Teaching with technologies


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This presentation discusses independent learning online and the ways in which students needs are changing with their use of online and mobile technologies. It goes on to illustrate approaches to supporting students to learn effectively online.

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  • This framework is used in our recent book. It effectively describes four inter-related areas of study, before describing the applications and uses for technology in each area.
  • For Listening reading and sensemaking,we discuss the processes which you go through when grappling with course content (which may be knowledge or skills) and describe a range of ways in which technologies are deployed. For campus based students, online handouts or presentations, or podcasts before or after the lecture provide extra flexibility for students, and the chance to re-visit or repeat content. Other courses have changed more radically, with more active approaches to sensemaking, using online activities, animations and simulations.
  • Can be encouraging, often illuminating, especially when don’t know how to pronounce new terms
  • Podcasts can be downloaded onto mp3 player or memory sticks and then played later, away from the internet.
  • iTunes U, part of the iTunes Store, is possibly the world’s greatest collection of free educational media available to students, teachers, and lifelong learners. With over 200,000 educational audio and video files available
  • Interactive formative assessment can be used to help students check understanding. They can repeat the test as often as they need to. Intelligent Assessment Technologies working with teaching fellow in OU. Linguistically based authoring tool – for free text short answer assessment questions.
  • In the same vein animations and simulations – can help to aid understanding by providing the opportunity to practise and repeat procedures. But time consuming and expensive to produce so only applicable at scale.
  • Ideas on Troublesome Knowledge have been used with some success for the prof dev of our tutors. It is a way of concentrating tutor-student intervention on those aspects of the course which students particularly find difficult or troublesome. Tutorials - Not only good for checking an understanding, but really valuable for talking to other students and seeing that you are not alone.
  • Again, Elluminate can be used to support students in troublesome areas when they cannot be in the classroom.
  • Most courses in Higher Education involve the preparation of oral or written assignments. Technology has changed the way in which we approach writing tasks, and how we construct, share or edit. You can change your mind , producing multiple drafts, or reversion work which originally was written for another purpose. You can incorporate multimedia and other resources from a search on the web. You can share what you have written with fellow students, and get their comments.
  • Useful for marking, or for collaborative writing
  • Academic literacy. National norms and expectations for students
  • One effective way to help students how to write is to show them what effective writing for a discipline looks like Again a new application for a wiki environment perhaps? Building a dictionary or glossary of terms might be another useful exercise
  • Sometimes spoken feedback or feedforward is easier to grasp
  • We keep in touch with people much more readily and on a far more continuous basis than it was ever possible before, and also stay in touch with people who were previously unavailable. Communicating, and belonging to an online community can help for discussing the course, or to alleviate isolation and support motivation. It means that peer support between students is more important than it has ever been before. Beyond the walls of the course and institutions, It means that being in touch with alumni from previous years, or with students from other places is also possible.
  • Facebook etc Using alumni as mentors
  • Running commentary can work for large groups
  • This is part of an assignment, where students are asked to contribute advice for the next group of students, using a wiki. There is some risk associated with the facility of allowing anyone to edit and delete material on a web page. Hence any wiki should be monitored, in the same way that an online conference has a conference 'moderator' associated with it. Although resource intensive, this will allow incorrect or inappropriate content to be removed.
  • WB training for apprentices in Brazil
  • With respect to Searching and researching, this includes: 1. Resource based study where students are required to undertake some searching as part of the course 2. Or more commonly the use of additional web resources where students do some searching on their own initiative, and with often variable results. Ready availability of search engines; user generated content – not “kite marked” or peer reviewed
  • And actually being able to show people what paraphrasing looks like can help greatly. Eg paraphrasing exercise in book.
  • Part of RCAHMS The web is full of useful and exciting resources but students need help to find what is appropriate
  • Teaching with technologies

    1. 1. Teaching with technologies: potential and pitfalls Dr Janet Macdonald Teachers’ conference 15 th Jan 2011, International Study Centre, Brighton
    2. 2. <ul><li>What do students need to be able to do? </li></ul><ul><li>How is this changing with technology use? </li></ul><ul><li>How do we support their learning? </li></ul>
    3. 3. Listening, reading and sensemaking (Making sense of course content) Communicating and community (Communicating with a group) Searching and researching (Searching, evaluating and using online resources) Writing and speaking (Preparing oral and written assignments) Learning with online and mobile technologies Macdonald & Creanor, (2010)
    4. 4. Listening, reading and sensemaking <ul><li>Making sense of course content… </li></ul>
    5. 5. Getting the gist <ul><li>“ I used to wonder how I could possibly have got to the end of that first module without a clue as to what it had been about. But I am learning, at least, I’m learning how to survive. Once I discovered how much it helped to go over the main points more than once by downloading and reading over the handouts and listening to the podcast, I started to get the gist of what it was about then at least I had a fighting chance.” </li></ul><ul><li>(Macdonald & Creanor, 2010) </li></ul>
    6. 6. Battling with the language.. <ul><li>“ I would recommend it, especially to people who come from having English as a third or a fourth language, I need more time to re-listen the same story to understand it, that is what my experience with podcasting has been..” </li></ul><ul><li>Ng’ambi, D. (2008) UCT </li></ul>
    7. 7. www.open.ac.uk/itunes/
    8. 8. Checking understanding
    9. 10. The classroom ..concentrating on troublesome knowledge…
    10. 11. Elluminate
    11. 12. Writing and presenting <ul><li>Preparing oral and written assignments.. </li></ul>
    12. 13. Use of comment and review tool
    13. 14. What to write? <ul><li>“ Produce a coherent argument which includes a critical evaluation of the salient points of this discussion…” </li></ul>How to write?
    14. 15. The E-scrapbook <ul><li>Tutor comment: Every course has its own particular approach to writing. When planning your essay, remember […] I have put together a few examples from your scripts to illustrate this point. You can learn from each other! </li></ul><ul><li>Student quote 1: I am going to look at the situated view of learning as explained in the course and give examples of personal experiences which show the connections between [...] </li></ul><ul><li>Student quote 2: What is a ‘learning situation’? Although in this analysis I use terms such as ‘my personal learning situation’ in order to situate my argument within the context of the course, the truth is [...] </li></ul>
    15. 16. Enhancing assignment feedback and feed forward (audio clips)
    16. 17. Communicating and community <ul><li>Learning with a group </li></ul>
    17. 18. Online groups for community <ul><li>“ if I was going to recommend anything at this stage, it would be to find people facing similar problems and discover that you are not alone!” </li></ul>
    18. 19. Forums for course discussion <ul><li>“ This forum's been great to help get rid of nerves … Everyone was extremely helpful and everyone was very enthusiastic. Some of the discussions that we had really helped to show how much everyone know about the subject already just from everyday life, and it was good to share ideas and points of view.” </li></ul>
    19. 20. Macdonald (2008)
    20. 21. SMS Alerts <ul><li>Reminders of assignment submission </li></ul><ul><li>Exam results </li></ul><ul><li>Warnings </li></ul><ul><li>Encouragement ! </li></ul>Rodrigues de Lemos 2009
    21. 22. Searching and researching <ul><li>Searching, evaluating and using online resources.. </li></ul><ul><li>paraphrasing, summarising, </li></ul><ul><li>Avoiding plagiarism </li></ul>
    22. 23. http://openlearn.open.ac.uk
    23. 24. www.scran.ac.uk
    24. 25. In summary.. <ul><li>New tools bring new opportunities for students </li></ul><ul><li>They will use them whether we invite them to or not </li></ul><ul><li>We need to be prepared to offer informed guidance…! </li></ul>
    25. 26. Macdonald, J. & Creanor, L. (2010) Learning with online & mobile technologies. (Gower) Macdonald, J. (2008) Blended learning and online tutoring. (2 nd ed, Gower) http:// uk.linkedin.com/in/janetmaconlinescot