Technology Enhanced Learning
(TEL)
Cranfield University
June 2014
OCSLD
Indicative Agenda
• 0930 Introduction
• 1000 Identify a short learning activity
• 1030 Coffee
• 1045 Identify available TE...
introduction
0930
Aims
Propose solutions to common problems such as:
•Students living off site need extra support between
modules and have d...
Cranfield TEL
Outcomes for today’s session
• Plan, produce and distribute a short learning activity in your
discipline using academic mu...
Baseline
• Technology
– Computer aided collaborative learning: distributed
collaboration
– Online
– Academic multimedia
• ...
Underpinnings
• Activity, we do or make things in groups, using tools, with
acceptable practices (criteria) and different ...
Wider aims: good practice
• encourage student-tutor contact
• encourage student-student co-operation
• encourage active le...
Kolb’s Learning Cycle
Bloom + Kolb
knowledge
comprehension
application
synthesis
evaluation
ATHERTON J S (2005) Learning and Teaching: Bloom's t...
identify the learning activity
1000
OCSLD
The task
• Identify a short learning activity relevant to
your current teaching practice and discipline
that could be enha...
Scope
• What do we mean by “short”?
• What do we mean by “two online multimedia
services”?
Proposed activities
Break
1030
Identify available TEL tools
1045
Cranfield TEL
Cranfield tools
Public web-based tools
Public web-based tools
• Slideshare
• Google drive
• YouTube
• …
http://inewsdesign.com/2012/11/26/programming-for-non-geeks-publishing-multimedia-on-the-web/
Examples FSLT & TOOC
First steps into learning and
teaching in higher education
Teaching online open
course
Select tools for use
1115
Selection criteria
• Accessibility
• Ease of use
• …
Detailed activity planning
1130
Lunch
1200
Develop the components of the
activity
1230
Integrate elements and prepare
presentation
1315
Presentations
1345
Evaluate the activities
1430
Underpinnings
• Activity, we do or make things in groups, using tools, with
acceptable practices (criteria) and different ...
Wider aims: good practice
• encourage student-tutor contact
• encourage student-student co-operation
• encourage active le...
Close
1500
Thank you
Dr George Roberts
Senior Lecturer
Educational Development
groberts@brookes.ac.uk
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Technology Enhanced Learning Workshop

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A slide set supporting a workshop on Technology Enhanced Learning (TEL) for Cranfield University

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  • Today we’re going to be trying to find some middle ground between what I think is a rather idealistic systematic approach, and the v. teacher centred traditional ideas about course design. I think few teachers have the opportunity to design courses from scratch in an ideal and wholly systematic way. Usually a course already exists and is being adapted and there are a whole range of local constraints and conventions which limit what it is possible to do.
    For me, the middle ground is something we call the ‘outcomes –based approach’ and it’s basically looking at the first two of steps of the systematic approach in some detail (learning outcomes and selecting & organising content) and letting the remaining steps emerge out of that.
    As we walk through these first steps in the process of planning, it helps if you have a course in mind as we go through. Perhaps something that needs redesigning or something you would love to do sometime, somewhere.
    After coffee, I will run an activity to encourage you to think creatively about course design and apply what we’ve done here first. Remember that within this room this afternoon you can be as creative and imaginative as you like.
  • 4 parts of learning process.
    having an experience
    reviewing the experience
    concluding from the experience
    planning the next steps
    Involves both theory and practice e.g. lectures and labs
    thinking: about theory or event which has been/might be experiences
    planning: how to test out explanations and prepare to learn from future actions
    experiencing - not same as doing - involves noticing what is taking place
    reflecting - being descriptive of what took place, reflecting on its meaning
    So, learning opportunities will be wasted if ..
    have no theoretical basis on which to make sense of experiences
    do not digest or plan but simply carry out instructions of others
  • The level needs to be clear from the learning outcomes (basic/complex) as well as the situation (under close supervision or working independently) and how the work is generated (working on presented problems, creating own area of investigation).
    What words are missing from Bloom’s list?
    ‘understand’, ‘appreciate’ because they are not be directly assessable.
    Bloom provides unambiguous, active verbs e.g. explain, describe, formulate, apply.
    learning outcomes are written at pass level
    Learning outcomes should not be a wish list –what the ideal student might achieve – but rather the behaviour which might be reasonably expected of a student at the point of summative assessment on a unit - otherwise it is an aim.
    If learning outcomes are used to describe what a student must do to just pass, there is masses of room left in terms of quality 'above the learning outcome' to describe or anticipate divergent or creative approaches
    to learning.
    KNOWLEDGE – the remembering of previously learned material
    COMPREHENSION – the ability to grasp the meaning of the material
    APPLICATION – the ability to use learned material in new situations
    ANALYSIS – the ability to identify parts, recognise organisational/structural principles
    SYNTHESIS – the ability to put parts together to form a new whole
    EVALUATION – ability to judge the value of the material.
  • Content often appears as a list of topics/syllabus, possibly designed by someone else and given to you. You do have a choice in how you organise it, what you emphasise and the way you convey it to students.
    A clearly modelled course structure helps students to organise their thinking and to plan their learning.
  • Technology Enhanced Learning Workshop

    1. 1. Technology Enhanced Learning (TEL) Cranfield University June 2014 OCSLD
    2. 2. Indicative Agenda • 0930 Introduction • 1000 Identify a short learning activity • 1030 Coffee • 1045 Identify available TEL tools • 1115 Select appropriate TEL tools • 1130 Detailed activity planning • 1200 Lunch • 1230 Develop the components of the activity • 1315 Integrate elements; prepare presentation • 1345 Presentations • 1430 Evaluate the activities
    3. 3. introduction 0930
    4. 4. Aims Propose solutions to common problems such as: •Students living off site need extra support between modules and have difficulty getting to campus •Students who have English as an additional language may want additional opportunities to hear sessions delivered early in the course •Students would like to attend a research seminar which clashes with a teaching session •Students want more opportunities to receive formative feedback
    5. 5. Cranfield TEL
    6. 6. Outcomes for today’s session • Plan, produce and distribute a short learning activity in your discipline using academic multimedia and readily available ICT (smart phones, tablet computers, etc) • Identify readily available Web-based tools - particularly those used by your university - for multimedia production, distribution and collaboration and evaluate their utility for the creation and implementation of learning activities • Explore opportunities for integrating data and applications from more than one web service to create a unified teaching resource • Select a variety of approaches for teaching and student support to cater for different learning styles and a diverse student cohort
    7. 7. Baseline • Technology – Computer aided collaborative learning: distributed collaboration – Online – Academic multimedia • Enhanced – Criteria? • Learning – Reprise
    8. 8. Underpinnings • Activity, we do or make things in groups, using tools, with acceptable practices (criteria) and different roles • Experience, self-evaluative, practitioner-centered, pragmatic - what works - drawing on your own and your students’ experience • Dialogue, we talk synchronously and asynchronously with people • Reflection, brings experience into scholarly evidence through four professional "lenses": self, students, colleagues, the literature • Participatation, tutors engage as and with learners • Community, disciplines, institutions, others, work, the world and society • Outcomes, curriculum and aims, externally approved and may contribute towards professional recognition.
    9. 9. Wider aims: good practice • encourage student-tutor contact • encourage student-student co-operation • encourage active learning • give prompt feedback • emphasise time on task • have and communicate high expectations • respect diverse talents and ways of learning (Chickering & Gamson, 1987) independent of the mode of engagement
    10. 10. Kolb’s Learning Cycle
    11. 11. Bloom + Kolb knowledge comprehension application synthesis evaluation ATHERTON J S (2005) Learning and Teaching: Bloom's taxonomy [On-line] UK: Available: http://www.learningandteaching.info/learning/bloomtax.htm Accessed: 11 June 2007 analysis
    12. 12. identify the learning activity 1000 OCSLD
    13. 13. The task • Identify a short learning activity relevant to your current teaching practice and discipline that could be enhanced through the use of at least two online multimedia services • Write at least one well-formed intended learning outcome for the activity
    14. 14. Scope • What do we mean by “short”? • What do we mean by “two online multimedia services”?
    15. 15. Proposed activities
    16. 16. Break 1030
    17. 17. Identify available TEL tools 1045
    18. 18. Cranfield TEL
    19. 19. Cranfield tools
    20. 20. Public web-based tools
    21. 21. Public web-based tools • Slideshare • Google drive • YouTube • …
    22. 22. http://inewsdesign.com/2012/11/26/programming-for-non-geeks-publishing-multimedia-on-the-web/
    23. 23. Examples FSLT & TOOC First steps into learning and teaching in higher education Teaching online open course
    24. 24. Select tools for use 1115
    25. 25. Selection criteria • Accessibility • Ease of use • …
    26. 26. Detailed activity planning 1130
    27. 27. Lunch 1200
    28. 28. Develop the components of the activity 1230
    29. 29. Integrate elements and prepare presentation 1315
    30. 30. Presentations 1345
    31. 31. Evaluate the activities 1430
    32. 32. Underpinnings • Activity, we do or make things in groups, using tools, with acceptable practices (criteria) and different roles • Experience, self-evaluative, practitioner-centered, pragmatic - what works - drawing on your own and your students’ experience • Dialogue, we talk synchronously and asynchronously with people • Reflection, brings experience into scholarly evidence through four professional "lenses": self, students, colleagues, the literature • Participatation, tutors engage as and with learners • Community, disciplines, institutions, others, work, the world and society • Outcomes, curriculum and aims, externally approved and may contribute towards professional recognition.
    33. 33. Wider aims: good practice • encourage student-tutor contact • encourage student-student co-operation • encourage active learning • give prompt feedback • emphasise time on task • have and communicate high expectations • respect diverse talents and ways of learning (Chickering & Ehrman, 1987) independent of the mode of engagement
    34. 34. Close 1500
    35. 35. Thank you Dr George Roberts Senior Lecturer Educational Development groberts@brookes.ac.uk

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