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Technology for large group teaching
 

Technology for large group teaching

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This presentation was on the PGCAPP Intensive Course, at the University of Bath

This presentation was on the PGCAPP Intensive Course, at the University of Bath

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  • Who has used any of these technologies or approaches? What did you use and why? Was it successful?
  • Three perspectives, all around the need to enhance the way we teach face to face, and especially in large group teaching. They all challenge the current status quo around using the lecture for the didactic delivery of information towards a more active role for the student in creating their knowledge and understanding. University of Bath is a traditional institution with significant emphasis of teaching being placed on the lecture format. 1) Theoretical back drop – model for formative assessment within a face to face context. 2) Institutional drivers – specific reference to enhancing feedback and assessment. The e-learning operational plan, attempts to operationalise many of the strategic aims 3) Student feedback at the Unit / Departmental Level
  • The background is a course redesign based around effective uses of technology.    It is on a first year course,  over 100 odd students,  some outside the department,  with a 2 hour lecture and online seminars.    The assessment is one piece of coursework and an unseen exam. It is a semester unit (so around 12 teaching weeks).   See handout (word doc)   Also … cross reference with work of Christine Edmead … used ARS with questions drawn from quiz. Indicated to students their performance was poor, and motivated them to start engaging (using) the moodle quiz for formative assessment.
  • #eatbathmd10

Technology for large group teaching Technology for large group teaching Presentation Transcript

  • Technology 4 Large Group Teaching PGCAPP Unit 1: Intensive 23rd June, 2010 Andy Ramsden Head of e-Learning University of Bath http://go.bath.ac.uk/andyramsden eatbath-present andyramsden
  • The aims
      • Introduce you to technologies being used in Classroom teaching at Bath
      • Help you connect with people and resources at the University around classroom technology
      • Give you the wider context of why you should uses these technologies
      • Give you a chance to explore their use
    http://www.flickr.com/photos/89509548@N00/496717386/
  • Focus on: Technology enablers http://www.bath.ac.uk/learningandteaching/news/?p=206 New lecture space in 4 West
  • The context: big picture
      • Nicol & McFarlane-Dick (2006): Formative assessment and self-regulated learning: A model and seven principles of good feedback practice. (http://tltt.strath.ac.uk/REAP/public/Resources/DN_SHE_Final.pdf)
      • Teaching and Learning Strategy (2009/10 to 2011/12-): http://www.bath.ac.uk/learningandteaching/UoBLearningTeachingStrategy0910-1112.pdf
      • e-Learning Operational Plan (2009–2011): http://www.bath.ac.uk/learningandteaching/themes/e-learning/opplan
      • NSS
      • OUE
      • SSLCs
  • The context: little picture Lecturer Dept Technology url Bernd Sing Mathematics ARS (Clickers) http://blogs.bath.ac.uk/ars/2009/04/28/session-report-complex-analysis/ Paul Caulfield School of Management ARS (Clickers) http://blogs.bath.ac.uk/ars/2009/01/06/session-report-advanced-management-practices-business-and-society/ Gemma Cranston Aerospace Engineering ARS (Clickers) http://blogs.bath.ac.uk/ars/2008/12/01/de-construction-of-aircraft-performance-and-design-question/ Sabah Abdullah Economics Twitter http://opus.bath.ac.uk/15319/
  • The context: ARS application
  • Focus on: The blend (the holy grail) Department of Economics: HEA Discipline-focused Learning Technology Enhancement Academy (DfLTEA) Project face to face teaching online activities
      • alignment of learning outcomes with the delivery and assessment methods (this will include a re-design of the assessment methods)
      • creation and release of didatic content to provide a safety net through quality assured educational resources, to creat more time for class based active learning
      • step based integration of activities which build up to online group based learning and assessment activities
      • use of clickers, economic games and debates in the face to face sessions. The content of which will be part influenced by the virtual tasks completed in the online seminar groups (group based discussion forums and/or individual formative quizzes)
      • encouragement of peer support and informal learning networks between the student
  • Email those who have not watched the lecture replacement videos 1 & 2 – check things OK Upload responses to ARS from class session. Use Mazur sequence for the ARS activities This forum activity will get them working collaboratively online in groups. In lecture: present slide on who scored well In lecture: ARS Quiz in Class. Online: Assign last two questions to Seminar groups to decide what is the right answer, and why people might have voted differently Release lecture replacement video Wk 3 Online: send a reminder email to those who have not completed mcq 1 & 2 – check everything is OK Forum task is associated with stage 2 of 5 step model In lecture: refer to the summary file, and present slide on who scored well Release formative MCQ (no 2) on Moodle Online: complete forum task around region / town where born Release lecture replacement video Wk 2 Create a summary feedback (audio file) of the aggregated results from the formative test The completion of the profile and the personalisation is mapped to stage 1 of Gilly Salmon 5 step model In lecture: Set out staff and student expectations for participation Online: Release of formative MCQ (no 1) on Moodle Online: Get them to complete their Moodle Profile, to include info about web 2.0 user accounts Online: Get them to personalise their My Moodle page to include RSS feeds from key software Wk 1 Large quiz bank (mcqs) from OER Recordings (lecture replacement) Prep Notes Learning Support Learning Activities Learning Resources Week
  • Give it a go ...
    • Aims
      • Demo the technology
      • Introduce the Mazur Sequence
    • Concept question posed.
    • Individual Thinking : students given time to think individually (1-2 minutes).
    • [voting] Students provide individual responses.
    • Students receive feedback -- poll of responses presented as histogram display.
    • Small group Discussion : students instructed to convince their neighbours that they have the right answer.
    • Retesting of same concept. [voting] Students provide individual responses (revised answer).
    • Students receive feedback -- poll of responses presented as histogram display.
    • Lecturer summarises and explains "correct" response.
    • http://www.psy.gla.ac.uk/~steve/ilig/qpurpose.html
  • Get your hands dirty Create a learning activity (paper and slides) which includes a meaningful learning activity. Create a 3 question ARS quiz on a topic of your choice. You must use at least two different question types.
    • Concept question posed.
    • Individual Thinking : students given time to think individually (1-2 minutes).
    • [voting] Students provide individual responses.
    • Students receive feedback -- poll of responses presented as histogram display.
    • Small group Discussion : students instructed to convince their neighbours that they have the right answer.
    • Retesting of same concept. [voting] Students provide individual responses (revised answer).
    • Students receive feedback -- poll of responses presented as histogram display.
    • Lecturer summarises and explains "correct" response.
    • http://www.psy.gla.ac.uk/~steve/ilig/qpurpose.html
  • Don’t lose sight of the goal Where Next? http://bit.ly/8ZqHhk Jos Darling Christine Edmead Vic Jenkins http://go.bath.ac.uk/e-learning [email_address] eatbath-present “ using the clickers, every student has to question and think about her/his method to arrive at the solution (and cannot just passively lean back in the problem’s class and see what happens)” – Bernd Sing, Mathematics, University of Bath.