Technology enhanced learning DST Jan
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Technology enhanced learning DST Jan
- 1. Technology Enhanced Learning Sarah Chesney MEd, FHEA @sachesney #casapnu
- 2. What we will cover today Definition of Technology Enhanced Learning (TEL) Drivers for TEL Planning with examples Scenarios Further resources
- 3. Definitions Technology = digital (instant, on/offline) Enhanced = improving your practice/enhancing the student experience (completely online/blended; asynchronous or synchronous) Learning = supporting how YOUR students learn More details at Kirkwood, Adrian and Price, Linda (2014). Technology-enhanced learning and teaching in higher education: what is ‘enhanced’ and how do we know? A critical literature review. Learning, Media and Technology, 39(1) pp. 6–36 available to download at http://oro.open.ac.uk/36675/1/TEL%20in%20Higher%20Education- What%20is%20enhanced%20and%20how%20do%20we%20know.pdf (NB not full version. Final version available through NU library)
- 4. Learning to teach online http://online.cofa.unsw.edu.au/learning-to-teach- online/ltto-episodes
- 5. External Internal Learning Outcomes Access to information Inclusivity Adapted from Selwyn, N. Education and Technology Key Issues & Debates Key drivers Employability Society Government Institutional Reflective learners Digital citizens Digital workers Digital makers
- 6. External drivers…. NSS – ‘I have been encouraged to use technology to enhance my learning’ (proposed additional question) House of Lords Make or Break: The UK’s Digital Future ‘Universities should ensure that all graduates are digitally competent’. Newcastle University’s Learning and Teaching Strategy that says the University will encourage students to develop their digital literacy, to take advantage of opportunities for technology-enhanced learning and to make effective use of digital technologies, in order to support learning, achievement and employability’
- 7. External Internal Learning Outcomes Access to information Inclusivity Key drivers Employability Society Government Institutional Reflective learners Digital citizens Digital workers Digital makers Adapted from Selwyn, N. Education and Technology Key Issues & Debates
- 8. What drivers are you aware of? Make a list of the drivers you are aware of. Are they internal or external? Do any overlap?
- 9. Planning Your teaching portfolio Which areas could be enhanced through technology? Key questions: What aspects of the curriculum are stale? What areas do students struggle with? What areas do you teach well/badly? What do your students enjoy/dislike? Pickering 2015 p2 Recall the pre-workshop video you selected. Was there any advice that can now help you enhance the areas you have identified? Discuss with a partner.
- 10. Keep it simple… Let the physical complement the virtual (exception is completely online courses) Blend the learning experiences Align activities with learning outcomes
- 11. Examples (tutor created) Using social media as a learning and teaching tool from School of Medical Education Case study Facebook page Twitter
- 12. From my own practice Oxford University CPD centre: 1. Use the discussion board in the VLE for role playing activity (Moodle but it could be Blackboard) 2. Webinars to give formative feedback on assignment drafts (Google Hangouts/Adobe Connect/Skype) 3. Examples taken from University of Oxford Course Design
- 13. Examples: Focus on student creating/producing/collaborating Blogging in Urban Design Education: A Virtual Public Domain of Exchange – public Case study Blog Reflective blogging with the ePortfolio and enabling students to 'wake up and smell the coffee'! – student to tutor Case study Epidemiology of Cancer Case study
- 14. Your examples
- 15. Planning: What do your students have access to? Do you know what your students have access to? Do you know their attitude to using their own devices for learning?
- 16. Planning: What learning technology is available to you? Provided by Newcastle University Social media (select any you use or know a colleague uses)
- 17. Safe harbour? Turningpoint Grademark Blackboard E-Portfolio flickr photo by Kirsty McWhirter http://flickr.com/photos/krustysplodge/898377791 shared under a Creative Commons (BY-NC-ND) license
- 18. Or open sea? YouTube Twitter Facebook Plus many more… flickr photo by Jocey K http://flickr.com/photos/joceykinghorn/14111335645 shared under a Creative Commons (BY-SA) license flickr photo by Defence Images http://flickr.com/photos/defenceimages/8675799490 shared under a Creative Commons (BY-SA) license
- 19. Evidence: Has it been done before? E-learning is a dynamic that has been both complex and ever-changing, so to measure how effective it has been in itself is a challenge. Du Boulay,Coultas & Luckin 2008 flickr photo by throgers http://flickr.com/photos/throgers/8525329277 shared under a Creative Commons (BY-NC-ND) license
- 20. Where to look? flickr photo by lachicadelfagot http://flickr.com/photos/galabassoon/5709127511 shared under a Creative Commons (BY-NC-ND) license
- 21. Research is asking the wrong questions (Selwyn 2011) We need to harness the opportunities available to improve education (Weller 2011) Problem with waiting for data to determine decisions (Weller 2011) Weller (2011) argues that we need to be aware of the direction of travel, not the absolute percentages at any given time (p27)
- 22. What do you think? Should we be waiting for the data to determine decisions? Or should we be aware of the direction of travel and proceed accordingly?
- 23. Recommended texts to help you: Garrison, R. & Vaughan, N. 2008 Blended Learning in HE Wiley. San Francisco Kent, M. and Leaver, T. 2014. An education in Facebook? New York: Routledge. Palloff, R. & Pratt, K. 2013 Lessons from the virtual classroom: the realities of online teaching Jossey-Bass. San Francisco Salmon, G.,2013 E-tivities Routledge, London I shall also create a list of Jisc publications in Blackboard flickr photo by Tomas Sobek http://flickr.com/photos/tomas_sobek/13005774895 shared under a Creative Commons (BY) license
- 24. flickr photo by sachman75 http://flickr.com/photos/sacharules/2523 723199 shared under a Creative Commons (BY-NC-ND) license
- 25. Scenarios (use any devices and/or LTTO videos to help or inspire you) In your group please: 1. Read the scenario 2. Agree on a suitable response 3. Try to address each question 4. Prepare a response to the whole group
- 26. How will you know you’ve been effective?
- 27. References • Pickering, J. (2015) How to start using technology in your teaching HEA: York available at https://www.heacademy.ac.uk/sites/defaul t/files/how_to_start_using_technology_in_y our_teaching.pdf • Selwyn, N (2011) Education and Technology: Key Issues and Debates Bloomsbury, London • Weller, M (2011) The Digital Scholar Bloomsbury, London
Editor's Notes
- Key drivers are not always based on evidence or research – they are more about the potential that technology can bring – recall the comments in the opening part of the video ‘why is online teaching important?’
- 1997 Dearing Recommendation 41 We recommend that all higher education institutions in the UK should have in place overarching communications and information strategies by 1999/2000.67. The UK already enjoys a good information technology infrastructure, and we make recommendations about how this might be completed and maintained. The main challenge for the future is to harness that infrastructure, together with high quality materials and good management, to meet the needs of students and others. 68. The use of new technologies for learning and teaching is still at a developmental stage but we expect that students will soon need their own portable computers as a means of access to information and for learning via a network. We are also aware that students will need access to high quality networked desktop computers that permit the use of the latest multi-media teaching materials and other applications. Recommendation 46 We recommend that by 2000/01 higher education institutions should ensure that all students have open access to a Networked Desktop Computer, and expect that by 2005/06 all students will be required to have access to their own portable computer. NSS - I have been encouraged to use technology to enhance my learning Newcastle University Learning and Teaching Strategy that says the University will #Encouraging students to develop their digital literacy, to take advantage of opportunities for technology-enhanced learning and to make effective use of digital technologies, in order to support learning, achievement and employability’ UKPSF - Evidencing Core Knowledge 4: The use and value of appropriate learning technologies Evidence needs to demonstrate how and why specific technologies, of all types and ages are used appropriately to support learning. Evidence will address what the learning and teaching needs are and why particular technology is used to address them. Evidence is likely to be linked to other areas of Core Knowledge, for example; how and why technology is used within a specific discipline, professional or vocational areas; for specific groups of learners; in specific learning contexts or environments. European Commission Neelie Kroes, vice-president of the European Commission and commissioner for the digital agenda, said with the world becoming digitalized at "a breathtaking rate", it is crucial to prepare people for the workplaces of tomorrow. - See more at: http://www.hrmagazine.co.uk/hro/news/1143641/education-failing-people-digital-skills#sthash.qxZ3ZrdB.dpuf House of Lords digital skills committee reported that …. Digital is everywhere, with digital skills now seen as vital life skills. It’s obvious, however, that we’re not learning the right skills to meet our future needs Times Higher (2015) http://www.timeshighereducation.co.uk/news/digital-skills-crisis-looming-peers-warn/2018572.article
- Think back to some of the benefits referred to in the video: Flexiblity Interdisciplinary Easy to share information Communities of common interest
- Public blog activity was designed to allow for mentoring through alumni, promote reflection in learning and foster a sense of community For the reflective blog using the e-portfolio system this was introduced to allow students the time to make connections between their skills and skills required for current/future learning and employability.
- Findings from the NUS/HSBC Students experience report in 2010 indicate that using IT for studies more frequently does not necessarily lead to an increase in student satisfaction. It also indicates that students do not always feel that integrating IT into studies is beneficial. As 75% of students believe that IT should not be further integrated into their studies, it perhaps suggests that the optimum IT integration has already been reached (if not exceeded), and therefore that further IT integration may well decrease student satisfaction. Students were also asked which facilities that they don’t use at the moment should be more integrated into their studies, and the most popular facilities were web forums (27%) and submitting assignments electronically (20%)