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Final INTED 2013 presentation 040313
Final INTED 2013 presentation 040313
Final INTED 2013 presentation 040313
Final INTED 2013 presentation 040313
Final INTED 2013 presentation 040313
Final INTED 2013 presentation 040313
Final INTED 2013 presentation 040313
Final INTED 2013 presentation 040313
Final INTED 2013 presentation 040313
Final INTED 2013 presentation 040313
Final INTED 2013 presentation 040313
Final INTED 2013 presentation 040313
Final INTED 2013 presentation 040313
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Final INTED 2013 presentation 040313

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Here is my INTED presentation on blended learning and on-line leactures

Here is my INTED presentation on blended learning and on-line leactures

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  • I was looking for an alternative to traditional lectures
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    1. The importance of learning and how it can be approached… Nick Halafihi 070213
    2. What drives my teaching…‘Nurturing students’ creativity in highereducation is best achieved through a process-or activity-based curriculum that engagesstudents in challenging, novel andunpredictable ways of working and learning’Jackson 2003 in Jackson et al (2006:211)
    3. Setting the scene…• This study looked at using a Business Enterprise Theory (BET) module to deliver a genuine blended learning approach in an academic and engaging manner to 130 students (BA (Hons) Sport Business Management degree).• Adobe Connect was used to replace 2 traditional lectures. The first online lecture had a total of 92 students logged into the ‘meeting’/lecture. The evidenced number of students online for this ‘meeting’/lecture was well above 100. This research was replicated again in the following weeks with a similar amount of students (c100) attending online and this time less than 88 attending the traditional face-to-face lecture the following week
    4. A variety of blended learning tools were used…• Adobe Connect• Podcasts• Prezi• Panapto• Blackboard 9-tracking and monitoring tool• Online discussion groups• Adobe Connect Home Page
    5. http://leedsmet.adobeconnect.com/p2f8nbca0wz/
    6. Pedagogy and Interactivity• Jackson’s notion of pedagogy is derived from a theory where creativity is the main focus being imaginative, exploring and teaching where students use decision making and problem solving skills are essential (Jackson et al 2006).• The majority of students were complimentary about the use of a ‘blended learning’ approach and favoured a system, which allowed an increased number of students to make comments (as they can with the ‘chat box’, poll system and ‘status’ tools of Adobe Connect) therefore engaging in the lecture in an increased manner.
    7. Podcast and Recording Lectures
    8. http://replay.leedsmet.ac.uk/Panopto/Pages/Viewer/Default.aspx?id=ad5daaaf-f9d1-4826-b547-ce260e8d82d7
    9. Review via Twitter
    10. Feedback from Student Emails‘For me it was fantastic to be involved with my course mateseven though I am 5000 miles away and that has really helped meto feel like I am still connected with the course and university.In terms of evaluating the lecture my first impression is that Iwould imagine attendance would gain a positive benefit from thisstyle of lecturing. Furthermore it seems there is a greater andmore varied contribution from a wider range of students perhapsthose students who are less confident speaking in front of 100people feel comfortable typing answers etc. I believe that thisstyle of lecture allows for a greater engagement with the materialbeing covered students can discuss, access Google and askquestions of lecturers which definitely enhances the learningexperience. Finally I think this is a great way of delivering to alarge number of students and providing access for all learningstyles.’
    11. Feedback from Student Emails• Student 2• ‘The lecture today was great, really positive way of learning I thought, Should definitely use this more.’• Student 3• ‘Liked that! nicer to be in a more relaxing environment and still be learning.’• Student 4• ‘Have a look at this http://www.youtube.com/watch?v=85kpKmH6tWcIve recorded a video for this lecture’• Student 5• ‘I thought the online adobe session was constructive as we can all have a say in the session. I look forward to the next one.’
    12. Bibliography:• Ashwin, P (2012) Analysing Teaching-Learning interactions in Higher Education. Continuum. London. JISK (2012)• Curtis, W. and Pettigrew, A. (2009). Learning in Contemporary Culture. Learning Matters. Exeter.• Effective practice with E-Learning: A good practice guide in designing for learning. [Internet] JISK. Available from: http://www.jisc.ac.uk/media/documents/publications/effectivepracticeelearnin g.pdf [Accessed 13 November 2012]• Jackson, N, Oliver, M, Shaw, M and Wisdom, J (2006) Developing creativity in Higher Education: An Imaginative Curriculum. Routledge. London• Northedge, A (2003). ‘Enabling Participation in Academic Discourse’: Teaching in Higher Education, 8, (2), 169-180.• Winch, C and Gingell, J. (2008). Philosophy of Education. Routledge. London

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