Twsia presentation final compressed

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  • Contradiction: Diverse locations and contexts
  • Us
  • In response to the need for learning design, UCT has offered a specific online learning design module as part of the PG qualification in ICTs in educationIt covers a broad range of topics For curriculum purposes they are offered in also self contained modules, but in reality are all needed by a wannabe learning designerActual programme offered – prepare students to research and address educational problems in their context
  • Students campus-basedTaught F-2-FTwo afternoons a week for 2 hours for 8 weeks = 32 hours of contactSeminar based1 LecturerStudents read and undertake activities between each seminarStudents campus-basedTaught F-2-FTwo afternoons a week for 2 hours for 8 weeks = 32 hours of contactSeminar based1 LecturerStudents read and undertake activities between each seminar
  • Students campus-basedTaught F-2-FTwo afternoons a week for 2 hours for 8 weeks = 32 hours of contactSeminar based1 LecturerStudents read and undertake activities between each seminarStudents campus-basedTaught F-2-FTwo afternoons a week for 2 hours for 8 weeks = 32 hours of contactSeminar based1 LecturerStudents read and undertake activities between each seminar
  • Audio clip CHW How we started
  • CHW on puzzle and story
  • CHW on story
  • The course site
  • Blended = block course with face to face engagement plus course site for pre and post contact activity
  • Lesson builder
  • Link to CHW on Group tasks
  • More about group work and how we worked on puzzle each day
  • Lecture recording
  • Guest speakers –eg current students on research survival
  • The Kit
  • Social community enagagement
  • otherwise a nic read i learnt a couple of things from the paper that I will apply when writing mine.
  • Twsia presentation final compressed

    1. 1. Piecing together the research puzzle: A blended learning approach Cheryl Brown & Cheryl Hodgkinson-Williams
    2. 2. Our colleagues
    3. 3. The programme
    4. 4. Diverse Contexts 58 students, 2009 – 2012 Kenya 3 Mozambique 1 Cameroon 1 Namibia 3 Nigeria 7 Uganda 6 Zambia 3 Zimbabwe 8 Canada 1 Austria 2 Swaziland 1 South Africa 22
    5. 5. 2013 Cohort
    6. 6. Learning, Co gnition and Technology ICTs in Education: Issues and Debates Educational ICTs for Developing Context Online Learning Design Minor Dissertation & Advanced Research Design 1 2 3 4 5
    7. 7. Advanced Research Design Compulsory Write a proposal for their minor dissertation No mark awarded. Only a pass or fail Successful completion enables student to begin research
    8. 8. History of the course Original course • Students campus-based • Taught F-2-F • Two afternoons a week for 2 hours for 8 weeks = 32 hours of contact • Seminar based • 1 Lecturer • Students read and undertake activities between each seminar
    9. 9. Our hybrid model Pre course task Face to face block Post course proposal
    10. 10. Challenge
    11. 11. Research as a story of a complex puzzle 1. Trigger Problem: Once upon a time ... I was concerned about … (some problem) or I was intrigued by … (some possible opportunity) 2. Context & Rationale … because in my (context e.g. institution, country) there is a real problem/possible opportunity because ...
    12. 12. Research ‘puzzle piece’ Storyline: Once upon a time 1. Trigger problem I was concerned about … (some problem) or I was intrigued by … (some possible opportunity) 2. Context & Rationale … because in my (context e.g. institution, country) there is a real problem/possible opportunity because ... 3. Concept & Literature At the moment other people are also concerned about … which they describe as … They think that … because they found that … 4. Conceptual/ Theoretical framework Interestingly they used … theory to try and explain … and this has given me the idea to use … in my study … 5. Research questions … to try and understand why /how /to what extent ... 6. Research methodology Interestingly they used … (approaches & methodologies) to find out what was happening and this given me the idea to use … in my study. I will approach … to participate in my study. 7. Ethics They will be happy to participate as I can assure them of … (anonymity OR confidentiality) as I will conduct my research according to ... 8. Validity Other people will trust my research findings because I have ... 9. Referencing & Appendices ... and I have identified all my resources accurately and honestly in my references in-text and in the list at the end of my dissertation … and provided examples of salient documents. 10. Timeline So I am going to do … first, second, third … 11. Title and hand in my thesis titled … by …
    13. 13. “Dynamic lecture notes” Students able to access notes and COMMENT Lecturers can update notes, add new notes Notes can be made public as OER
    14. 14. Activity Groups Light Dark A B C D Red Team 1 Group ii Student 1 Team 2 Group iii Student 2 Team 3 Group iv Student 3 Team 4 Group i Student 4 Green Team 4 Group iii Student 5 Team 1 Group iv Student 6 Team 2 Group i Student 7 Team 3 Group ii Student 8 Blue Team 3 Group iv Student 9 Team 4 Group i Student 10 Team 1 Group ii Student 11 Team 2 Group iii Student 12 Orange Team 2 Group i Student 13 Team 3 Group ii Student 14 Team 4 Group iii Student 15 Team 1 Group iv Student 16
    15. 15. Research Survival
    16. 16. Proposal drafting process What? How? Who assesses? How? 1. Brainstorm research Paper-based puzzle Flip-chart presentations Formative: Students & 2 lecturers Verbal in class 2. Draft 1 Word-processed document in Dropbox Formative: 1 lecturers Word-processed comments in Dropbox 3. Draft 2 Word-processed document in email and/or in Dropbox Formative: Allocated peer Formative: 1 lecturer Emailed word-processed comments in document or completed puzzle to student, peer assessor and lecturers 4. Draft 3 Word-processed document in Dropbox Formative: Student Turnitin in Sakai Assignments 5. Final Word-processed document in Dropbox Summative : 3 lecturers Word-processed comments in Dropbox Communication about process Table in Announcements 1 Lecturer Updated table in Announcements
    17. 17. Peer comments in a completed puzzle
    18. 18. Value of peer-assessment Reading through your proposal has given me insight into some of the shortfalls and weaknesses I have in mine. … otherwise a nice read. I learnt a couple of things from the paper that I will apply when writing mine. Excellent second draft, … I lower my head in shame :-( Felt a little unqualified to provide feedback, but hey I tried. Hope there is something you can use.
    19. 19. Today I have a session with them They were amazed with the Research Metaphor "Research is Complex Puzzle", and I am taking them through the process and adopting some of your presentations. Students reusing and remixing content already
    20. 20. This work is licensed under the Creative Commons Attribution-Share Alike 2.5 South Africa License. To view a copy of this license, visit http://creativecommons.org/licenses/by-sa/2.5/za/ or send a letter to Creative Commons, 171 Second Street, Suite 300, San Francisco, California, 94105, USA. Prepared by: Cheryl Brown & Cheryl Hodgkinson- Williams Contact: cheryl.brown@uct.ac.za cheryl.hodgkinson-williams@uct.ac.za Presentation: http://www.slideshare.net/cheryb/twsia-presentation-final- compressed

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