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Mapping a Journey<br />Narrating the Transformation of a ‘Research Methods’ Module at Masters Level<br />Dr Andy Cramp<br />
Terminology is value laden...<br />Distance learning<br />Learning technologies<br />E-learning<br />Online learning<br />...
Background to our case study<br />University directive - revalidation of all Level 7 (M Level) modules<br />Opportunity to...
The ideology of ‘co-construction’ (1) <br />The quality and development of higher order thinking is prepared by the co-con...
The ideology of ‘co-construction’ (2)<br />Askew and Lodge (2000) - the co-constructivist approach as an opportunity for l...
Connectivism (Siemens, 2004)<br />
Why start with Research Methods? (1)<br />
Why start with Research Methods? (2)<br /> <br />Wagner et al (2011): ‘As yet limited attention has been given to developi...
Virtual methods of education present major challenges...<br />
Challenges<br />Laurillard(2002) comments universities capable of adapting to changing environments will understand the im...
We tried to create an influential  internal learning conversation by involving in the design of the module: <br />the Dean...
Paulo Friere and Donald Schon use the notion of  generative words/themes - emotive words that resonate and provide a focus...
Learning conversation outcomes<br />Use University VLE<br />Use the approach of 9 Learning Episodes (LEs)<br />Senior coll...
We soon realised we were talking about our own development more than we were the development of the module<br />
Transformations<br />Double-loop learning occurs when error is detected and corrected in ways that involve the modificatio...
Transformations<br />‘we can digitise materials’<br />  ‘we need to challenge and engage learners online’<br />
Transformations<br />‘Distance Learning is cheaper’<br />‘Open Learning widens participation’<br />
Transformations<br />‘There are some really easy-to-mark online tests we can use’<br />‘Formative assessment can be shared...
Transformations<br />‘Easy for tutors to mark formative tasks’<br />‘Participants can collaborate together on formative ta...
Transformations<br />‘Once participants start talking to one another the tutor won’t need to do much’<br />‘The tutor will...
Transformations<br />‘Tutors can use the VLE to monitor who takes part in clustered activities’<br />‘Tutors  accept that ...
References (1)<br />Argyris, C., & Schön, D. (1978) Organizational learning: A theory of action perspective, Reading, Mass...
References (2)<br />Reusser, K. (2001) ‘Co-constructivism in Educational Theory<br />and Practice’. In N. J. Smelser (Ed),...
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Mapping the journey barcelona pp

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Mapping the journey barcelona pp

  1. 1. Mapping a Journey<br />Narrating the Transformation of a ‘Research Methods’ Module at Masters Level<br />Dr Andy Cramp<br />
  2. 2. Terminology is value laden...<br />Distance learning<br />Learning technologies<br />E-learning<br />Online learning<br />Blended learning <br />Blended e-learning<br />Open learning<br />Digital pedagogies<br />
  3. 3. Background to our case study<br />University directive - revalidation of all Level 7 (M Level) modules<br />Opportunity to rethink our approach to our Masters Education programme<br />Challenge historical delivery methods, rethink ways of working with our students part time working teachers<br />Work with participants completely online for a least one module of the programme<br />
  4. 4. The ideology of ‘co-construction’ (1) <br />The quality and development of higher order thinking is prepared by the co-constructive patterns and distinctive properties of social interaction (Reusser, 2001)<br />Mutual understandings<br />Peer co-operative dialogue<br />Designing effective collaborative learning environments<br />
  5. 5. The ideology of ‘co-construction’ (2)<br />Askew and Lodge (2000) - the co-constructivist approach as an opportunity for learners and teachers to share expertise and experiences within a context of mutual respect. <br />One of the key aspects of co-construction is the development of effective collaborative learning environments. <br />
  6. 6. Connectivism (Siemens, 2004)<br />
  7. 7. Why start with Research Methods? (1)<br />
  8. 8. Why start with Research Methods? (2)<br /> <br />Wagner et al (2011): ‘As yet limited attention has been given to developing the sort of ‘pedagogical culture’ in research methods that is well established in a number of other disciplines (Coombs and Rybacki 1999; Newstead 2009). By pedagogical culture we refer to the exchange of ideas within a climate of systematic debate, investigation and evaluation surrounding all aspects of teaching and learning in the subject.’ (p75)<br />
  9. 9. Virtual methods of education present major challenges...<br />
  10. 10. Challenges<br />Laurillard(2002) comments universities capable of adapting to changing environments will understand the importance of 'an internal learning conversation that allows it to learn from experience, and adapt to its environment' (p215). <br />
  11. 11. We tried to create an influential internal learning conversation by involving in the design of the module: <br />the Dean the of the School of Education (SED)<br />The Associate Dean for teaching and Learning (SED)<br />The Associate Dean for Blended Learning in the <br />Two research active ‘champions’ in the field of digital literacies: eportfolio and Gaming<br />A Professor of Education who leads the Education research centre<br />library staff <br />
  12. 12. Paulo Friere and Donald Schon use the notion of generative words/themes - emotive words that resonate and provide a focus for change:<br />
  13. 13. Learning conversation outcomes<br />Use University VLE<br />Use the approach of 9 Learning Episodes (LEs)<br />Senior colleagues to develop LEs to extend their understanding<br />Same template for each LE –video introduction/activity/annotated reading/links to assessment<br />
  14. 14. We soon realised we were talking about our own development more than we were the development of the module<br />
  15. 15. Transformations<br />Double-loop learning occurs when error is detected and corrected in ways that involve the modification of an organization’s underlying norms, policies and objectives (Argyris and Schön 1978)<br />
  16. 16. Transformations<br />‘we can digitise materials’<br /> ‘we need to challenge and engage learners online’<br />
  17. 17. Transformations<br />‘Distance Learning is cheaper’<br />‘Open Learning widens participation’<br />
  18. 18. Transformations<br />‘There are some really easy-to-mark online tests we can use’<br />‘Formative assessment can be shared online in participant clusters‘<br />
  19. 19. Transformations<br />‘Easy for tutors to mark formative tasks’<br />‘Participants can collaborate together on formative tasks and feedback to each other’<br />
  20. 20. Transformations<br />‘Once participants start talking to one another the tutor won’t need to do much’<br />‘The tutor will need development and training to learn how to develop engaging communities online’<br />
  21. 21. Transformations<br />‘Tutors can use the VLE to monitor who takes part in clustered activities’<br />‘Tutors accept that many behaviours exist online and ‘lurking’ is a natural part of learning online’<br />
  22. 22. References (1)<br />Argyris, C., & Schön, D. (1978) Organizational learning: A theory of action perspective, Reading, Mass: Addison Wesley.<br />Askew, S. and Lodge, C. (2000) 'Gifts, ping-pong and loops – linking feedback and learning' In S. Askew (ed.), Feedback for Learning. London: RoutledgeFalmer<br />Laurillard, D. (2002) Rethinking University Teaching. A conversational framework for the effective use of learning technologies. London: RoutledgeFalmer.<br />
  23. 23. References (2)<br />Reusser, K. (2001) ‘Co-constructivism in Educational Theory<br />and Practice’. In N. J. Smelser (Ed), P. B. Baltes (Ed) International Encyclopedia of the Social & Behavioural Sciences. London: Pergamon<br />Siemens, G (2004) Connectivism: A Learning Theory for the Digital Age. http://www.elearnspace.org/Articles/connectivism.htm<br />Wagner, Claire ; Garner, Mark; Kawulich, Barbara (2011) 'The state of the art of teaching research methods in the social sciences: towards a pedagogical culture', Studies in Higher Education, 36: 1, 75-88<br />

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