Technology 4 Large Group Teaching PGCAPP Unit 1: Intensive

23rd June, 2010

Andy RamsdenHead of e-LearningUniversity of Bath

http://go.bath.ac.uk/andyramsden

eatbath-present

andyramsden

The aims

1. Introduce you to technologies being used in Classroom teaching at Bath

2. Help you connect with people and resources at the University around classroom technology

3. Give you the wider context of why you should uses these technologies4. Give you a chance to explore their use

http://www.flickr.com/photos/89509548@N00/496717386/

Focus on: Technology enablers

http://www.bath.ac.uk/learningandteaching/news/?p=206

New lecture space in 4 West

The context: big picture

• Nicol & McFarlane-Dick (2006): Formative assessment and self-regulated learning: A model and seven principles of good feedback practice. (http://tltt.strath.ac.uk/REAP/public/Resources/DN_SHE_Final.pdf)

• Teaching and Learning Strategy (2009/10 to 2011/12-): http://www.bath.ac.uk/learningandteaching/UoBLearningTeachingStrategy0910-1112.pdf

• e-Learning Operational Plan (2009–2011): http://www.bath.ac.uk/learningandteaching/themes/e-learning/opplan

• NSS• OUE• SSLCs

The context: little picture

Lecturer Dept Technology url

Bernd Sing Mathematics ARS (Clickers) http://blogs.bath.ac.uk/ars/2009/04/28/session-report-complex-analysis/

Paul Caulfield School of Management

ARS (Clickers) http://blogs.bath.ac.uk/ars/2009/01/06/session-report-advanced-management-practices-business-and-society/

Gemma Cranston Aerospace Engineering

ARS (Clickers) http://blogs.bath.ac.uk/ars/2008/12/01/de-construction-of-aircraft-performance-and-design-question/

Sabah Abdullah Economics Twitter http://opus.bath.ac.uk/15319/

The context: ARS application

Focus on: The blend (the holy grail)

Department of Economics: HEA Discipline-focused Learning Technology Enhancement Academy (DfLTEA) Project

face to face teaching online activities

• alignment of learning outcomes with the delivery and assessment methods (this will include a re-design of the assessment methods)

• creation and release of didatic content to provide a safety net through quality assured educational resources, to creat more time for class based active learning

• step based integration of activities which build up to online group based learning and assessment activities

• use of clickers, economic games and debates in the face to face sessions. The content of which will be part influenced by the virtual tasks completed in the online seminar groups (group based discussion forums and/or individual formative quizzes)

• encouragement of peer support and informal learning networks between the student

Week Learning Resources Learning Activities Learning Support Notes

Prep Large quiz bank (mcqs) from OERRecordings (lecture replacement)

Wk 1 Online: Release of formative MCQ (no 1) on MoodleOnline: Get them to complete their Moodle Profile, to include info about web 2.0 user accountsOnline: Get them to personalise their My Moodle page to include RSS feeds from key software

In lecture: Set out staff and student expectations for participation

The completion of the profile and the personalisation is mapped to stage 1 of Gilly Salmon 5 step model

Create a summary feedback (audio file) of the aggregated results from the formative test

Wk 2 Release lecture replacement video

Release formative MCQ (no 2) on MoodleOnline: complete forum task around region / town where born

In lecture: refer to the summary file, and present slide on who scored well

Forum task is associated with stage 2 of 5 step model

Online: send a reminder email to those who have not completed mcq 1 & 2 – check everything is OK

Wk 3 Release lecture replacement video

In lecture: ARS Quiz in Class.Online: Assign last two questions to Seminar groups to decide what is the right answer, and why people might have voted differently

In lecture: present slide on who scored well

Use Mazur sequence for the ARS activitiesThis forum activity will get them working collaboratively online in groups.

Upload responses to ARS from class session.

Email those who have not watched the lecture replacement videos 1 & 2 – check things OK

Give it a go ...

Aims

1. Demo the technology2. Introduce the Mazur Sequence

1. Concept question posed. 2. Individual Thinking: students given time to think individually (1-2 minutes). 3. [voting] Students provide individual responses. 4. Students receive feedback -- poll of responses presented as histogram display. 5. Small group Discussion: students instructed to convince their neighbours that they have

the right answer. 6. Retesting of same concept.

[voting] Students provide individual responses (revised answer). 7. Students receive feedback -- poll of responses presented as histogram display. 8. Lecturer summarises and explains "correct" response.

http://www.psy.gla.ac.uk/~steve/ilig/qpurpose.html

Create a learning activity (paper and slides) which includes a meaningful learning activity. Create a 3 question ARS quiz on a topic of your choice. You must use at least two different question types.

Get your hands dirty

1. Concept question posed. 2. Individual Thinking: students given time to think individually (1-2 minutes). 3. [voting] Students provide individual responses. 4. Students receive feedback -- poll of responses presented as histogram display. 5. Small group Discussion: students instructed to convince their neighbours that they have

the right answer. 6. Retesting of same concept.

[voting] Students provide individual responses (revised answer). 7. Students receive feedback -- poll of responses presented as histogram display. 8. Lecturer summarises and explains "correct" response.

http://www.psy.gla.ac.uk/~steve/ilig/qpurpose.html

Don’t lose sight of the goal

Where Next?

http://bit.ly/8ZqHhk

Jos DarlingChristine Edmead

Vic Jenkins

http://go.bath.ac.uk/e-learning

e-learning@bath.ac.uk

eatbath-present

“using the clickers, every student has to question and think about her/his method to arrive at the solution (and cannot just passively lean back in the problem’s class and see what happens)” – Bernd Sing, Mathematics, University of Bath.