Welcome to the ‘Using Technologies in Teaching’ Workshop
“ Who, what, how, why??!!”
Activity 1: 20 mins: How to ruin a lesson with technology
Photograph by ne* Sakkra Paiboon http://www.flickr.com/photos/ne/2047481558/
Taking a risk management approach
Activity 2: 30 mins + 20 mins: Comparing four web 2.0 tools
Visit the tool websites and read their introductions to the tools
Go through the resources for teachers created by teachers
Map each of the 4 tools onto the ICT 2D framework
Using the interactive work sheet Click on the text to open the links Complete each task in order
Activity 2 reflections: 10 mins
How might this exercise help you make decisions about which tools to use in your classroom?
Do people perceive the tools in the same way? If not, what factors might change the way we perceive technological tools?
Activity 3: 20 mins: Affordances
The word "affordance" was originally invented by the psychologist James J. Gibson (1977, 1979)
An affordance is an action that an individual can potentially perform in his or her environment with the resources available.
Affordances can be real or perceived
Search & collate resources
Starters for 10...
Representations and maps
Notational systems can help us remember and navigate designs, enable designs to take form and be shared, and help us sharpen and multiply abstract design categories (Gibbons and Brewer, 2005:121)
Different representations of a design are needed to articulate certain elements of the design, while ignoring others
A shared design language helps us both generate designs and enables us to interpret and discuss them (Winograd, 1996:64)
Representations can work at different levels of granularity:
Four components of structured learning provision Guidance & support Reflection & demonstration Communication & collaboration Content & activities
Activity 4: 20 mins: Lesson ‘Course’ Map
Choose a task, and then choose a technological tool which has appropriate affordances within a defined environment.
The activities and content . Will you create the content or will the students?
The guidance and support students will need to complete the lesson successfully.
The ways in which students communicate and collaborate with each other and with you.
The ways in which students will reflect on, and demonstrate , learning.
Learning outcomes view
Activity 5: 45 mins: Mapping a design using notation
Define the lesson’s learning outcome(s), the tools and resources you have decided to use, and your assessment strategy.
Use the node stickers to map out your activity on flip chart paper. Decide yourself the best way to structure your map and use pens to make and explain links between nodes
As you are working, ask yourself questions for example: Who or what is at the centre of the activity? What is the pedagogical impact of the tools and resources chosen? How will students work together? What are you hoping will happen in the activity, and what are the challenges or barriers to achieving this?
Discussion: Reflection on use of representations
Has the use of these two representations impacted on the way you thought about planning a lesson?
Who else might be interested in seeing these views?
How easy do you think it would be for someone else to understand your maps? What could you add to your maps, or how could you restructure them, to help others understand?
Activity 6: 30 + 15 mins: Sharing and discussing designs
Add your lesson designs to a team Cloud (URLs are on your welcome sheet or set up your own)
Include (where appropriate):
Details about the context of the design (f2f or online/ age of learners/ level/ subject or discipline)
Suggest where else you think it could be used
Add links to supporting resources, websites, documents etc used in the lesson
Relevant academic references either to papers/ case studies on the use of the design sequence or related work
What you think works well and what you would like to develop further (use your How to Ruin a course checklist)
A statement about what sort of feedback or discussion you hope might happen around the design
Review, evaluate and feedback
Look at others’ designs and give feedback as requested in their Cloud
Is there anything about your design you would change as a result of seeing others’ designs?
If you would like wider feedback about your design, attach it to this Cloudscape: http://cloudworks.ac.uk/cloudscape/view/2122 .
Workshop evaluation and next steps
Have your objectives for the workshop been met?
What 3 words would you use to describe Cloudworks?
What 3 words would you use to describe CompendiumLD?
What did you like about the format of the workshop?
What didn't you like or could be improved?
What action points have you identified as a result of this workshop?