Going beyond traditional e-learning methods to create a more collaborative learning experience
Going beyond traditional e-learning methods to
create a more collaborative learning experience
Sean Dowling, Higher Colleges of Technology
What are traditional e-learning methods?
• Done in computer labs (or outside class)
• Not blended, more supplementary to face-toface learning
• Delivered via Learning Management Systems
• New tools and technology
• Demands from industry / government
• “Digital media literacy continues it rise in importance as a key skill
in every discipline and profession.”
(Horizon Report, 2012, p.6)
• “The workforce demands skills from college graduates that are
more often acquired from informal learning experiences than in
(Horizon Report, 2013, p.7)
21st century skills
• critical thinking and problem solving;
• collaboration and communication;
• global awareness;
• information literacy.
(Buchem and Hamelmann, 2011; Rotherham and Willingham, 2010)
Educators have started
“to realize that they are limiting their students by
not helping to develop and use media literacy skills
across the curriculum.”
(Horizon Report, 2012, p.6)
Use of new technology, the web and web-based tools is
becoming widespread in education.
“Simply capitalizing on new technology is not enough; the new
[pedagogical] models must use these tools and services to
engage students on a deeper level.”
(Horizon Report, 2013, p.9)
Puentedura’s SAMR Model
Puentedura’s (2006) SAMR model
SHCT’s introduction of technology
• Regular classrooms with some lab time
• Blackboard Vista (Web CT)
Laptops introduced in Foundations
Significant system / curriculum change)
• iPads introduced in Foundations
• Blackboard Learn
Online learning zone
Learning by Doing
eTextBooks and SAMR
• 1st generation eTexts
• simple PDFs
• 2nd generation eTexts
• Bookmarking, notetaking, more effective searching, etc
• 3rd generation eTexts (e.g OUP’s Bookshelf app)
• Even greater level of interactivity
Augmentation Level – Functional Improvements
zoom feature - useful for students with visual impairments
embedded audio and video - students can listen/view multiple times
voice sticky note
table of contents, search and jump to quickly find and move to the
type-in exercises with auto score
split screen capability to enable videos/texts to be viewed/read while
viewing the questions
advanced audio allows the audio speed to be adjusted, the audio to be
clipped into manageable pieces and for students to record and compare
their recording with the original
mail tool allows students to send a screenshot of type-in exercises to
teacher (or any email recipient)
web links - link to the Q Skills practice site
• Buchem, I., and Hamelmann, H. (2011). Developing 21st century skills: Web 2.0 in higher
education – a case study. eLearning Papers 24, April 2011, pp. 1-4.
• Johnson, L., Adams, S., and Cummins, M. (2012). The NMC Horizon Report: 2012 Higher
Education Edition. Austin, Texas: The New Media Consortium.
• Johnson, L., Adams Becker, Cummins, S., Estrada, V., Freeman, A., and Ludgate, H. (2013).
The NMC Horizon Report: 2013 Higher Education Edition. Austin, Texas: The New Media
• Puentedura, R. (2006). Transformatiom, Technology, and Education. Presentation given
August 18, 2006 as part of the Strengthening Your District Through Technology workshops,
Maine, US. http://hippasus.com/resources/tte/part1.html.
• Puentedura, R. (2011): Thinking About Change in Learning and Technology. Presentation
given September 25, 2012 at the 1st Global Mobile Learning Conference, Al Ain, UAE.
• Rotherham, A., and Willingham, D. (2010). “21st-century skills” – Not new but a worthy
challenge. American Educator, Spring.
• Sharples, M., McAndrew, P., Weller, M., Ferguson, R., Fitzgerald, E., Hirst, T., and Gaved, M.
(2013). Innovating Pedagogy 2013: Open University Innovation Report 2. Milton Keynes:
The Open University.