Learning virtually
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  • Not teaching virtually
  • Quote from SESE
  • STROLL video, playing as you came in – bloke in his room showing off all his different bits of kit Students tend not to see the university making use of the technologies that they all have (e.g. mobile phones, laptops) (LEAD) In terms of personalisation, this occurs where needed e.g. high for disabled learners, but v. low in pb-lxp’s work based learners.
  • Many arriving students are relatively conservative in their approach to study, preferring to work at home or in the library and to use books and lecture notes as the primary resource, supplemented by online sources “on demand”. (LEAD) Access to key academic resources such as online journals requires guidance and training, which should not be confined to one point in the student's career. First year students are quite conservative and traditional in their views. This is reflected in a strong desire for face to face, supplemented and enhanced by technology. (LEAD) Most learners use technology recommended to them by their tutors in support of learning, trust them to know best, and are reluctant to look elsewhere. (e4L) Learners’ expectations for innovative uses of technology are limited by a lack of prior experience and knowledge of what institutions can offer. They are not pushing for the use of particular technologies and have no clear vision of a technology-rich education.
  • No longer an underworld Lead example of peer support, recording lectures for colleague to play in the car Many students, but by no means all, make extensive use of social networking sites for recreational use. However, there appears to be a clear separation between online learning and online social activities. (LEAD e4L and STROLL) Use of Web 2.0 tools centres on Facebook (THEMA) Peer-support groups which were set up early in the courses (e.g. for exchanging resources) had degenerated into purely social groups by the end of the second term (THEMA) Worryingly, some students had joined Facebook reluctantly, feeling under pressure from their peers (THEMA) The low usage of online calendars, social bookmarking and RSS suggests a low awareness of the potential role of Web 2.0 in managing their learning (THEMA)
  • Training and support for students Learners value pre-arrival access, ongoing induction, peer support, help with choices, customization, sharing strategies So.. facilitate learning from each other Like Lexdis have done at Southampton University Also see STROLL’s guidelines for induction

Learning virtually Presentation Transcript

  • 1. Learning virtually Rhona Sharpe Oxford Centre for Staff and Learning Development Associate College Partnership 14 January 2011 Directorate of Human Resources
  • 2. Learner Experiences of ICT
    • JISC Learner Experiences of E-learning programme (Guide for Practitioners in your packs)
    • JISC Supporting Learners in a Digital Age project (SLiDA)
    • NUS/HEFCE Student Expectations of ICT report, October 2010
  • 3. Digital and information literacy in Oxford Brookes Enhancing the Student Experience Strategy
    • “ The functional access, skills and practices necessary to become a confident, agile adopter of a range of technologies for personal, academic and professional use.”
    • “ To be able to use appropriate technology to search for high-quality information; critically to evaluate and engage with the information obtained; reflect on and record learning, and professional and personal development; and engage productively in relevant online communities.”
  • 4.
    • Two tasks:
      • What do you, as learner, need to be able to do these online learning activities? (10 mins)
      • To what extent do your learners have the access, skills, strategies and support necessary? (20 mins)
    Workshop plan
  • 5. What is it like to learn virtually?
      • Pick one of the tasks, image that you are working on it. Where are you? How does it feel? What do you need?
  • 6. About your learners: a checklist
    • Which questions do you find difficult to answer? Which will be important for your teaching?
    • On your tables, how are your students similar and different ? Where are the gaps in what you know about your students?
    • Choose one section of the checklist to discuss in more detail. Come and collect the student experience cards for this section.
    • To what extent do your learners have the access, skills, strategies or support necessary?
  • 7. Access and ownership
    • T here is high ownership and access to personal technology, but note institutional differences
    • Where access or ownership is lacking, students feel disadvantaged
    • Most students are not sure how to use personal technology to aid study,
    14/01/11 | slide “ If we are required to be networked for a computer workshop, for example, there generally aren’t places you can plug in a laptop with assistive technology in. So, then you are reliant on whatever assistive technologies are available on the network.” ( LexDis)
  • 8. Study habits and strategies
    • New learners are c onservative in their study habits and approaches
    • I nfluenced initially by prior educational experience, and later by their tutors
    • Disabled learners are agile technology users who understand the affordances of technology
    • Learn skills from each other
    “ Well firstly if I want to look anything up… I will usually Google it... Then I would fire up MSN… Finally [the VLE] and all the resources the University makes available online.” (STROLL)
  • 9. Communication strategies
    • Extensive use of social networking sites – for recreational use
    • Extensive use of peers for support, especially technical support
    • Technologies used to support the process of groupwork
    • Social networking used where they have a cohort identity
    14/01/11 | slide “ University e-mail I don’t really use for people at University, I usually use texting, Facebook or MSN. If they’re on-line, on MSN, I know hopefully they’ll respond straightaway. You can get an immediate response with phones and Messenger.” (E4L)
  • 10. Support
    • LEXDIS
    • SLIDA case studies
    • DALLI case study
  • 11. Support 14/01/11 | slide
  • 12. Want to know more? 14/01/11 | slide