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Putting ideas into practice A rough and ready guide and a few answers. (what you might/can/should do, communication and learning networks) 'The core competency of universities is not transferring knowledge, but developing it, and that's done within intricate and robust networks and communities.' Brown and Duguid, 1996
Achieve an appropriate mix of the previous approaches and
Reach more students, effectively
Allow for student problems (jobs, Access etc)
Use the technology available with our individual skills and aptitudes
'Blend' learning as an approach (embedded/involved)
Within the usual constraints of time and cost etc
BUT - we try to do this anyway!
What does the 'e-' add?
Technology is an answer, not the answer, how can we make it more effective?
Identify our own skills and aptitudes and reflect on them
See what others have been doing
Knowing how to use the technology imaginatively
Making student-centred choices
'And the problem is not the technology. The true problem in education is helping students to learn.' (Freeman and Capper, 1999)*
A student-centred view of learning (after **Freeman and Capper 1999) Student Chooses best learning Method. Motivated to objectives Workbook Extra Q & A Lectures Tutorials Staff office Phone Students WWW CBL Text Plus, linkages between these
Assessment (Much assessment simply fails to engage students with appropriate types of learning - Gibbs and Simpson 2003*)
Better frameworks of assessment (style, timing, frequency, submission etc)
Allows conveying of high expectations (examples, feedback)
Allows more concentration and engagement on the tasks (experiment design, problem solving, developing analytical skills)
And of course we can add a variety of on-line systems for assessment such as MCQs
(Aside from the relative weighting of exams vs coursework the above relate primarily to coursework.)
A few more words from: Educational Innovation: Hvpe, Heresies and Hopes (Freeman and Capper*)
1. We must understand the learning context.
2. We must carefully choose a curriculum that accommodates learners' previous knowledge and experiences and sets them on a course of improved understandings.
3. We must design learning activities that achieve learning outcomes that accommodate learners' contexts. This requires carefully selecting and supporting the appropriate human, print and electronic learning resources.
4. We must integrate assessment with the desired learning outcomes to maximize the likelihood of focused effort.
5. We must track the extent to which learning outcomes are achieved at a formative and summative level, and ensure such feedback is individualised and responsive.
6. We must change the way we see our roles as teachers, from expert content providers to people who can create and support learning communities, both with our students and among our peers.
Level 1: competent in a few tools that are used in everyday working, e.g. w/p
Level 2: competent in a wider range of tools to a higher level (e.g advanced w/p tools for productivity) use a conference area - but still a victim of the many problems that will happen and dependent on others to solve them
Level 3: autonomous explorer - engaged with technology and able to solve own problems and look for opportunities as things change and develop
Question: What assessments do you want to run on line?
'Current assessment procedures in higher education are long overdue for a rethink. They are particularly ill suited to the digital age in which using information is more important than remembering it, and where reusing material is a skill to be encouraged, not as academic plagiarism to be despised.' Robin Mason 1998
A quick note about CMC (Computer Mediated Communication)
VLEs and MLEs
Tutor implications and concerns Changed role Workload Group size Activities Assessment
Sage on the stage……………... …………… .. guide on the side I feel this is pretty radical - and many of us would fight shy of this, it requires too many things to do it well. Salmon suggests E-tutors must be trained specifically.
We must change the way we see our roles as teachers, from expert content providers to people who can create and support learning communities, both with our students and among our peers.
Freeman and Capper 1999
Electronic resources therefore can play just as influential a role as other resources, in that they support "people's deep urges to learn and to teach. ……. information technology should provide easy paths connecting people with information, teaching, learning and educational institutions...and with each other"