Successfully reported this slideshow.
We use your LinkedIn profile and activity data to personalize ads and to show you more relevant ads. You can change your ad preferences anytime.

Facilitating staff to design in active learning opportunities for students through the use of technology-enhanced learning tools


Published on

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.

Published in: Education
  • Be the first to comment

  • Be the first to like this

Facilitating staff to design in active learning opportunities for students through the use of technology-enhanced learning tools

  1. 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. 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. 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. 4. York’s technology adoption cycle Adapted from the Gartner Hype Cycle How can we encourage technology adoption and ‘mainstream’ pedagogic innovation?
  5. 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. 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. 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. 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
  9. 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
  10. 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
  11. 11. Enhancing learning though structured interaction & collaborative writing Dialogical design based on creation of feedback interactions between tutors and individual students
  12. 12. Transforming learning through student-led teaching and discussion  Evolutionary Ecology: 3rd year module – Collaborative summaries of research literature forming ‘online textbook’
  13. 13. Transforming learning through student-created content  Heritage Practice: Archaeology module – Communicating research through video production and blogging
  14. 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. 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:
  16. 16. Questions?