Technology Enhanced Learning
(TEL)
Cranfield University
June 2014
http://cranfieldtel.brookesblogs.net/2014/05/29/technolo...
Indicative Agenda
• 0930 Introduction
• why, how
• 1030 Coffee
• 1045 Identify a short learning activity
• 1115 Select app...
INTRODUCTION
0930
Aims
Propose solutions to common problems such as:
• Students living off site need extra support between
modules and have ...
Outcomes for today’s session
• Plan, produce and distribute a short learning activity in your
discipline using academic mu...
The main task
• Identify a short learning activity relevant to
your current teaching practice and discipline
that could be...
Options
If you have prepared a Blackboard site for
Module 1
• Enhance that site with with a short (<3 min)
video introduci...
Baseline TEL
We talk of technology enhanced learning (TEL)
but do not often analyse the elements.
• Technology
• Enhanced
...
Baseline 1: Technology
What do we mean by “Technology”
•Computer aided collaborative learning
– distributed collaboration,...
Baseline 2: Enhanced
“Enhancement” suggests measurement.
•What is the scale?
•What are the criteria?
What is enhancement w...
Baseline 3: Learning
• Process
• Product
• Change
• Transformation
Transformation 1
• Opening up a new way of thinking about
something without which the learner cannot
progress
• As a conse...
Transformation 2
• People experience a disorienting dilemma
which leads to a deep structural shift in their
world-view
• T...
Transformation 3
• TEL has been treated as pragmatics:
techniques for increasing the availability of
content to help with ...
TEL as transformation
• How might TEL be a disorienting dilemma
which leads to a shift in our world-view?
Underpinnings
• Activity, we do or make things in groups, using tools, with
acceptable practices (criteria) and different ...
Wider aims: good practice
• encourage student-tutor contact
• encourage student-student co-operation
• encourage active le...
Bloom + Kolb
knowledge
comprehension
application
synthesis
evaluation
ATHERTON J S (2005) Learning and Teaching: Bloom's t...
BREAK
1030
IDENTIFY THE LEARNING ACTIVITY
1045
OCSLD
Cranfield TEL
Public web-based tools
Public web-based tools
• Slideshare
• Google drive
• YouTube
• …
http://inewsdesign.com/2012/11/26/programming-for-non-geeks-publishing-multimedia-on-the-web/
Scope
• What do we mean by “short”?
• What do we mean by “two online multimedia
services”?
Proposed example activities
• Inventory management, taking into account
customer needs, resources, business objectives c. ...
Examples FSLT & TOOC
First steps into learning and
teaching in higher education
Teaching online open
course
Key considerations
• Will this activity be part of a face-to-face or a
Distance Learning course?
• How will you introduce ...
DETAILED ACTIVITY PLANNING
1115
LUNCH
1200
DEVELOP THE COMPONENTS OF THE
ACTIVITY
1230
INTEGRATE ELEMENTS AND
PREPARE PRESENTATION
1315
PRESENTATIONS
1345
EVALUATE THE ACTIVITIES
1430
Underpinnings
• Activity, we do or make things in groups, using tools, with
acceptable practices (criteria) and different ...
Wider aims: good practice
• encourage student-tutor contact
• encourage student-student co-operation
• encourage active le...
CLOSE
1500
Thank you
Dr George Roberts
Senior Lecturer
Educational Development
groberts@brookes.ac.uk
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Transcript of "Technology Enhanced Learning"

  1. 1. Technology Enhanced Learning (TEL) Cranfield University June 2014 http://cranfieldtel.brookesblogs.net/2014/05/29/technology-enhanced-learning/ OCSLD
  2. 2. Indicative Agenda • 0930 Introduction • why, how • 1030 Coffee • 1045 Identify a short learning activity • 1115 Select appropriate TEL tools • 1130 Detailed activity planning • 1200 Lunch • 1230 Develop the components of the activity • 1315 Integrate elements; prepare presentation • 1345 Presentations • 1430 Evaluate the activities
  3. 3. INTRODUCTION 0930
  4. 4. Aims Propose solutions to common problems such as: • Students living off site need extra support between modules and have difficulty getting to campus • Students who have English as an additional language may want additional opportunities to hear sessions delivered early in the course • Students would like to attend a research seminar which clashes with a teaching session • Students want more opportunities to receive formative feedback
  5. 5. Outcomes for today’s session • Plan, produce and distribute a short learning activity in your discipline using academic multimedia and readily available ICT (smart phones, tablet computers, etc) • Identify readily available Web-based tools - particularly those used by your university - for multimedia production, distribution and collaboration and evaluate their utility for the creation and implementation of learning activities • Explore opportunities for integrating data and applications from more than one web service to create a unified teaching resource • Select a variety of approaches for teaching and student support to cater for different learning styles and a diverse student cohort
  6. 6. The main task • Identify a short learning activity relevant to your current teaching practice and discipline that could be enhanced through the use of at least two online multimedia services • Write at least one well-formed intended learning outcome for the activity
  7. 7. Options If you have prepared a Blackboard site for Module 1 • Enhance that site with with a short (<3 min) video introducing the site/module and personalising it If you have not undertaken this activity • Sketch a short online learning activity using available TEL tools, and mock up the activity
  8. 8. Baseline TEL We talk of technology enhanced learning (TEL) but do not often analyse the elements. • Technology • Enhanced • Learning
  9. 9. Baseline 1: Technology What do we mean by “Technology” •Computer aided collaborative learning – distributed collaboration, working together •Online •Academic multimedia – Video – Audio – Hypertext (Web pages)
  10. 10. Baseline 2: Enhanced “Enhancement” suggests measurement. •What is the scale? •What are the criteria? What is enhancement when applied to learning?
  11. 11. Baseline 3: Learning • Process • Product • Change • Transformation
  12. 12. Transformation 1 • Opening up a new way of thinking about something without which the learner cannot progress • As a consequence there may be a transformed internal view of subject matter, subject landscape, or even world view (Meyer and Land 2003, 1).
  13. 13. Transformation 2 • People experience a disorienting dilemma which leads to a deep structural shift in their world-view • The learners’ susceptibility to transformation will depend on where they are prepared to take themselves, the self-imposed boundary of risk
  14. 14. Transformation 3 • TEL has been treated as pragmatics: techniques for increasing the availability of content to help with catching up or revision, or extending teaching without transforming it. • Digital literacy as an attribute of competence - the bare minimum necessary to operate in society - is giving way to responsibility to determine where and how it should be used in a disciplined and transforming way.
  15. 15. TEL as transformation • How might TEL be a disorienting dilemma which leads to a shift in our world-view?
  16. 16. Underpinnings • Activity, we do or make things in groups, using tools, with acceptable practices (criteria) and different roles • Experience, self-evaluative, practitioner-centered, pragmatic - what works - drawing on your own and your students’ experience • Dialogue, we talk synchronously and asynchronously with people • Reflection, brings experience into scholarly evidence through four professional "lenses": self, students, colleagues, the literature • Participatation, tutors engage as and with learners • Community, disciplines, institutions, others, work, the world and society • Outcomes, curriculum and aims, externally approved and may contribute towards professional recognition.
  17. 17. Wider aims: good practice • encourage student-tutor contact • encourage student-student co-operation • encourage active learning • give prompt feedback • emphasise time on task • have and communicate high expectations • respect diverse talents and ways of learning (Chickering & Gamson, 1987) independent of the mode of engagement
  18. 18. Bloom + Kolb knowledge comprehension application synthesis evaluation ATHERTON J S (2005) Learning and Teaching: Bloom's taxonomy [On-line] UK: Available: http://www.learningandteaching.info/learning/bloomtax.htm Accessed: 11 June 2007 analysis
  19. 19. BREAK 1030
  20. 20. IDENTIFY THE LEARNING ACTIVITY 1045 OCSLD
  21. 21. Cranfield TEL
  22. 22. Public web-based tools
  23. 23. Public web-based tools • Slideshare • Google drive • YouTube • …
  24. 24. http://inewsdesign.com/2012/11/26/programming-for-non-geeks-publishing-multimedia-on-the-web/
  25. 25. Scope • What do we mean by “short”? • What do we mean by “two online multimedia services”?
  26. 26. Proposed example activities • Inventory management, taking into account customer needs, resources, business objectives c. 3 hours face-to-face • How to get started on an MSc thesis • A module with 3 activities, has 1-hour online lecture: Introduction to electronic warfare • Military vehicles: contrast the requirement sets and the job the vehicle has to do focus on Challenger, T62 • Introduction to the sport of free diving
  27. 27. Examples FSLT & TOOC First steps into learning and teaching in higher education Teaching online open course
  28. 28. Key considerations • Will this activity be part of a face-to-face or a Distance Learning course? • How will you introduce collaboration? – Student-student interaction • Group work • Discussion • Peer evaluation • Etc? • How will the students use TEL? • Accessibility – Ease of use
  29. 29. DETAILED ACTIVITY PLANNING 1115
  30. 30. LUNCH 1200
  31. 31. DEVELOP THE COMPONENTS OF THE ACTIVITY 1230
  32. 32. INTEGRATE ELEMENTS AND PREPARE PRESENTATION 1315
  33. 33. PRESENTATIONS 1345
  34. 34. EVALUATE THE ACTIVITIES 1430
  35. 35. Underpinnings • Activity, we do or make things in groups, using tools, with acceptable practices (criteria) and different roles • Experience, self-evaluative, practitioner-centered, pragmatic - what works - drawing on your own and your students’ experience • Dialogue, we talk synchronously and asynchronously with people • Reflection, brings experience into scholarly evidence through four professional "lenses": self, students, colleagues, the literature • Participatation, tutors engage as and with learners • Community, disciplines, institutions, others, work, the world and society • Outcomes, curriculum and aims, externally approved and may contribute towards professional recognition.
  36. 36. Wider aims: good practice • encourage student-tutor contact • encourage student-student co-operation • encourage active learning • give prompt feedback • emphasise time on task • have and communicate high expectations • respect diverse talents and ways of learning (Chickering & Ehrman, 1987) independent of the mode of engagement
  37. 37. CLOSE 1500
  38. 38. Thank you Dr George Roberts Senior Lecturer Educational Development groberts@brookes.ac.uk
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