Specific examples and assistancePresentation Transcript
Specific examples and assistance Some things we might do and use: Powerpoint and onwards ‘ We shape our tools, and thereafter our tools shape us’ McLuhan 1995
Bringing together some of the things we might want to do*
Present material to students
PowerPoint (lectures etc, posters)
Communicate with students
Synchronous (tele/video conferencing)
Asynchronous (e-mail, text submission/return)
Communication between students
Present student material
*back to interaction models
We might want to do, or improve, all of these things:
Can we do these things better by 'e-'?
Superjanet as backbone
Computer labs for students
Library/ies (how e-friendly are they? WiFi?)
Teaching spaces, do they have video-projectors?
How easy is it to link up? (laptops, memory sticks)
How much help do you get for doing things:
Personally? (Promotional rewards?)
Departmentally? (local gurus?)
What facilities do your students have for remote access?
Do your students have access to scanners?
In lectures, 'magic whiteboards'
Interactive units for 'voting' in lectures and seminars
University (departmental) Software
What do you use?
What do your students use?
Basic suite of MS Office plus….
GIS and e.g. Minitab, SPSS
Creation tools (Flash, AI)
Better web integration
ADSL will become commonplace
As will Wi-Fi for local areas (and universities?)
2G phones will become even more common (with even more gadgets)
3G (and upgraded 2G) technologies will give even more sophistication of delivery
3G phones, interactive TV, home and portable computers, GPS, PDAs, printers, scanners, digital cameras
Satellite communication with TV, computers
Most of these are here already! - at steadily reducing costs.
Pretty much anything you want - and not even at a price.
Public Domain Software
Linux - Star Office etc
Web logs (blogs)
Student ability to both own and use these devices
Will be related to decreasing costs
Will be related to fashion
Will be related to ease of use
Will be related to integration of devices
Will be demanding that 'we' have the applications, tools and subject materials (lectures to libraries) to supply their needs.
Some categories to consider
Social infrastructure (ie Public; e.g. ADSL,)
Public hardware (3G phones, interactive TV, home and portable computers, GPS, PDAs, printers, scanners, digital cameras……….!)
University (departmental) Software
Student ability to both own and use these devices
Q: What will be the drivers and what the constraints on what/how we teach?
A few other things for technology
MCQ s via LTSN CAL
Checking submission of paperwork
Sending out reminders
students at risk
SENDA - Special Educational Needs and Disability Act 2001
Section 508 of the Rehabilitation Act 1998
Others ways to Accessibility
Videoing lectures (ahem!)
realtime and progressive
Using student inclusiveness
Groups and Teams involving lab, field or discussion events (stills; video: fieldwork example )
Pre-post event demonstration and recap
Technology is on our side, miniaturisation and easy of use an connectivity - you can do it
Tools (gadgets) to use
Affordances (Donald Norman)
In communication technologies
In physical tools
In ideas about these
Thus, let technology (hardware and software) develop and take what's best/easiest to implement
(no need to be an early adopter)
Tools (applications) to use
Creative Suite (P'shop, Illustrator, GoLive, Acrobat)
(more than Google! e.g. Scholar, A9; Meta search engines, Vivisiomo,)
Databases - search engines Portals
Web technologies will drive various aspects
HTML, DHTML, XML
Educational (Learning) Objects
'A resource which helps a learner achieve a particular learning objective'*
Nothing to do with Intelligent learning Systems or automation ('instructivism')
Chunks ('granules') that can be used for specific purposes (stand alone)
Knowledge Object (Korper)*
Content or information object (Mason)
Constructivist approaches to education - by reusing ELOs
Reusable Educational/Learning Objects
For instructional REOs:
Time, effort, cost, finding them etc
Better to share - finding the things
Creative Commons and Copyleft
Can we be altruistic and collegiate?
Making a start?
Digital repositories (Data storage plus metadata)
MERLOT (M'media Educational Resource for Online and Teaching)
Book or journal article (sharing, cost, on-line?)
(digital? Redrawn; OS? but e.g. Multimap )
Definitions and encyclopedias - use with care
Photographs (yours? Copyright?)
Diagrams (from text books?!)
So you have to know about these resources!
Mike Slattery's AAG geomorphology CD
'Borrow' things from Web sites
students find these well enough
What about day to day PowerPoint?
Where do you get your material from?
Back to copyright issues
Should universities hold copyright?
Can we avoid some of these issues?
Feedback - how do we give it?
Marking is quick, feedback takes time
But, students consider the mark as ‘feedback’
Websites with general feedback, ‘advance feedback’ (Save time next time)
E-mail submission and conversion to pdf and subsequent marking acrobatscreen1.jpg
Adding the bells and whistles
At this point I need to know what is the capability of the workshop.
How to provide instruction?
Do you want a demo of the capability of PowerPoint?
The Blue Peter Principle ( PPT - Try this)
Other things with PowerPoint
Make REOs for incorporation elsewhere
Students use it for revision
Send questions out with it - responses via e-mail or annotations of ppt
Turn it in to an asynchronous learning network (add e-mail)
Once you've got it you can modify it - flexibility, unlike CDRoms
Asynchronous Learning (Networks)
You now have the basics of an ALN (via a VLE/MLE)
Look, no web pages!
Just developing from vanilla PowerPoint
You can add material at will (try doing that with a CD let alone an overhead or set of slides)
Students can download to add notes.
Graphics are there
Why do we bother with overheads any longer?
Adding substance to our ALN
Look back at the requirements we thought of and listed earlier
How can we add these?
Just in time provision (rather than just in case)
Integrated web sites (per module) are better
Add information (of all types)
Practicals, mark schemes, images
How to, information, guides
E-mail address for the module/website
The importance of assessment:
Assessment always rears its head!
"if you are intending to train students to learn online, then you have to decide what skills they will need to acquire, and make sure that their development is supported in the assessment. It's no good concentrating on the subject of the course, and forgetting about the process of online learning."
E-Assessment methods (and some feedback)
MCQs and quizzes (automatic)
Report writing (Word etc submission)
Posters large and small (ppt, e-submission, compact and easy to mark)
Web pages for students (a useful skill) eg
Web folios (reflection on past work) eg
Electronic submission of e-work (drop-off)
Checking paper submissions - faster, less 'corruptible'
Presentation of work and reflection
The usual from Office, ppt Word and Excel
Creation of web pages (easy now with HTML editors)
Placing material on web pages (ftp, webfolios)
Show structure of a module (learning map)
Learning log - weblog
We can probably provide better services to students than ever before:
Training in anything from GIS to statistics
Business and entrepreneurship to 'employability'
Other things on websites
Usual things such as reading lists
Practical info, assistance, comments etc
General 'help' or 'how to' information
Portals to significant areas
Guided this and that 'Virtorial'
Records of Achievement
Module publicity - records, attainment etc
Things students can learn from HTML etc
Some structure to scripting languages
Invention and communication
Graphic design (knowledge about disabilites etc)
Communication via media
File structures and information
Meta data and information retrieval
And they do it well! And (usually) enjoy it.
cheaper and more robust than conventional, USB and Firewire
Data acquisition - images
(satellite,digital photography, microscopy)
Data acquisition - data logging
Make REOs easily
Digital production - made easily and quickly Put video in ppt Images on website Send microscope images to students Audio clips in ppt Share a Wi-Fi network Map with GPS E-whiteboard
Some things with simple GPS
Self-guided field trips
'Geocaching' to ease congestion and make students do the work/observation
Breadcrumb trail to digital points and jpg
Students use this to construct a map via e.g Paintshop or Photoshop
Things on the horizon (for e-learning)
Sharing materials/downloading (BitTorrent - 'a cooperative free speech tool'; Azureus)
3G phones (Isle of Man) and UMTS network. (Universal Mobile Telecommunications System)
Advanced Distributed Learning (ADL)
More mobile and portable computing
Have I convinced you?
That e-this and that has great potential for learning and teaching
That ALNs are a good way to go
That we've still a long way to go
That a web page for a module is a useful attribute
That we should move towards reusable educational objects.