1. Technology Enhanced Learning Activities
for Deep Learning
Elaine Tan, LTT
http://www.flickr.com/photos/travellingrunes/with/3012916770/

2. http://www.flickr.com/photos/7502393@N04/

3. http://www.flickr.com/photos/roland/

4. Deep Surface
Focus is on “what is signified” Focus is on the “signs” (or on the learning
as a signifier of something else)
Relates previous knowledge to new
knowledge
Focus on unrelated parts of the task
Relates knowledge from different courses Information for assessment is simply
memorised
Relates theoretical ideas to everyday
experience
Facts and concepts are associated
unreflectively
Relates and distinguishes evidence and
argument
Principles are not distinguished from
examples
Organises and structures content into
coherent whole
Task is treated as an external imposition
Emphasis is internal, from within the
student
Emphasis is external, from demands of
assessment
Based on Ramsden 1988

5. http://www.flickr.com/photos/bradhoc/
Low tech face to face

6. Activities

7. Your students?
http://www.flickr.com/photos/remysharp/
Active Passive

8. Where do they sit?

9. Deep Surface
Focus is on “what is signified” Focus is on the “signs” (or on the learning
as a signifier of something else)
Relates previous knowledge to new
knowledge
Focus on unrelated parts of the task
Relates knowledge from different courses Information for assessment is simply
memorised
Relates theoretical ideas to everyday
experience
Facts and concepts are associated
unreflectively
Relates and distinguishes evidence and
argument
Principles are not distinguished from
examples
Organises and structures content into
coherent whole
Task is treated as an external imposition
Emphasis is internal, from within the
student
Emphasis is external, from demands of
assessment
Based on Ramsden 1988

10. Toolkit
http://www.flickr.com/photos/neilt/
Activity Tool
Reflection Discussion board
Blog
Journal
Twitter
Collaboration Wiki
Blog
Social Networking
Discussion board
Whiteboards
Socialisation Discussion boards
Social tools (internal and external)
Discovery Online resources (websites)
Learning Materials (reading lists)
Interaction with other participants
Integration Online assessments
Blogs
Voting Handsets
Wiki
Evaluation Online Assessments
Plagiarism Detection
Voting Systems
Peer review
Expression Online Presentations
Blogs
Discussion Boards
Online Assessments

11. Constructive Alignment
• Why are we proposing to put the module on at all? (purposes or
aims)
• What are our students supposed to know, think, and to be able to
do as a result of successfully completing the module? (intended
learning outcomes)
• In order for our students to attain those outcomes, what do they
need to learn?
• How can our students best be enabled to attain those outcomes?
• What resources are needed to support students to attain those
outcomes?
• How can we establish whether they have attained those outcomes
and to what level?

12. Additional Questions
1. Why is the tool the correct choice? Affordances?
2. What benefit is achieved by putting this activity
online?
3. What interactions or reflections are you hoping
to elicit?

13. Where do they sit?

14. Planning
http://www.flickr.com/photos/bohman/
Planning

15. Hands on
http://www.flickr.com/photos/24oranges/

16. http://www.flickr.com/photos/ajc1/