Online learning pedagogies at UEL
Workshop 2:
Approaches to using technology to promote active learning Simon Walker Head of Educational Development University of Greenwich, London , UK
Workshop 2: Session Outline 9.30 - 9.45: introductions 9.45 - 10.15: presentation: 10.15 - 11.00: hands on Moodle activity in computer suite (part 1). (move to ITC.01) 11.00 - 11.15 break/refreshments 11.15 - 11.45: plenary 11.45 - 12.15: action planning (group work) 12.15 - 12.30: wrap up/ evaluation/close
Context and drivers • • • •
Curriculum design and delivery Pedagogies of distance learning Staff development Business models/ USP
New Approaches to Teaching, Learning and Assessment needed?
Drivers towards teamwork, critical thinking, effective communication, problem-solving, collaboration: • “21st Century skills” in K-12 schools • “Graduate Attributes” in universities • The “inverted (flip) classroom”
Academics claim that their courses produce these skills, yet the evidence is unclear. What does assessment say about priorities in a course?
From 20thC to 21stC learner? Learners’ activities 45 40 35 30 25
20 15 10
Key: 20th Century 21st Century
5 0 Teacher-led class
Guided group learning
Personalised learning
Collaborative learning
Self-directed Learning
Summative assessment
Ref: Laurillard, D. (2012) Online support for academics' collaborative learning about teaching. Presentation. Royal Geographic Society. Epigeum 20/10/2012
Context and drivers • • • •
Curriculum design and delivery Pedagogies of distance learning Staff development Business models/ USP
What pedagogies exist for DL? pedagogy that exploits dialogue and conversation
pedagogy that allows learner and course content to be self-contained technology
Generations of distance education technology (all still in existence) 1. postal correspondence 2. mass media of television, radio, and film production 3. Interactive technologies: audio, text, video, web and immersive conferencing 4. Fourth use of ‘intelligent’ data bases (intelligent flexible learning), semantic web technologies?
Pedagogical neutrality - example?
http://www.mapmyprogramme.com
Comparison of DL pedagogies. Generation of Distance Education pedagogy
Technology
Learning activities
Learner granularity
Content granularity
Evaluation
Teacher role
Scalability
Cognitivebehaviourism
Massmedia: print TV; radio; one to one communicat ion
Read and watch
Individual
Fine: scripted and designed
Recall
Content creator: sage on the stage
High
Constructivism
Conferencin g: audio; video; web. Many to many communicat ion
Discuss, create, construct
Group
Medium: scaffolded and arranged. Teacherguided
Synthesize : essays
Discussion leader: Guide on the side
Low
Connectivism
Web 2.0 Social networks; aggregation & recommend er systems
Explore, connect, create & evaluate
Network
Course; mainly at object and person level; usergenerated
Artefact creation
Critical friend’ cotraveler
Medium
Anderson, T and Dron, J (2011) Three Generations of Distance Education Pedagogy. International review of research in Open and Distance Learning; Special Issue - Connectivism: Design and Delivery of Social Networked Learning. Vol 12, No 3 ONLINE<
What are learners doing? E-Assessment Drill & practice Associative Focus on individual Learning through association and reinforcement
Constructivist Building on prior knowledge Task-orientated
A
Experiential, Problem-based Role play
Situative Learning through social interaction Learning in context
Connectivist Learning in a networked environment
Inquiry learning Collective intelligence Resource-based
Ref: Mayes & De Freitas, 2004 Conole 2010
Reflective & dialogic learning, Personalised learning
Examples.
http://celtt.gre.ac.uk/
http://www.olds.ac.uk/home
Whats a MOOC? X-mooc/ c-mooc/p-mooc/ouch Design Principles • Aggregation • Remixing • Re-purposing • Personalised • Multiple channels • No ‘right’ pathway Ref: Conole, G. Massive Open Online Courses (MOOCs) -, University of Leicester DL Forum presentation. 26th March 2013
Martin Scorsese 1973 Mean Streets
Context and drivers • • • •
Curriculum design and delivery Pedagogies of distance learning Staff development Business models/ USP
What tools are available?
iViva
FOAF
Thema: Exploring the experiences of Master's students in a digital age. Masterman, L. March 2007- 2009;
Jones, S based on ideas by.Dickinson (2007) & Cavazza. Digital Literacy CISCO Presentation. Bucks New University 2012
Yerkes-Dodson law of arousal .
Yerkes RM, Dodson JD (1908). "The relation of strength of stimulus to rapidity of habit-formation". Journal of Comparative Neurology and Psychology 18: 459–482
Learning activity design model (2006)
Beetham, H. (2004), Review of e-Learning Models. In Effective Practice in e-Learning, JISC. http://www.jisc.a c.uk/publications/ programmerelate d/2004/pub_eff_ prac_elearn.aspx
Learning activity design model (2009)
Beetham, H (2007) ‘An approach to learning activity design’, in Rethinking Pedagogy for a Digital Age, Beetham, H & Sharpe, R (eds), Routledge, pp26–38
Help and Support
Activity Theory Mediating Artefacts (MA)
Creates Teacher
Rules
Community
Learning activity or Resource
Division of labour
Context and drivers • • • •
Curriculum design and delivery Pedagogies of distance learning Staff development Business models/ USP
www.uel.ac.uk/research
www.uel.ac.uk/teaching
What’s your USP?
Useful links • Moodle Course: https://moodle.uel.ac.uk/course/view.php?id=4860 • Digital Literacy in Higher Education: http://dlinhe.ning.com/ • Greenwich Connect: http://blogs.gre.ac.uk/greenwichconnect/about/ • Map my Programme: http://www.mapmyprogramme.com/ • Larnaca Declaration on Learning Design: http://www.larnacadeclaration.org/ • Summer of Innovation: http://elevator.jisc.ac.uk/content/about
[email protected] Sialker Simon Walker Simonwalker hugh snook
Hvala,谢谢, Asanti, Dík, Tack, Danke, Merci, Tak, Kiitoksia, köszönet, Grazie, Dank, Takk, Dzięki, Obrigado, naa goodee……thank you for listening and participating.
