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  • Each session has three parts.
    Everyone does the green at home.
    Most students do the orange at home – but a few are invited to come into college to work individually and in small groups with the tutor in attendance.
    Everyone attends college for the final part of the session (blue).

Transcript

  • 1. A TDA Technology in Learning & Teaching project Migrating to Blended Learning. A Small-Scale Research Study of an ICT Course for Trainee Teachers. John Lodge & Miles Berry, Roehampton University PHOTO CREDIT: http://www.flickr.com/photos/jiscinfonet/447054638/sizes/o/in/photostream/
  • 2. Solving a Teaching Problem Designing a Solution Early Outcomes Second Iteration Studying Outcomes PHOTO CREDIT: http://www.flickr.com/photos/jnswanson/2727438155/sizes/l/in/photostream/
  • 3. PHOTO CREDIT: http://www.flickr.com/photos/foreignoffice/3272621047/sizes/m/in/photostream/ Solving a Teaching Problem The course & the students The problem Possible solutions
  • 4. PHOTO CREDIT: http://www.flickr.com/photos/naturewise/4330389503/sizes/l/in/photostream/ Designing a solution Restructuring the course delivery Looking to the literature Course design
  • 5. PHOTO CREDIThttp://www.flickr.com/photos/zooboing/4390566099/sizes/o/in/photostream/ Early outcomes Satisfactory course completions. Increased amount of written reflection. Tutors found it difficult to provide sufficient feedback. Technical difficulties experienced.
  • 6. PHOTO CREDIThttp://www.flickr.com/photos/zooboing/4390566099/sizes/o/in/photostream/ Early outcomes Satisfactory course completions. Increased amount of written reflection. Tutors found it difficult to provide sufficient feedback. Technical difficulties experienced.
  • 7. PHOTO CREDIT: http://www.flickr.com/photos/brandondoran/4683521822/sizes/z/in/photostream/ Second iteration Conceptual framework New degree – new challenges Design of online BlogFolio system
  • 8. PHOTO CREDIT: http://www.flickr.com/photos/philliecasablanca/3281248210/sizes/z/in/photostream/ Studying outcomes Focus on . . . Methodology Reporting to TTRB
  • 9. PHOTO CREDIT: http://www.flickr.com/photos/foreignoffice/3272621047/sizes/m/in/photostream/ ICT capability 1 – Little or no experience 2 – Some experience 3 – Very confident
  • 10. PHOTO CREDIT: http://www.flickr.com/photos/foreignoffice/3272621047/sizes/m/in/photostream/ Social networking experience
  • 11. PHOTO CREDIT: http://www.flickr.com/photos/foreignoffice/3272621047/sizes/m/in/photostream/ Preferred strategies for learning ICT
  • 12. PHOTO CREDIT: http://www.flickr.com/photos/foreignoffice/3272621047/sizes/m/in/photostream/ What is this?
  • 13. PHOTO CREDIT: http://www.flickr.com/photos/foreignoffice/3272621047/sizes/m/in/photostream/ Literature Beale, R. (2007) ‘Blogs, reflective practice and student-centred learning’, BCS HCI Conference Proceedings, Lancaster Chan, K. & Ridgway, J. (2006) Students’perceptions of using blogs as a tool for reflection and communication, ALT-C Hramiak, A., Boulton, H & Irwin, B. (2010) ‘Trainee teachers’ use of blogs as private reflections for professional development, Learning, Media & Technology, 34:3, 259-269 Kerrawalla, L et al. (2008) An empirically grounded framework to guide blogging in higher education, JCAL 25: 31-42
  • 14. E-learning component Lecture component Evidence & reflections Evidence & reflections ICT session structure Preparatory activity Independent practical work Lecture time