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Ltp technology enhanced learning
Ltp technology enhanced learning
Ltp technology enhanced learning
Ltp technology enhanced learning
Ltp technology enhanced learning
Ltp technology enhanced learning
Ltp technology enhanced learning
Ltp technology enhanced learning
Ltp technology enhanced learning
Ltp technology enhanced learning
Ltp technology enhanced learning
Ltp technology enhanced learning
Ltp technology enhanced learning
Ltp technology enhanced learning
Ltp technology enhanced learning
Ltp technology enhanced learning
Ltp technology enhanced learning
Ltp technology enhanced learning
Ltp technology enhanced learning
Ltp technology enhanced learning
Ltp technology enhanced learning
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Ltp technology enhanced learning

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Workshop for PhD Students who will be teaching, raising issues of digital pedagogy and technology enhanced learning, at Anglia Ruskin University

Workshop for PhD Students who will be teaching, raising issues of digital pedagogy and technology enhanced learning, at Anglia Ruskin University

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  • 1. Dr Helen Webster Learning and Teaching in Practice. 7: Technologies to Support Learning and Teaching
  • 2. Learning Outcomes This session will introduce different concepts of e- learning or technology supported learning, evaluate some of the tools and explore their application to different learning contexts. By the end of the session you should be able to: • Select, evaluate and justify the choice and use of appropriate methods for teaching and learning in the subject area and at the level of the academic programme • Explore and evaluate the affordances of learning technologies for embedding in teaching and learning
  • 3. What is ‘technology-enhanced learning’? Are we talking about… • Using technology to enhance how we teach, learn and assess? • Reviewing how and what we teach, how and what students learn, in a world which is altered by technology?
  • 4. What Learning Technologies are you familiar with? • What learning technologies have you used? • What others are you aware of? • Good examples? • Bad examples?
  • 5. What are ‘learning technologies’?
  • 6. What are ‘learning technologies’?
  • 7. What are ‘learning technologies’? CC licensed image Gutenberg Press 3 by aplumb
  • 8. What are ‘learning technologies’?
  • 9. What’s special about e-learning? •Digital •Networked •Open • (Martin Weller, The Digital Scholar 2012)
  • 10. So why do we often still teach as if we’re in the Middle Ages?
  • 11. How does e-learning change things? Digital, Networked, Open Activity • How does technology change the role of – The teacher – The student – The learning environment (the classroom > University) • And how do we harness this to enhance learning?
  • 12. Broadcast media Creating digital multimedia content for your students to consume (Web 1.0) 1. Create and edit: • Text: (powerpoint slides, handouts, webpages, e-books and articles) • Video: (lecture, screen cast, animation, short film of you explaining something) • Audio: (podcasts, audio files) • Image: (enhanced photos, diagrams, infographics) 2. Upload 3. Embed
  • 13. The Tools: Broadcast media So… Why not let your students record your teaching? Or record it yourself and make it available to your students? Or to everyone? The Flipped Classroom
  • 14. Or if that seems like hard work (and it is)…. Open Education Reuse, remix, repurpose open education resources from others. Open Education Resource banks (JISC) Creative Commons licensed materials
  • 15. The tools: participatory learning Enabling your students to create their own content (Web 2.0) • Blogs • Wikis • Filesharing • Discussion forums • Mashups, crowdsourcing, content curation • Personal Learning Networks • Portfolios • …and making their own broadcast media!
  • 16. But does e-learning really change everything? How do any of these tools relate to the theories and models from yesterday? Humanism Arising from a value-base of empowering and even liberating the learner under the assumption that everyone wants to learn. Behaviourism A positivist "scientific" approach to learning focussing on behaviour and ignoring individual characteristics and brain involvement in learning. Cognitivism How people understand what they are learning; people’s aptitude and capacity to learn; different ways of learning. The basis for ‘constructivism’. Constructivism Learning is creating meaning from experience. New information is linked to prior knowledge, thus mental representations are subjective Connectivism Learning is undertaken by the individual using rapidly altering sources and foundations of knowledge, and the ability to draw distinctions between important and unimportant information is vital. Sources, and more information: Atherton J S (2011) Learning and Teaching; Theories of Learning [On- line: UK] retrieved 3 March 2011 from http://www.learningandteaching.info/learning/theories.htm
  • 17. Digital Bloom’s Taxonomy ‘Bloom’s Taxonomy’, Bloom et Al (1956) Bloom’s Revised Taxonomy, Anderson, L (2001) Higher Order Thinking Skills Verbs Evaluation To evaluate information Creating Designing, constructing, planning, producing, inventing, devising, making. Creating,modifying, extending, designing, formulating, developing, building, compiling. Synthesis To create new ideas or things Evaluating Checking, hypothesising, critiquing, experimenting, judging, testing, detecting, monitoring. Commenting, reviewing, moderating, predicting, determining, imagining, theorising, assuming. Analysis To take information apart Analysing Comparing, organising, deconstructing, attributing, outlining, finding, structuring, integrating. Linking, validating, studying, combining, separating, categorising, detecting, examining, inspecting, discriminating, taking apart, generalising, analyzing, scrutinising. Application To use information Applying Implementing, carrying out, using, executing. Loading, playing, editing, operating, trying, producing a diagram, performing, making a chart, running, putting into action, building, reporting, employing, relating, drawing, constructing, adapting. Comprehension To understand information Understand- ing Interpreting, summarising, inferring, paraphrasing, classifying, comparing, explaining, exemplifying. Searching, blogging, catagorising and tagging, commenting, relating, experimenting, demonstrating, explaining, rewording, discussing. Knowledge To find or remember information Remember- ing Recognising, listing, describing, identifying, retrieving, naming, locating, finding. Highlighting, bookmarking, searching, telling, uncovering, listing, locating, repeating, defining, explaining, investigating, recalling, naming, pointing to. Lower Order Thinking Skills
  • 18. Digital Bloom’s Taxonomy For each of the levels of the taxonomy, select an appropriate digital technology, and… • Explain how you would integrate it into your teaching or assessment • Explain your rationale – how does it enhance learning? • Identify any barriers or metacognitive issues
  • 19. Decisions: Walled garden or Big Wide World? VLE? Open web?
  • 20. Further support • The Learning and Teaching in Practice VLE • Anglia Learning and Teaching resources at http://www.lta.anglia.ac.uk/practice.php/LTA- Practice-Technology-Enhanced-Learning-7/ • Your Faculty Learning Technologist • Youtube!
  • 21. Contact; Anglia Learning and Teaching Call: 0845 271 2639 Email: lta@anglia.ac.uk Web: www.anglia.ac.uk/lta Author(s): Dr Helen Webster Version: 1 (August 2013) Anglia Ruskin University 2013 Any part of this presentation may be reproduced without permission but with attribution to Anglia Learning and Teaching and the author(s) CC-BY-SA (share alike with attribution) http://creativecommons.org/licenses/by-sa/3.0

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