching: a conversational framework for the effective use of learning technologies (2nd ed.). London: RoutledgeFalmer
Mayes, J.T. & Fowler, C.J.H. ‘Learning Technology and Usability: A Framework for Understanding Courseware’. Interacting With Computers 11, 485-497, 1999
Prensky. M (2001) Digital Natives, Digital Immigrants. On the Horizon. 9 (5)
Wikipedia (eLearning definition) - http://en.wikipedia.org/wiki/E-learning
References for online discussion
Atherton, J. S (2009) Learning and Teaching; Must/should/could learn [On-line] UK: Available: Accessed: 29 July 2009 - http://www.learningandteaching.info/teaching/must_should_could.htm
Beaudoin, M (2002) Learning or lurking? Tracking the ‘invisible’ online student. Internet and higher Education 5 (2002) 147-155. Berge (1995) The Role of the Online Instructor/Facilitator - http://pre2005.flexiblelearning.net.au/guides/facilitation.html Gilbert, P & Dabbagh. N (2005) How to Structure Online Discussion for Meaningful Discourse: a case study. British Journal of Educational Technology Vol 36, No 1, 2005.
Salmon, G. (2000). E-Moderating: The Key to Teaching and Learning Online. London: Kogan Page.
Salmon, G. (2002). E-Tivities: The key to active online learning. Oxford: RoutledgeFalmer.
Wood, D. & Wood, H. (1996) Vygotsky, Tutoring and Learning, Oxford Review of Education, 22(1), 5-16. http://dx.doi.org/10.1080/0305498960220101