Online Pedagogy for Distance and Blended Learning. University of East London. Workshop

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This presentation formed part of a hands-on workshop at the University of East London on June 24th 2013

This presentation formed part of a hands-on workshop at the University of East London on June 24th 2013

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  • ImagesTech can save the worldHorses fozen in icy river
  • Some technologies may embody pedagogies, thereby hardening them, and it is at that point that they, of necessity, become far more influential in a learning design, the leaders of the dance rather than the partners. For example, a learning management system that sees the world in terms of courses and content will strongly encourage pedagogies that fit that model and constrain those that lack content and do not fit a content-driven course mode

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  • 1. Workshop 2:Approaches to usingtechnology to promote activelearningSimon WalkerHead of Educational DevelopmentUniversity of Greenwich, London , UKOnline learning pedagogies at UEL
  • 2. 9.30 - 9.45: introductions9.45 - 10.15: presentation:10.15 - 11.00: hands on Moodleactivity in computer suite (part 1).(move to ITC.01)11.00 - 11.15 -break/refreshments11.15 - 11.45: plenary11.45 - 12.15: action planning(group work)12.15 - 12.30: wrap up/evaluation/closeWorkshop 2: Session Outline
  • 3. Context and drivers• Curriculum design and delivery• Pedagogies of distance learning• Staff development• Business models/ USP
  • 4. New Approaches to Teaching, Learning and Assessment needed?Academics claim thattheir courses producethese skills, yet theevidence is unclear.What doesassessment say aboutpriorities in a course?Drivers towards teamwork, criticalthinking, effective communication, problem-solving, collaboration:• “21st Century skills” in K-12 schools• “Graduate Attributes” in universities• The “inverted (flip) classroom”
  • 5. Ref: Laurillard, D. (2012) Online support for academics collaborative learning about teaching. Presentation. RoyalGeographic Society. Epigeum 20/10/2012From 20thC to 21stC learner?Learners’ activitiesKey:20th Century21st Century051015202530354045Teacher-ledclassGuided grouplearningPersonalisedlearningCollaborativelearningSelf-directedLearningSummativeassessment
  • 6. Context and drivers• Curriculum design and delivery• Pedagogies of distance learning• Staff development• Business models/ USP
  • 7. What pedagogies exist for DL?Generations of distance education technology (all still in existence)1. postal correspondence2. mass media of television, radio, and film production3. Interactive technologies: audio, text, video, web and immersiveconferencing4. Fourth use of ‘intelligent’ data bases (intelligent flexible learning), semanticweb technologies?pedagogy thatexploits dialogue andconversationpedagogy that allowslearner and course contentto be self-containedtechnology
  • 8. Pedagogical neutrality - example?http://www.mapmyprogramme.com
  • 9. Generation ofDistanceEducationpedagogyTechnology LearningactivitiesLearnergranularityContentgranularityEvaluation Teacher role ScalabilityCognitive-behaviourismMass-media: printTV; radio;one to onecommunicationRead andwatchIndividual Fine:scriptedanddesignedRecall Contentcreator:sage on thestageHighConstructivism Conferencing: audio;video; web.Many tomanycommunicationDiscuss,create,constructGroup Medium:scaffoldedandarranged.Teacher-guidedSynthesize :essaysDiscussionleader:Guide onthe sideLowConnectivism Web 2.0Socialnetworks;aggregation&recommender systemsExplore,connect,create &evaluateNetwork Course;mainly atobject andpersonlevel; user-generatedArtefactcreationCriticalfriend’ co-travelerMediumComparison of DL pedagogies.Anderson, T and Dron, J (2011) Three Generations of Distance Education Pedagogy. International review of research in Open and Distance Learning; SpecialIssue - Connectivism: Design and Delivery of Social Networked Learning. Vol 12, No 3 ONLINE<
  • 10. AAssociativeFocus on individualLearning throughassociation andreinforcementConstructivistBuilding on priorknowledgeTask-orientatedSituativeLearning throughsocial interactionLearning in contextConnectivistLearning in anetworkedenvironmentWhat are learners doing?E-AssessmentDrill & practiceInquiry learningCollective intelligenceResource-basedExperiential, Problem-based RoleplayReflective &dialogic learning,PersonalisedlearningRef: Mayes& DeFreitas, 2004Conole 2010
  • 11. Examples.http://www.olds.ac.uk/homehttp://celtt.gre.ac.uk/
  • 12. Whats a MOOC?Design Principles• Aggregation• Remixing• Re-purposing• Personalised• Multiple channels• No ‘right’ pathwayRef: Conole, G. Massive Open Online Courses(MOOCs) -, University of LeicesterDL Forum presentation. 26th March 2013X-mooc/ c-mooc/p-mooc/ouchMartin Scorsese 1973 Mean Streets
  • 13. Context and drivers• Curriculum design and delivery• Pedagogies of distance learning• Staff development• Business models/ USP
  • 14. Jones, S based on ideas by.Dickinson (2007) & Cavazza. Digital Literacy CISCO Presentation. Bucks New University 2012FOAFiVivaWhat tools are available?Thema:Exploringtheexperiencesof Mastersstudents in adigital age.Masterman,L. March2007- 2009;
  • 15. Yerkes-Dodson law of arousal.Yerkes RM, Dodson JD (1908). "The relation of strength of stimulus to rapidityof habit-formation". Journal of Comparative Neurology and Psychology 18:459–482
  • 16. Learning activity design model (2006)Beetham, H.(2004), Review ofe-LearningModels. InEffective Practicein e-Learning, JISC.http://www.jisc.ac.uk/publications/programmerelated/2004/pub_eff_prac_elearn.aspx
  • 17. Learning activity design model (2009)Beetham, H (2007) ‘An approach tolearning activity design’, in RethinkingPedagogy for a Digital Age, Beetham, H& Sharpe, R (eds), Routledge, pp26–38
  • 18. HelpandSupport
  • 19. TeacherLearning activityor ResourceCreatesMediatingArtefacts (MA)CommunityDivision oflabourRulesActivity Theory
  • 20. Context and drivers• Curriculum design and delivery• Pedagogies of distance learning• Staff development• Business models/ USP
  • 21. What’syour USP?www.uel.ac.uk/researchwww.uel.ac.uk/teaching
  • 22. Useful links• Moodle Course:https://moodle.uel.ac.uk/course/view.php?id=4860• Digital Literacy in Higher Education:http://dlinhe.ning.com/• Greenwich Connect:http://blogs.gre.ac.uk/greenwichconnect/about/• Map my Programme:http://www.mapmyprogramme.com/• Larnaca Declaration on Learning Design:http://www.larnacadeclaration.org/• Summer of Innovation:http://elevator.jisc.ac.uk/content/about
  • 23. Hvala,谢谢, Asanti, Dík, Tack, Danke, Merci, Tak, Kiitoksia,köszönet, Grazie, Dank, Takk, Dzięki, Obrigado, naa goodee……thank you for listening andparticipating.s.walker@gre.ac.ukSialkerSimon WalkerSimonwalkerhugh snook