Technology for large group teaching

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).
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.
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).
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.

Technology for large group teaching

by andyramsden on Jun 23, 2010

Accessibility

Categories

Tags

Upload Details

Usage Rights

Statistics

Technology for large group teaching — Presentation Transcript