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Wo Lf Jisc H Ein Fe  Pal And Sahm 17 June2008
Wo Lf Jisc H Ein Fe  Pal And Sahm 17 June2008
Wo Lf Jisc H Ein Fe  Pal And Sahm 17 June2008
Wo Lf Jisc H Ein Fe  Pal And Sahm 17 June2008
Wo Lf Jisc H Ein Fe  Pal And Sahm 17 June2008
Wo Lf Jisc H Ein Fe  Pal And Sahm 17 June2008
Wo Lf Jisc H Ein Fe  Pal And Sahm 17 June2008
Wo Lf Jisc H Ein Fe  Pal And Sahm 17 June2008
Wo Lf Jisc H Ein Fe  Pal And Sahm 17 June2008
Wo Lf Jisc H Ein Fe  Pal And Sahm 17 June2008
Wo Lf Jisc H Ein Fe  Pal And Sahm 17 June2008
Wo Lf Jisc H Ein Fe  Pal And Sahm 17 June2008
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Wo Lf Jisc H Ein Fe Pal And Sahm 17 June2008

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  1. Work-based Learners in Further Education - WoLF By Palitha Edirisingha and Sahm Nikoi
  2. Background <ul><li>Collaborative project between Leicester College and the University of Leicester. </li></ul><ul><li>Started in March 2007 and is expected to be completed in December 2008. </li></ul><ul><li>Higher Education (HE) in Further Education (FE) project </li></ul><ul><li>Investigate how Pocket PCs support portfolio development by teaching assistants (TAs) on foundation degree programme in education </li></ul>
  3. Project Objectives <ul><li>Produce a comprehensive literature review on use of PDAs in the work based learning context </li></ul><ul><li>Develop a pedagogical model and proof of concept which is transferable to different work based learning context </li></ul><ul><li>Develop resources for practitioners for designing reflective learning activities based on work-based learning scenarios </li></ul><ul><li>Develop guidelines for integrating the use of pocket PCs into work-based learning setting into institutional VLEs </li></ul>
  4. Research Design <ul><li>Research approach </li></ul><ul><ul><li>Action research </li></ul></ul><ul><li>Sample size </li></ul><ul><ul><li>5 third year teaching assistants </li></ul></ul><ul><ul><li>8 second year teaching assistants </li></ul></ul><ul><ul><li>11 first year teaching assistants </li></ul></ul><ul><li>Data gathering </li></ul><ul><ul><li>One-to-one interviews </li></ul></ul><ul><ul><li>Classroom teaching observation </li></ul></ul><ul><ul><li>Auditing Moodle activities </li></ul></ul><ul><ul><li>Focus Group </li></ul></ul><ul><li>Data analysis </li></ul><ul><ul><li>Inductive </li></ul></ul><ul><ul><li>Cognitive mapping </li></ul></ul>
  5. Key Issues <ul><li>Pedagogy: Learning structure, learning style, affordances of learning spaces, self efficacy </li></ul><ul><li>Support: Self help, staff help, student help, spouse help </li></ul><ul><li>Ethical: Parental consent, use of public spaces </li></ul>
  6. Key benefits <ul><li>Student </li></ul><ul><ul><li>Knowledge repository </li></ul></ul><ul><ul><li>Memory aid </li></ul></ul><ul><ul><li>Collaborative learning </li></ul></ul><ul><ul><li>Evidence of learning </li></ul></ul><ul><li>Staff </li></ul><ul><ul><li>Evidence for assessment </li></ul></ul><ul><ul><li>Providing individual feedback </li></ul></ul>
  7. Key challenges <ul><li>Implementation </li></ul><ul><ul><li>Institutional cultures </li></ul></ul><ul><ul><li>Communication with students </li></ul></ul><ul><ul><li>Motivation of students </li></ul></ul><ul><li>Use </li></ul><ul><ul><li>Usability : Screen size, keyboard, battery life, navigation </li></ul></ul><ul><ul><li>Access : Physical Access to PCs & Psychological access linked to competence and confidence factors </li></ul></ul><ul><ul><li>Security : Ownership, Insurance, Theft, Virus, Losing </li></ul></ul>
  8. Institutional issues <ul><li>ICT policies </li></ul><ul><ul><li>Email </li></ul></ul><ul><ul><li>Internet </li></ul></ul><ul><li>Services </li></ul><ul><ul><li>Level of support </li></ul></ul><ul><ul><li>Staff </li></ul></ul><ul><li>System </li></ul><ul><ul><li>Availability of technology </li></ul></ul><ul><ul><li>Accessibility e.g. wireless networks </li></ul></ul><ul><ul><li>Communication cost </li></ul></ul>
  9. <ul><li>Sustainability of the approach? </li></ul>
  10. <ul><li>Expansion through further funding </li></ul>
  11. <ul><li>Getting more innovative </li></ul>
  12. <ul><li>Thank you! </li></ul>

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