OK Bloggs, just watch the blackboard while I run through it:  what has elearning got to do with EBL?
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  • 1. OK Bloggs, just watch the blackboard while I run through it: what has elearning got to do with EBL? Sheffield Hallam University, UK Ivan Moore: Centre for Excellence in Teaching and Learning (Promoting Learner Autonomy) Mike Bramhall: Arts, Computing, Engineering and Sciences June Clarke: Organisation and Management Claire Craig: Health and Wellbeing
  • 2. What is an autonomous learner? • Someone qualifies as an autonomous learner when (s)he independently chooses aims and purposes and sets goals; chooses materials, methods and tasks; exercises choice and purpose in organising and carrying out the chosen tasks; and chooses criteria for evaluation. • Holec 1982
  • 3. A definition of learner autonomy • An autonomous learner takes responsibility for his/ her own learning • They can identify: – their learning goals (what they need to learn) – their learning processes (how they will learn it) – how they will evaluate and use their learning
  • 4. Characteristics of ʻeffectiveʼ autonomous learners • they have well-founded conceptions of learning • they have a range of learning approaches and skills • they can organize their learning • they have good information processing skills • they are well motivated to learn
  • 5. STANCE TOWARDS LEARNING WILLINGNESS TO LEARN Orientation to learning Balance of vocational, academic, Appropriate conceptions of learning personal and social motivations to learn Deep approach to learning Intrinsic motivation A range of appropriate learning Extrinsic motivation strategies Goals Short - Medium - Long Confidence INFORMATION MANAGEMENT Information handling Study Skills Access to resources: Planning and problem solving On line and Paper-based Evaluation & Metacognition Role models (people, exemplars, Self-assessment designs) Focus & ʻstickabilityʼ Equipment Time and project management Other learners Balancing social, work and learning Contexts needs Assessment
  • 6. STANCE TOWARDS LEARNING WILLINGNESS TO LEARN Orientation to learning Balance of vocational, academic, Appropriate conceptions of learning personal and social motivations to learn Deep approach to learning Intrinsic motivation A range of appropriate learning Extrinsic motivation strategies Goals Short - Medium - Long Confidence INFORMATION MANAGEMENT Information handling Study Skills Access to resources: Planning and problem solving On line and Paper-based Evaluation & Metacognition Role models (people, exemplars, Self-assessment designs) Focus & ʻstickabilityʼ Equipment Time and project management Other learners Balancing social, work and learning Contexts needs Assessment
  • 7. The SHU social model • learning is a social activity • people are not only a resource • sense of belonging • sharing, supporting, discussing, debating • working in partnership • teamwork, leadership, inter-personal skills
  • 8. Learning as a journey • We become more autonomous as learners as we make more of our own choices about what we learn and how we learn it. dependence interdependence Independence or autonomy
  • 9. The journey
  • 10. Intellectual capacity Learning as growth Level three Independence Level two Knowledge (breadth and Level one complexity)
  • 11. Enquiry Based Learning • Natural form of learning: curiosity and desire to understand • Students determine and pursue their own lines of enquiry • Supported
  • 12. Digital Fluency • Capacity to operate effectively in a web-enabled world • IT skills • information literacy • critical thinking • social interactions – email, blogs and wikis
  • 13. A sharing workshop • A range of case studies in EBL/use of IT • Our facilitation and experience • Your experiences and thought processes • Some answers to some questions
  • 14. Exploiting IT in EBL - the questions • When choosing the extent to which we 'use' IT in our EBL activities – what are our decision making processes? – how do we encourage other academic staff to engage in the process? – how do we equip other academic staff with the tools to make appropriate decisions?
  • 15. what are our decision making processes? • Is it available? Is it reliable? Will I look foolish • How appropriate is the technology to the task: what is the ʻfitʼ • Is there something I donʼt know about. Is there more appropriate technology • Limited by availability of technology and resources • Mobile technology: how available and familiar is the technology • Fear….. Graded approach • Supporting staff in engagement process • Donʼt worry when it doesnʼt go to plan…. • Donʼt need to know everything….. • Time involved in learning and using technology, particularly on-line forums
  • 16. how do we encourage other academic staff to engage in the • Types of support mechanisms • Technology that works and the necessary technical expertise to step in when needed • Peer supported • Making technology ʻfitʼ and ensuring that it has a specific purpose • Making technology ʻinvisibleʼ • Ensuring that it doesnʼt add to workload • Perhaps challenging staff ʻto answer the questionʼ
  • 17. how do we equip other academic staff with the tools to make • Appropriate use of technology • Provide the equipment, preferably in the classroom and not in a bag… • Needs to be tying up of strategies within organisations • Strategic considerations • Conversations: how do you use a blog etc • Sharing ideas and learning around using technology • Putting technology into context • Simple templates to get people started • Make it easy • Support systems that are readily available
  • 18. OK Bloggs, just watch the blackboard while I run through it: what has elearning got to do with EBL? Sheffield Hallam University, UK Ivan Moore: i.moore@shu.ac.uk Mike Bramhall: m.bramhall@shu.ac.uk June Clark: j.clark@shu.ac.uk Claire Craig: c.craig@shu.ac.uk www.shu.ac.uk/cetl/cplahome