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Enhancing learning through innovative technologies: observations from UCS & beyond

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Enhancing learning through innovative technologies: observations from UCS & beyond

  1. 1. Enhancing learning through innovative technologies: observations from UCS & beyond EBI: 1 st March, 2011 Andy Ramsden E-Learning Development Manager University Campus Suffolk http://andyramsden.wordpress.com [email_address] elevateucs andyramsden URL
  2. 2. the aims <ul><li>how can technologies be effectively used to enhance the learning experience of face to face teaching? </li></ul><ul><li>how to develop an active e-learning community? </li></ul><ul><li>how can we share good practice? </li></ul><ul><li>what methods might we employ to evaluate e-learning? </li></ul>
  3. 3. the elephant in the room <ul><li>Why in UK HE do we continually fail with respect to learning technologies, to move from initiation, to implementation to institutionalisation? </li></ul>initiation implementation Institutionalisation Accumulative Percentage time Estimated in UK HE as 5 years from initiation to institutionalisation
  4. 4. the elevate team: what do we do? <ul><li>The Elevate Team work closely with staff and students to encourage, enable and evaluate the use of technology in learning and teaching at the University Campus Suffolk. In particular, to; </li></ul><ul><li>Help staff to integrate innovative technologies to enhance their teaching programmes </li></ul><ul><li>Share innovation and good practice through facilitating an active community </li></ul><ul><li>Evaluate the impact of enhancements on the student learning experience </li></ul><ul><li>Develop and pilot ways to enhance and develop learning through innovative technologies </li></ul>Existing students Current technologies New students Current technologies Existing students New technologies New students New technologies <ul><li>Blackboard (VLE) </li></ul><ul><li>E-Stream (off air) </li></ul><ul><li>FormRetiurn (OMR) </li></ul><ul><li>QR Code Generator </li></ul><ul><li>Turningpoimt </li></ul><ul><li>Blogs </li></ul><ul><li>Mahara (ePortfolio) </li></ul><ul><li>Augmented Reality </li></ul><ul><li>Skype </li></ul><ul><li>Twitter </li></ul><ul><li>DIIGO </li></ul>
  5. 5. the elevate team: our learners In numbers … when I started …. 300 odd staff 6 institutions in network 3 members in team 0 structured staff development programme (a few ad hoc workshops, 1-2-1’s and How to Guides) Self directed learners (independent) Technically confident Effective learning designers X X X X X X X X X X X
  6. 6. Clickers (ars): an agent for change <ul><li>how can technologies be effectively used to enhance the learning experience of face to face teaching? </li></ul><ul><li>how to develop an active e-learning community? </li></ul><ul><li>how can we share good practice? </li></ul><ul><li>what methods might we employ to evaluate e-learning? </li></ul>
  7. 7. Why use audience response systems? <ul><ul><li>Nicol & McFarlane-Dick (2006): Formative assessment and self-regulated learning: A model and seven principles of good feedback practice. </li></ul></ul><ul><ul><ul><li>(http://tltt.strath.ac.uk/REAP/public/Resources/DN_SHE_Final.pdf) </li></ul></ul></ul><ul><ul><li>National Student Survey – Feedback and Assessment </li></ul></ul><ul><ul><li>Part of face to face teaching strategy for more effective learning in classroom teaching </li></ul></ul>time
  8. 8. key messages of our staff dev programme <ul><ul><li>Design questions to [promote class] discussion not to resolve </li></ul></ul><ul><ul><li>http://www.psy.gla.ac.uk/~steve/ilig/qpurpose.html </li></ul></ul><ul><ul><li>Base the narrative around named people </li></ul></ul><ul><ul><li>Evidence success and failure for all types of staff </li></ul></ul><ul><ul><li>Sign post technical support (not provided by elevate) </li></ul></ul>
  9. 9. Computer Science: University of Bath <ul><li>Peer Instruction Approach (Mazur Sequence) </li></ul><ul><li>Concept question posed. </li></ul><ul><li>Individual Thinking : students given time to think individually (1-2 minutes). </li></ul><ul><li>[voting] Students provide individual responses. </li></ul><ul><li>Students receive feedback -- poll of responses presented as histogram display. </li></ul><ul><li>Small group Discussion : students instructed to convince their neighbours that they have the right answer. </li></ul><ul><li>Retesting of same concept. [voting] Students provide individual responses (revised answer). </li></ul><ul><li>Students receive feedback -- poll of responses presented as histogram display. </li></ul><ul><li>Lecturer summarises and explains &quot;correct&quot; response. </li></ul><ul><li>http://www.psy.gla.ac.uk/~steve/ilig/qpurpose.html </li></ul>Cliffe et al., (2010): Using EVS and ResponseWare to Enhance Student Learning and Learning Experience - http://opus.bath.ac.uk/18958/
  10. 10. Sorting out who is what <ul><li>A is South Korea; B is Kenya; C is Canada </li></ul><ul><li>A is Sri Lanka; B is Germany; C is Thailand </li></ul><ul><li>A is Sri Lanka; B is Thailand; C is Sweden </li></ul><ul><li>A is Nanibia; B is Portugal; C is Botswana </li></ul>Look at the following table and indicate which countries' statistics are being reported in rows A, B and C . GNP per capita 1991 ($ USA) Growth rate of GNP per capita p.a. 1980-91 Population growth rate 1980-91 Structures of total employment 1980-85 (percentages) Agriculture Industry Services A 500 2,5% 1,5% 51 20 29 B 1570 5,8% 1,6% 74 8 8 S.Africa. 2560 0,7% 2,5% 17 36 36 C 25110 1,7% 0,3% 6 32 32
  11. 11. Designing in higher order skills In order to answer this question, students must be able to recall the relative economic rankings of various countries (KNOWLEDGE) and understand the basis for such a ranking (COMPREHENSION). They must be able to apply these concepts when information is supplied to them (APPLICATION), and they must be able to ANALYZE the given information in order to answer the question. The correct answer is 3. (A is Sri Lanka, B is Thailand, C is Sweden) Class-wide Discussion Approach (Dufresne Sequence) 1. Concept question posed. 2. Small group discussion: small groups discuss the concept question (3-5 mins). 3. [voting] Students provide individual or group responses. 4. Students receive feedback -- poll of responses presented as histogram display. 5. Class-wide discussion: students explain their answers and listen to the explanations of others (facilitated by tutor). 6. Lecturer summarises and explains &quot;correct&quot; response. http://www.psy.gla.ac.uk/~steve/ilig/qpurpose.html
  12. 12. Our approach: The community of practice A community of practice is, … a group of people who share an interest, a craft, and/or a profession. The group can evolve naturally because of the members' common interest in a particular domain or area, or it can be created specifically with the goal of gaining knowledge related to their field. It is through the process of sharing information and experiences with the group that the members learn from each other, and have an opportunity to develop themselves (Lave & Wenger 1991).
  13. 13. In practical terms
  14. 14. why? Initiation to implementation (1) Collis et al., 4 E’s Model.
  15. 15. why? Initiation to implementation (2) Collis et al., 4 E’s Model. <ul><li>Staff development programme </li></ul><ul><ul><li>Face to face </li></ul></ul><ul><ul><li>Online </li></ul></ul><ul><li>Staff support programme </li></ul><ul><ul><li>FAQs </li></ul></ul><ul><ul><li>How to guides </li></ul></ul><ul><li>Practical assistance </li></ul><ul><ul><li>accreditation / DSR </li></ul></ul><ul><ul><li>team approach – design & evaluators </li></ul></ul><ul><li>Reward / motivation </li></ul><ul><ul><li>CMALT </li></ul></ul><ul><ul><li>CPD (ILTS) </li></ul></ul><ul><ul><li>External projects </li></ul></ul>
  16. 16. What if your CoP is too small?
  17. 17. Who owns it? The findings suggest the use of Blackboard by staff at UCS is as an online admin support model. This implies, it is as a repository for electronic information as the focus of the teaching and learning takes place in the classroom. The online material in Blackboard is likely to include; administrative information (such as course announcements, contact information, and calendar dates), the course handbook, readings, teaching material (presentation), and submission of assignments (formative and summative). In terms of the quality of the learning experience, it can be suggested that if the student did not access the course and only attended the face to face events and was provided a printed handbook their learning experience would not be significantly effected. This is because the learning activities, and assessment and feedback are undertaken in the face to face environment, and could be supported through the module / unit handbook. <ul><li>Devolution of tasks </li></ul><ul><li>Advisory group </li></ul><ul><li>Annual development plan </li></ul>http://wolseyweb.ucs.ac.uk/blogs/elevate/?p=483
  18. 18. Thanks, questions elevateucs andyramsden <ul><li>Covered </li></ul><ul><li>how can technologies be effectively used to enhance the learning experience of face to face teaching? </li></ul><ul><li>how to develop an active e-learning community? </li></ul><ul><li>how can we share good practice? </li></ul><ul><li>what methods might we employ to evaluate e-learning? </li></ul>

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