Technology Enhanced Training

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  • Technology Enhanced Training

    1. 1. Alex Hardman (www.twitter.com/actualal)<br />Technology Enabled Training<br />Alex Hardman<br />
    2. 2. Alex Hardman (www.twitter.com/actualal)<br />Technology Enabled Training<br />Alex Hardman<br />Dr Judith Williams<br />Dr Emma Gillaspy<br />
    3. 3. Aim<br />To help you to explore how you can use technology in your training<br />
    4. 4. No Magic Bullets<br />Image source: http://tinyurl.com/ko5kpw<br />
    5. 5. About us<br />Alex<br />Emma<br />Judy<br />
    6. 6. About Me<br />Alex<br />
    7. 7. About you<br />
    8. 8. Expectations<br />(To be added after exercise)<br />
    9. 9. Objectives<br />Identify and categorise the activities that you do in your training<br />Consider different ways that technology could be incorporated into training<br />Practice using some technologies that could be applied in your training<br />Evaluate the technologies in a training context<br />
    10. 10. www.tech4training.blogspot.com<br />
    11. 11. In what ways can technology be incorporated into training?<br />
    12. 12. Image source: http://www.flickr.com/photos/mdezemery/457694256/<br />
    13. 13. Augmented<br />Image source: http://www.flickr.com/photos/mdezemery/457694256/<br />
    14. 14. Augmented<br />Blended<br />Image source: http://www.flickr.com/photos/mdezemery/457694256/<br />
    15. 15. Augmented<br />Blended<br />Online<br />Image source: http://www.flickr.com/photos/mdezemery/457694256/<br />
    16. 16. 1)<br />2)<br />1) http://www.flickr.com/photos/randihausken/2881856339/<br />2) http://www.flickr.com/photos/munstisue/1532777297/<br />
    17. 17. 1)<br />Augmented<br />Blended<br />Online<br />Image source: http://www.flickr.com/photos/mdezemery/457694256/<br />
    18. 18. We can categorise the types of activities that we use in our training<br />Image source: http://www.andrewroop.com/images/filing_cabinet.jpg<br />
    19. 19. We can categorise the types of activities that we use in our training<br />Discussion<br />Dissemination<br />Activities<br />Assessment/ QA<br />Others? – Administration? Marketing?<br />Image source: http://www.andrewroop.com/images/filing_cabinet.jpg<br />
    20. 20. Activity – Think-Pair-Share<br />Think of all the activities that you do as part of your training. Add them to a category in the worksheet<br />Share with the person next to you<br />Share with the wider group<br />
    21. 21. Activities<br />(To be added after exercise)<br />
    22. 22. NEWS FLASH<br />
    23. 23. Technologies change the way we do things and provide new opportunities/ challenges<br />
    24. 24. Mechanical Age<br />Technologies change how we do things<br />
    25. 25. Mechanical Age<br />Electronic Age<br />Technologies change how we do things<br />
    26. 26. Mechanical Age<br />Electronic Age<br />Digital Age<br />Technologies change how we do things<br />
    27. 27. Show of hands: who identified dissemination activities in the….<br />Mechanical Age<br />Electronic Age<br />Digital Age<br />Dissemination<br />
    28. 28. Show of hands: who identified discussion activities in the….<br />Mechanical Age<br />Electronic Age<br />Digital Age<br />Discussion<br />
    29. 29. Show of hands: who identified ‘active’ activities in the….<br />Mechanical Age<br />Electronic Age<br />Digital Age<br />Activities<br />
    30. 30. Show of hands: who identified assessment/ QA activities in the….<br />Mechanical Age<br />Electronic Age<br />Digital Age<br />Assessment/ QA<br />
    31. 31. Part 2 – Time to roll up your sleeves…<br />1)<br />
    32. 32. Username: tech4trainers<br />Password: trainers4tech<br />
    33. 33. Participatory Pedagogy<br />The greatest value of social computing in teaching and training is its ability to support a movement away from education as delivery of knowledge toward education as critical, collaborative inquiry - a student-centric pedagogy that engages students in actively constructing knowledge together, rather than passively absorbing it from texts, lectures, and discussions <br />

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