Engagement distance learning


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  • TO DO: STUDENT COMMENT ART AND DESING EXAMPLES OF BLOG sedA REF ON SLIDE 3 My context: law school, new uni, post grad, diverse mix Open Bb and wikispaces (CarrieColes,andrew95) Experience: Learning beyond concept ie beyond teacher and physically wbl,PT ,mobile learning w learning zones in all libs Growth stats .Mobile Diversity: wp, non tradit HE, accreditation,heavily assessed and prep for assessmt eg SAT, ISA Role of interactive digital tech important part of lives- ANIM x 3 – dynamic social places; Forums in The student room.co.uk – used by students and marketing departs
  • My starting pt my view of the aim of education – Rigour, disciplined thought – critical thinking to challenge, compare, Curiosity – effect on motivation Social constructivism – value of learning by collaboration, Laurillard descr conversational learning and laso effect on motivation, onto deep thinking Post modern belief knowledge is constructed Autonomous learners - producers asnd commentators on knowledge, SEDA Now k-economy, education is about employability and contribute to economy ,research is judged on impact Concerns : seesaw of conflicting aims expertise vs wisdom of the masses , intellect vs economic will return to that 5 mins to here
  • Rapid and easy authoring direct to the web Page history Free external hosts – many for teachers
  • Current educational uses Communities of learning and practice eg DMU SIGs; latest reports; research projects Online networking from staff Search many unis – Cambridge, Leicester using wikis for discussion Theorist Maria Cubric HEA project 2007 Paul Maharg : Easier particiipation in collaborative exercises,projects of any size, forum for feedback from staff, Transforming education – attempt at writing via a wiki 15 mins to here
  • Course : 1 year ( 2 years D/L) 25 stus Issues:engagmt at high cognitive level, diverse backgrd ie non social,scarce discussion Aims: express ideas, collaborate, syntheisize their knowledge Structure: Simple tasks to start, own name, rules of engagemt ( beware experience of informality from facebook) incl deadline,set expectations re tutor involvemt
  • Need to consider expression for public consumption, time to reflect, need to self spell check
  • Tutor reflection : ImprovedEngagement reflective nature of responses Critique: not fully adopted collaborative work , protective of own work Lurking : views vs contributors
  • 25 mins to here
  • Biggs theory of aligned teaching – can wiki be assessed General points Art and Design and Uni of Minnesota USA interesting specific assessmt criteria esp guidance for grade boundaries
  • Future – practical issues In class – 15 students PT, different tasks each wiki page, comment on others, tutor commented too,varied creative teaching solutions, meaningful activities, high engagement, partly timetabling 2-6pm slot Sunday. Research at Plymouth Uni by Wheeler most contributed in class. Critique no simulanoues posting Future – what to try in future to improve/issues/emotive issues 30 mins to here
  • Future – pedagogic issues
  • Flip chart and pens – 1 group yes and one group no
  • Engagement distance learning

    1. 1. Caroline Coles Leicester Institute of Legal Practice 6 th May 2010
    2. 2. The Student experience <ul><li>Learning beyond the classroom: part time, work-based, mobile </li></ul><ul><li>Diversity </li></ul><ul><li>Interactive digital technology </li></ul>
    3. 3. Aims for Higher Education <ul><li>Rigour, disciplined thought, curiosity (NCIHE 1997) </li></ul><ul><li>Social constructivism (Vygotsky 1986, </li></ul><ul><li>Laurillard 2002) </li></ul><ul><li>Creativity.Autonomous learner </li></ul><ul><li>Dynamic learning (Sabry,Barker 2009) </li></ul><ul><li>Knowledge economy (BIS 2009) </li></ul>
    4. 4. What is a wiki? <ul><li>Collaborative web site </li></ul><ul><li>Public or private </li></ul><ul><li>Inside Blackboard or use a free external host e.g. www.wikispaces.com, www.pbwiki.com </li></ul><ul><li>For text, diagrams, pictures, live web links </li></ul><ul><li>This session wiki http://wikisession-seda2010.wikispaces.com/ </li></ul>
    5. 6. Wikis in Law
    6. 7. Graduate Diploma in Law <ul><li>Leicester Institute of Legal Practice, post graduate in time but graduate in nature </li></ul><ul><li>Issues: Engagement; diverse; scarce discussion </li></ul><ul><li>Aims: engagement,express ideas, synthesize, collaborate </li></ul><ul><li>Structure: series of tasks, minimal tutor involvement, reward with documents </li></ul><ul><li>Blackboard wiki </li></ul>
    7. 8. Student response <ul><li>“ Very helpful” </li></ul><ul><li>“ could be filled in at your own pace and enhanced learning” </li></ul><ul><li>“ Would like to use it in tutorials more – this way students will have to make a comment and become more confident” </li></ul><ul><li>DMU GDL students 2009 </li></ul>
    8. 9. Student response- tutor reflection <ul><li>Greater evidence of engagement </li></ul><ul><li>High quality of contribution – reflective, critical </li></ul><ul><li>Improved academic writing skills </li></ul><ul><li>BUT </li></ul><ul><li>Minimal collaboration: </li></ul><ul><ul><li>Evidence of protective ownership of pages? </li></ul></ul><ul><li>“ Lurking” </li></ul>
    9. 10. Student response other examples <ul><li>“ The Wiki page is a good part of learning because it encourages class members to integrate, which was quite helpful…” </li></ul><ul><li>“ I learnt a lot from other people's input, whenever I got stuck alone </li></ul><ul><li>Cubric 2007 </li></ul>
    10. 11. Aligned assessment <ul><li>General : </li></ul><ul><ul><li>Group assessment issues </li></ul></ul><ul><ul><li>Assessment criteria: criticality, wider research, academic presentation </li></ul></ul><ul><ul><li>Storage for external examiner </li></ul></ul><ul><li>Specific: </li></ul><ul><ul><li>Formative </li></ul></ul>
    11. 12. Future <ul><li>In class role? Observation project (Coles 2010) </li></ul><ul><li>Practice page “sandbox” </li></ul><ul><li>Assigned student roles eg summariser </li></ul><ul><li>Explicit construction tasks eg legal drafting </li></ul><ul><li>Community building tasks </li></ul><ul><li>RSS alert </li></ul>
    12. 13. Future <ul><li>Approach of non-westernised cultures </li></ul><ul><li>Emotive issues of technology enhanced learning </li></ul>
    13. 14. Discussion <ul><li>Can you see a role for wikis in your practice? </li></ul><ul><li>If you answer yes, what tasks do you believe may be appropriate? </li></ul><ul><li>If you answer no, what are the barriers to using wikis in your practice? </li></ul>
    14. 15. References <ul><li>BIS 2009: Great Britain.Department of Business,Innovation and Skills (2009) Higher Ambitions .Also available at http://www.bis.gov.uk/Policies/higher-education/shape-and-structure/higher-ambitions </li></ul><ul><li>Bostock,S. E-learning:engaging learners through technology.SEDA Paper 119.Available from www.seda.ac.uk </li></ul><ul><li>Coles ,C.( 2009) The role of new technology in improving engagement http://www2.warwick.ac.uk/fac/soc/law/elj/jilt/2009_3/Coles </li></ul><ul><li>Cubric,M.(2007) Good practice in using wikis to enhance learning,student support and retention for business students BMAF HEA Issue 1 April 2007 </li></ul><ul><li>Laurillard,D.(2002) Rethinking University Teaching :a conversational framework for the effective use of ICT, 2 nd edn.London: Routledge. </li></ul>
    15. 16. References <ul><li>Maharg,P.( 2007) Transforming Legal Education.Ashgate Publishing.Also available at www.transforming education.org.uk </li></ul><ul><li>NCIHE (1997). National committee on Inquiry into Higher Education. London. Also available at www.leeds.ac.uk/educol/ncihe </li></ul><ul><li>NACCCE (1999).All Our Futures http://www.hmie.gov.uk/documents/publication/hmiepcie.html </li></ul><ul><li>Sabry,K. and Barker,J. 2009 Dynamic Interactive Learning Systems. Innovations in Education and Teaching International Vol 46,No 2 May 2009 pp185-197 </li></ul><ul><li>Vygotsky,L.S. (1986) Thought and Language.Cambridge,MA:MIT Press </li></ul><ul><li>Images: BIS.gov.uk;ljmu.ac.uk;nikkichrager.com </li></ul>