ILT Forum presentation

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  • Press F5 or enter presentation mode to view the poll\r\nIn an emergency during your presentation, if the poll isn't showing, navigate to this link in your web browser:\r\nhttp://www.polleverywhere.com/multiple_choice_polls/LTE0NzYxNjk1MjkIf you like, you can use this slide as a template for your own voting slides. You might use a slide like this if you feel your audience would benefit from the picture showing a text message on a phone.
  •  There are three types of communication (adapted from Haythornthwaite)Content-relatedask or answer a content-related questionshare informationexpress an idea or thoughtPlanning of tasksplan work, allocate tasks, coordinate joint efforts, review draftsnegotiate and resolve conflictsSocial supportexpress companionship, emotional support or adviceUse emoticons such as :) and :(Talk about things other than classwork
  • Lower order thinking skills, Higher order thinking skills
  • ILT Forum presentation

    1. 1. ILT FORUM <br />Steve Saffhill<br />steve.saffhill@rsc-em.ac.uk<br />
    2. 2. Latest developments<br />Synchronous/non-synchronous<br />Collaborative Tools<br />In the Classroom<br />Shallow and deep learning<br />
    3. 3. Wallwisher/<br />polleverywhere<br />Elluminate & Google Doc’s<br />Collaborative Tools<br />SMART Slate<br />Twitter<br />
    4. 4. Don’t forget: You can copy-paste this slide into other presentations, and move or resize the poll.<br />
    5. 5. Resources<br />Moodle.rsc-em.ac.uk<br />Forums and user groups<br />ILT Forum<br />What in the world of learning is exciting you?<br />
    6. 6. Do social networks have a place in learning<br />How do the examples up to now enhance learning?<br />
    7. 7. Learning with EASE<br />
    8. 8. Quiz Show<br />Question and Answer <br />Samples and Techniques<br />
    9. 9. Declan Donnelly’s family is Irish<br />
    10. 10. What part of Newcastle was Byker Grove based on?<br />Sunderland<br />Grove<br />Jarrow<br />Wallsend<br />Byker<br />
    11. 11. How many singles did PJ and Duncan aka Ant and Dec have?<br />Sixteen<br />Rip It Up; Tonight I'm Free; Why Me? (Is It Justified); Let's Get Ready To Rhumble; If I Give You My Number; Eternal Love; Our Radio Rocks; Stuck On U; U Krazy Katz; Perfect; Stepping Stone; Better Watch Out; When I Fall In Love; Shout; Falling; We're On The Ball<br />
    12. 12. Ant & Dec<br />John Malkovich<br />Arnold Schwarzenegger<br />Tom Jones<br />Billy Idol<br />The Wedding Singer<br />The Last Action Hero<br />Love Actually<br />Being John Malkovic<br />Mars Attacks<br />Match the person to the film they appeared in as themselves:<br />
    13. 13. SMART Slate<br />
    14. 14. Learning Partnerships<br />Sharing<br />Passion/concern<br />Learning and improving through regular interaction (adapted from Wenger)<br />
    15. 15. PowerPoint Twitter Feedback SlideUse Presentation Mode to view, Click this header to give mouse control back to PowerPoint, change slide, etc. Check the “alternate format” to see more tweets!<br />© SAP 2009 / Page 15<br />
    16. 16. Three types of online communication<br />Content-related<br />Planning of tasks<br />Social support<br />(adapted from Haythornthwaite)<br />
    17. 17. Surface Learning<br />Good teaching “is getting most students to use the higher cognitive processes that the more academic students use spontaneously.”<br />(Biggs 2003)<br />Transmissive<br />Intention to cope with course requirements<br />Drawing on lower level cognitive skills<br />Treating the course as unrelated bits of knowledge<br />Memorising facts and procedures routinely<br />Studying without reflecting on purpose or strategy<br />Finding difficulty in making sense of new ideas presented<br />(Biggs, 2003 and stolen from Scales)<br />Teacher-centred<br />Content-heavy<br />Teacher ‘gives’ meaning<br />
    18. 18. Deep learning<br />Transformative<br />Intending to understand ideas for themselves<br />Relating ideas to previous knowledge and experience<br />Looking for patterns and underlying principles<br />Checking evidence and relating it to conclusions<br />Examining logic and argument cautiously and critically<br />Becoming actively interested in the course content<br />Student-centred<br />Constructivist<br />Student ‘creates’ meaning<br />
    19. 19. Bloom’s Taxonomy<br />LOTS to HOTS<br />
    20. 20. Going from LOTS to HOTS<br />SMART Boards<br />Mindmaps/argument maps<br />Coaching instead of teaching<br />Text chat<br />
    21. 21. Synchronous or non-synchronous?<br />Copied from Hrastinski<br />
    22. 22. Issues<br />E-responsibility<br />Digital identity<br />
    23. 23. Contact<br />support@rsc-em.ac.uk<br />Twit: rscem<br />moodle.rsc-em.ac.uk<br />

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