1. February 2013
Delivering RAF: Workshop 1
Active Learning and Engaging
Teaching: Technologies
Dr Tim Linsey
Academic Development Centre
email: t.linsey@kingston.ac.uk
Twitter: timku

2. Transmission
Content Process
Sage on the Stage
Constructivist
Guide on the Side
Situated
Virtual Physical /
Authentic
eLearning
Blended Learning
Passive
Staff Centric
Technology Enhanced Learning
(TEL)
Active
Led by Learning Student Centric

3. Our Future Students
Ofcom’s ‘Children and Parents: Media Use and
Attitudes’ Report (2012) for children aged 12-15:
•95% have access to the Internet at home
•80% use social networks
•An average of 286 friends
•26% have Twitter accounts
•62% own a smartphone (up 21% in a year)
•52% say that of all regularly-used media, they would miss
using their mobile phone the most

4. Cramlington Learning Village, Northumberland
“Cramlington’s approach to digital literacy is centred on the concept of a
learner led classroom and an enquiry-based curriculum. The school’s
curriculum emphasises the ‘5 Rs’, believing that successful learners are
reflective, responsible, resourceful, reasoning and resilient. This means that
the school is committed to enabling students to use technology and media to
research and resource, to create, to experiment and explore, to transform
and translate, to communicate and collaborate and to review and reflect”
Holy Trinity Rosehill (VA) C.E. Primary School, Stockton
“Twitter is used by the children to reflect on their learning, to practice their
functional and spelling skills and to think about effective digital communication in
an authentic context”
Digital Participation Strand 1: Final report, Futurelab
http://www.futurelab.org.uk/sites/default/files/Digital_participation_strand_1_final_report.pdf
“I think it's important to embrace social media as it is the primary way that young
people communicate, alongside text messaging and instant messaging”. Matt
Britland, Kingston Grammar School, The Guardian 2012

5. Personal High end Desktop PC
C. 2001
Smartphone
C. 2012
Technologies 1.4Ghz 1.4Ghz x 4 cores
Map Data @2013 Google
Exploring In Situ with Layar, CC BY 2.0
by Mosman Council, http://www.flickr.com/photos/mosmancouncil/6305106355/

6. “The world they encounter in higher education has been constructed on
a wholly different set of norms. Characterised broadly, it is hierarchical,
substantially introvert, guarded, careful, precise and measured. The two
worlds are currently co-existing, with present-day students effectively
occupying a position on the cusp of change. They aren’t demanding
different approaches; rather they are making such adaptations as are
necessary for the time it takes to gain their qualifications. Effectively,
they are managing a disjuncture, and the situation is feeding the natural
inertia of any established system. It is, however, unlikely to be
sustainable in the long term.” JISC 2009 Higher Education in a Web 2.0 World
l Learning
Informa
Formal Learning
ial
Soc
Graben image: CC BY-NC 2.0 by Gunnar Ries Zwo:
http://www.flickr.com/photos/44949218@N02/

7. Massive Open Online Courses
A Challenge to Higher Education?
“In one year, MOOCs travelled the cultural cycle of hype, saturation, backlash,
and backlash-to-the-backlash” OBHE Jan 2013
Next stop is #edcMoocBy Eleni Zazani
CC BY-NC 2.0

8. Alternative approaches?
Jonathan Worth
Coventry University
http://www.picbod.covmedia.co.uk/
http://phonar.covmedia.co.uk/

9. Flipped Classroom
Lecture Hall I, UMBC, Wednesday night, fall semester, 2010 by Sidewalk Flying, CC BY 2.0
http://www.flickr.com/photos/sidewalk_flying/5375603380/

10. OERs – What are they?
“educational resources that are freely available
for use, reuse, adaption, and sharing”
Gurrell and Wiley (2008)
OLTF Report (2011):
“There is no point duplicating effort to create content that is
already available and has been proven to work”
“they can pull in the best content and openly available learning
resources from around the world and adapt them for particular
courses”

11. a. Sediment Spews from
(c) Connecticut River by NASA
Goddard Photo and Video, CC BY
2.0,
http://www.flickr.com/photos/gsfc/612
b. Meandering River through the
flat fields of Northwest Scotland by
ben-benjamin, CC BY 2.0,
http://www.flickr.com/photos/jaminjam
c. Meandering Stream by
subarcticmike, CC BY 2.0,
http://www.flickr.com/photos/3185633
d. Meandering Mississippi by
NASA Goddard Photo and Video,
CC BY 2.0,
http://www.flickr.com/photos/gsfc/518
(d)
(a)
(b)
Creative Commons licensed images on Flickr

12. Technologies with the potential for supporting
sound pedagogic models and practices have
become widespread and accessible
Passive
1.0
Dynamic
2.0
eb
ia
Disruptive
W
ed
eb
lM
W
cia
So
Institutional
Controlled / Owned
Personal
Controlled / Owned
Danger Image: CC BY-NC 2.0 by Natalia & Gabriel
http://www.flickr.com/photos/natalialove/

13. Live Blogging Networking
Blogs Micr Wikis
o-Bl Social Bookmarking
Instant Messaging ogg Mapping
ing
e
R at Profile Page QR
e Cod
ik es
isl eam
e
D Live Video Str
Lik
Presentation
Document
Sharing
Photo
Crowd Sourcing
Video
Podcasting
MP3
P
laye
r
ne
r tpho
Sma
eBook R
eader
Augmented Reality
MMORPG
Tablet image: CC BY-NC 2.0 by Wired Photostream
Mash-ups
http://www.flickr.com/photos/wiredphotostream/ Location Aware

14. Institutional Technologies
• VLE Data Protection
• Blog IPR
• Social Networking
Safety
• Podcasting
• Desktop video conferencing Private / Public
• Peer Assessment Service level
• Video Instant Messaging
• ePortfolio Environment

15. scaffolding
g Self paced sim critical reading
Self testin ula
tion
Explor
Extended access and choice ation a
nd inquiry
e)
OER & spac
me
ble (ti
Learning objects flexi Connectivism ip
llabora
ting ownersh nt contrib
ution
co de
Co-creation Stu
Communication and social interaction
commu knowledge construction
nity
Effective Technology Enhanced Learning
mobile
ysic
al ess
Replicating the real world ph siven
al in respon bac
k
situated Virtu ty a n
d
fee
d
authentic ivi o
C reat A udi
Digit
a l lite
racie
org s Public & private
anis “Learners can be cynical about the use of
atio pub tech as a ‘crutch’ to support indifferent
n lish
ing teaching or for ‘trendy purposes”
Themes in bold from JISC 2009 ‘Effective Practice in a Digital Age JISC Responding to Learners Guide 3
A guide to technology-enhanced learning and teaching’

16. Digital Literacies
Beetham et al 2009 ‘Thriving in the 21st century: The report of the LLiDA Project’
Challenges that students need help with include:
•The rise of interdisciplinarity and multi-disciplinary teams focussed on
specific tasks
•A networked society and communities
•Blurring boundaries of real and virtual, public and private, work & leisure
•Increasingly ubiquitous and embedded digital technologies
•Rapid socio and techno-social change
‘Visitors and Residents’ David White, University of Oxford
http://tallblog.conted.ox.ac.uk/index.php/2009/10/14/visitors-residents-the-video/
Understanding the visitor
“Highly confident users of digital technologies may struggle to transfer those
skills to their study” JISC Responding to Learners Guide 2

17. Concerns Digital
Literacies
Technology Confidence Millennial
Student
Student Resistance
Staff Role
“Rather than replacing
the teacher, technology
has in many ways
increased the focus on
pedagogic skills. The art
of the practitioner as
instigator, designer and
animateur remains key
to the process of
learning”. JISC 2009
Hazard image:CC BY-NC 2.0 by Chris Dye
http://www.flickr.com/photos/krisdye/

18. • Don’t worry about the terminology
• There is no one ‘right’ way with TEL
• Start with the learning, the objective
Don’t worry image: CC BY-NC 2.0 by Benburry:
http://www.flickr.com/photos/benburry/

19. in g
arn
t Le
lici ign
Learning Design Support Environment
Exp Des https://sites.google.com/a/lkl.ac.uk/ldse/Home
Phoebe
http://www.phoebe.ox.ac.uk/