I’ll draw on my experiences of deploying, and developing e-learning tools over time, articulate the factors for success, and the factors which have inhibited success. Love this image for a number of reasons, similar to my first experiences of when I first started to teach (middlesex) – compared to seminar led teaching
I’ll attempt to weave this into a narrative around the bigger picture …. which is very important to me, and my role strives to find a solution. My interest is to shorten the time, with a shift in the role of the e-learning team, where we become catalysts around the community of practice
Talk through …. Make reference to the technologies, and use in face to face teaching In other words, it is my job and my team’s job to tackle the elephant …. Existing students and current tech = institutionalisation Existing students and new tech AND new students and current tech = implementation New and new = initiation
Use the example of clickers (ars) as an agent of change to tackle the elephant in the room Are you using clickers? How am I going to approach this? Discuss the why we all should be using clickers in our teaching Discuss who we implemented at Bath & UCS to ensure becomes effective
Be it face to face, or online ….
Why this approach? … in practical terms … the team is too small to support a few initiators …. need to get other people involved in developing staff
Points to discuss: 1. Walk through … example of me … a member of the community of practice around the use of clickers 2. The changing role of the learning technologist … not the font of all knowledge
Podcasting >>> identified as a technological area we (UCS) would like to develop within our teaching and learning BUT … too niche to build a critical mass … so … need to be much more pro-active in building a CoP
Enhancing learning through innovative technologies: observations from UCS & beyond EBI: 1 st March, 2011 Andy Ramsden E-Learning Development Manager University Campus Suffolk http://andyramsden.wordpress.com [email_address] elevateucs andyramsden URL
The Elevate Team work closely with staff and students to encourage, enable and evaluate the use of technology in learning and teaching at the University Campus Suffolk. In particular, to;
Help staff to integrate innovative technologies to enhance their teaching programmes
Share innovation and good practice through facilitating an active community
Evaluate the impact of enhancements on the student learning experience
Develop and pilot ways to enhance and develop learning through innovative technologies
Existing students Current technologies New students Current technologies Existing students New technologies New students New technologies
E-Stream (off air)
QR Code Generator
the elevate team: our learners In numbers … when I started …. 300 odd staff 6 institutions in network 3 members in team 0 structured staff development programme (a few ad hoc workshops, 1-2-1’s and How to Guides) Self directed learners (independent) Technically confident Effective learning designers X X X X X X X X X X X
Look at the following table and indicate which countries' statistics are being reported in rows A, B and C . GNP per capita 1991 ($ USA) Growth rate of GNP per capita p.a. 1980-91 Population growth rate 1980-91 Structures of total employment 1980-85 (percentages) Agriculture Industry Services A 500 2,5% 1,5% 51 20 29 B 1570 5,8% 1,6% 74 8 8 S.Africa. 2560 0,7% 2,5% 17 36 36 C 25110 1,7% 0,3% 6 32 32
Designing in higher order skills In order to answer this question, students must be able to recall the relative economic rankings of various countries (KNOWLEDGE) and understand the basis for such a ranking (COMPREHENSION). They must be able to apply these concepts when information is supplied to them (APPLICATION), and they must be able to ANALYZE the given information in order to answer the question. The correct answer is 3. (A is Sri Lanka, B is Thailand, C is Sweden) Class-wide Discussion Approach (Dufresne Sequence) 1. Concept question posed. 2. Small group discussion: small groups discuss the concept question (3-5 mins). 3. [voting] Students provide individual or group responses. 4. Students receive feedback -- poll of responses presented as histogram display. 5. Class-wide discussion: students explain their answers and listen to the explanations of others (facilitated by tutor). 6. Lecturer summarises and explains "correct" response. http://www.psy.gla.ac.uk/~steve/ilig/qpurpose.html
Our approach: The community of practice A community of practice is, … a group of people who share an interest, a craft, and/or a profession. The group can evolve naturally because of the members' common interest in a particular domain or area, or it can be created specifically with the goal of gaining knowledge related to their field. It is through the process of sharing information and experiences with the group that the members learn from each other, and have an opportunity to develop themselves (Lave & Wenger 1991).
Who owns it? The findings suggest the use of Blackboard by staff at UCS is as an online admin support model. This implies, it is as a repository for electronic information as the focus of the teaching and learning takes place in the classroom. The online material in Blackboard is likely to include; administrative information (such as course announcements, contact information, and calendar dates), the course handbook, readings, teaching material (presentation), and submission of assignments (formative and summative). In terms of the quality of the learning experience, it can be suggested that if the student did not access the course and only attended the face to face events and was provided a printed handbook their learning experience would not be significantly effected. This is because the learning activities, and assessment and feedback are undertaken in the face to face environment, and could be supported through the module / unit handbook.