Workshop 2 Slides - University of East London

January 13, 2018 | Author: Anonymous | Category: Arts & Humanities, Writing, Journalism
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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.

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