Little time >>> cover only one aspect: classroom technologies to enhance the student learning experience Cover a number of the aims of the broad workshop and take into the afternoon sessions. In particular; 1. Where are we now and where do we do we want to be in 2015? 2. How do we get to where we want to be in 2015? A sub agenda is to introduce you to a couple of frameworks which I’m starting to use at Bath to communicate the vision, and justify why we are making the resource decisions we are making
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
Message from individual academic exploring the classroom technologies is beneficial, and the technology is enabling an enhanced student learning activity. Message from case studies … student enjoy and engage with the learning activities, staff enjoy and engage with the learning activities.
What technologies are we talking about? What technologies are emerging in use at the University of Bath.
Discussion shifts to the blend with face to face teaching. For instance, Just because you build it, doesn’t mean they will come … let alone use it !!! The role of the lecture is to connect, and re-enforce the relationship between the two learning spaces … bring in thoughts, info and activities from online into the lecture, and vice versa
The backdrop … For use to see widespread adoption, we need to appreciate where we are, and where we want to go, In particular, the shift from developmental technologies which are new to the institution / individuals and are piloted by a few early adopters, to core technologies with appropriate support levels, staff development programmes and SLAs. In context of classroom technologies, the hope is we’ll have shifted by 2015, with established team of ring fenced team of learning technologists – and providing an support and development level equivalent to the VLE.
A multiple of different approaches being implemented to impact on the many different vectors. I’ll just select a few, where I (e-learning) have direct influence (resource) over.
Technology to enhance learning in 2015
Technology to enhance learning in 2015 Northumbria University 21 st April 2010 Andy Ramsden Head of e-Learning University of Bath http://go.bath.ac.uk/andyramsden eatbath-present andyramsden http://www.bath.ac.uk/lmf/download/43956 URL
The aims <ul><li>Take one aspect of TEL @ University of Bath to future gaze to 2015: classroom technologies </li></ul><ul><li>Why is it important for enhancing the student learning experience? </li></ul><ul><li>How is the implementation being driven at the institutional level? </li></ul>http://www.flickr.com/photos/89509548@N00/496717386/
The context: big picture <ul><li>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) </li></ul><ul><li>Teaching and Learning Strategy (2009/10 to 2011/12-): http://www.bath.ac.uk/learningandteaching/UoBLearningTeachingStrategy0910-1112.pdf </li></ul><ul><li>e-Learning Operational Plan (2009–2011): http://www.bath.ac.uk/learningandteaching/themes/e-learning/opplan </li></ul><ul><li>NSS </li></ul><ul><li>OUE </li></ul><ul><li>SSLCs </li></ul>
The context: little picture http://blogs.bath.ac.uk/ars/2009/01/06/session-report-advanced-management-practices-business-and-society/ ARS (Clickers) Mechanical Engineering Paul Caulfield http://opus.bath.ac.uk/15319/ Twitter Economics Sabah Abdullah http://blogs.bath.ac.uk/ars/2008/12/01/de-construction-of-aircraft-performance-and-design-question/ ARS (Clickers) Aerospace Engineering Gemma Cranston http://blogs.bath.ac.uk/ars/2009/04/28/session-report-complex-analysis/ ARS (Clickers) Mathematics Bernd Sing url Technology Dept Lecturer
Focus on: Technology enablers http://www.bath.ac.uk/learningandteaching/news/?p=206 New lecture space in 4 West Out (Big, generic, high cost technologies and teaching spaces) In (small, flexible, low threshold technologies and teaching spaces)
Focus on: The blend (the holy grail) Department of Economics: HEA Discipline-focused Learning Technology Enhancement Academy (DfLTEA) Project Staff development in context of a unit re-design is the enabler face to face teaching online activities <ul><li>Alignment of learning outcomes, with delivery method and assessment methods </li></ul><ul><li>Pre-release of didactic content (economic models) </li></ul><ul><li>Step based, integrated, online, group based, learning activities </li></ul><ul><li>Use of clickers, debates and classroom games </li></ul><ul><li>Encouragement of peer support and informal networks (twitter, discussion boards) </li></ul>
The how: theoretical: (Salmon) present present new new pedagogy Mission (markets) Existing students Existing technologies Existing students New technologies New students New technologies New students Existing technologies Core technologies, established services which feel owned by the University (BUCS, e-learning, web services, Registry). Full staff and student support and development programmes. If externally hosted then supported, with exit (migration plans) Non core technologies, These tend to be pilot projects by a range of Departments, Faculties and central teams 2009 2015
The how: practical: 4 E’s Model (Collis) <ul><li>Adapting Staff Development Model </li></ul><ul><li>shift to staff development projects (initially externally funded – HEA) </li></ul><ul><li>Provision of just in time information </li></ul><ul><li>Communities of practice (around service blogs, external speakers at events, PGCAPP, DoS Forums) </li></ul><ul><li>Role of e-learning Team as practitioners / evaluators </li></ul><ul><li>External Environment </li></ul><ul><li>Participation in wider communities (MEL SIG, ESTICT) – outside Team </li></ul><ul><li>JISC Projects </li></ul><ul><li>Disseminating ideas at National Conferences </li></ul><ul><li>Technology Investments </li></ul><ul><li>Clickers </li></ul><ul><li>Refurb of teaching spaces </li></ul><ul><li>SMS Services </li></ul><ul><li>Non technology investments </li></ul><ul><li>e-learning Team: CMALT & ITIL </li></ul><ul><li>e-learning, web services, BUCS </li></ul>Educational effectiveness Ease of use Engagement Environment (#1) 3-E Vector Sum An individual’s likelihood of making use of a technological innovation for learning related purpose is a function of four groups of factors
Don’t lose sight of the goal Andy Ramsden [email_address] eatbath-present andyramsden URL “ 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.