This presentation reflects on the approach that we are taking at the University of York to help teaching staff consider how the affordances of learning technologies may be applied to support active learning opportunities for students within programme design. We consider how learning technologies may support student work across various modes of engagement, ranging from interleaved practice (formative assessment) to student-led teaching and content creation.

1. Facilitating staff to ‘design
in’ active learning
opportunities for students
through the use of
technology enhanced
learning tools
Dr Richard Walker
University of York, UK
Blended Learning 2016
London, 26th October 2016

2. Presentation overview
 Embedding TEL within programme-level thinking
 Implementing active learning design through the
use of TEL tools
 Using evidence-informed use cases as prompts
for active learning design

3. York’s journey
Establishing an institutional
LT infrastructure:
Implementation: delivering
efficiencies in scale &
support
Phased rollout of Institutional LMS, CMS & Community System
(Blackboard Academic Suite): self-managed
SITS integration
Integration of reading list software
Development of anonymous e-submission
Consolidation
Embedding, integrating
& extending LT services
VLE strategic review
Launch of Video streaming service
Shibbolizing VLE (outreach, admissions & transition)
Mobile Learn, lecture capture & e-assessment (QMP) trials
Renewal
Re-envisioning LT services:
‘Empowering the learner’
Launch of cloud services:
Google Apps for Education; Echo 360; Bb Collaborate and inline grading
Release of E-learning vision statement (June 2013): setting the agenda for
next Learning & Teaching Strategy
2004 - 2007
2008 - 2011
2012 - Now

4. York’s technology adoption cycle
Adapted from the Gartner Hype Cycle http://www.gartner.com/technology/research/methodologies/hype-cycle.jsp
How can we encourage technology adoption and
‘mainstream’ pedagogic innovation?

5. Programme-level design and renewal
 Top-down vision (pedagogic principles) with
support for bottom-up initiatives
 Explicit attention to all aspects of student
work: independent study & formative tasks
 Focus on active learning design –
developing students as autonomous
learners
– enabled through technology: designed in and
aligned with learning objectives
– supporting different modes of learner
engagement, activity and control
York Pedagogy implementation (2015-17):

6. Modes of learner engagement supported through the use of technology
Engagement Mode
Enabling learning:
interleaved practice
retrieval of previously
learned material;
application to new contexts
formative quizzing;
targeted online feedback
and support
Enhancing learning:
insight through
structured interaction
dialogical learning and
collaborative research and
report writing tasks
wiki /blog spaces
online peer, assessment
and review
Transforming learning:
student-led teaching
and discovery
Student-led content
creation;
problem-based learning
resource hub
wiki / blog problem
solving space
Illustrative Activities TEL support

7. Towards user-led education
Enabling learning Enhancing learning
Transformative
learning
Active Learning and Engagement
Increasing flexibility
and access to learning
Nomadic & situated
(context aware) learning
Facilitating discussion
and peer support
Student-authored
teaching resources
Student-led learning
through collaboration &
communities of inquiry
Extending range of
learning opportunities

8. Enabling learning though interleaved practice
 Python programming:
Professional Skills (core 1st
Year Physics module)
– Curation of open courseware
videos to support differentiated
levels of programming activity
– Enabling formative activities
in lab sessions
http://tinyurl.com/programming-practice

9. Enabling learning though interleaved practice
 Phonetics and Phonology: core
1st year module
– Practice tests based on
randomised selection of
question bank items
– Enabling students to identify
IPA sounds and relate them to
IPA symbols
– Formative tests providing
feedback to instructor on
student progress
http://tinyurl.com/Phonetics-case

10. Enhancing learning though structured interaction & collaborative writing
 Core Knowledge, Values &
Engagement Skills: 2nd year
pre-registration nursing
– Group research and
collaborative report writing for
students on work placements
http://tinyurl.com/structured-collaboration

11. Enhancing learning though structured interaction & collaborative writing
Dialogical design
based on creation of
feedback interactions
between tutors and
individual students

12. Transforming learning through student-led teaching and discussion
 Evolutionary Ecology:
3rd year module
– Collaborative summaries of
research literature forming
‘online textbook’
http://tinyurl.com/student-led-teaching

13. Transforming learning through student-created content
 Heritage Practice:
Archaeology module
– Communicating research
through video production
and blogging
http://tinyurl.com/student-videos-blogging

14. Reconceptualising
our use of
technology in
support of active
learning
Course-level wiki
Social media
Student-created
videos and blogs
Group wikis and blogs
Google docs
Discussion boards
Peer assessment tools
In-class polling
(ResponseWare)
Webinars
(Collaborate)
Question banks
Open courseware videos
Google Sites
At-desk recordings
and online tests
ACTIVE LEARNING

15. Enabling staff engagement with technology
 Programme-level thinking
 Focus on supporting active
learning through use of TEL tools
 Approaches, case studies and
advice on choosing the right tool
for a learning activity:
– York TEL Handbook:
bit.ly/ytelhb
bit.ly/ytelhb

16. Questions?