eLearning Pedagogy and Practice

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This is a presentation that I gave to education students at Ningbo Polytechnic. The pedagogical perspective relates to the three core Moodle functional areas - delivering content, collaboration & communication, and delivering assessments.

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eLearning Pedagogy and Practice

  1. 1. eLearning Pedagogy and Practice Dr. Iain Doherty Associate ProfessorDirector eLearning Pedagogical Support UnitCentre for the Enhancement of Teaching and Learning 14th April 2012
  2. 2. Introduction• About me• Learning led and technology enabled• Aligning technology with teaching• 3 E’s – Engaging students with course content – Engaging students with one another – Engaging students with assessment activities• Concluding remarks 2
  3. 3. About Me• 7 years at The Faculty of Medical and Health Sciences as Director of the Learning Technology Unit• http://www.fmhs.auckland.ac.nz/faculty/ltu/• 3 months as Director of the eLearning Pedagogical Support Unit, Centre for the Enhancement of Teaching and Learning, The University of Hong Kong• http://www.cetl.hku.hk/elearning-pedagogical-support-uni 3
  4. 4. Learning Led and Technology Enabled• Learning led and technology enabled means thinking first of teaching and learning and then about use of technology.• Technologies should be employed in the service of good teaching and learning.• Start with a perceived challenge or an opportunity to be realized and think about how the use of technology can help to meet the challenge / help to realize the opportunity. 4
  5. 5. Aligning Teaching with Technologies 5
  6. 6. Aligning Teaching with Technologies• Technologies used to help students to achieve the intended learning outcomes.• Technologies used to enhance / enrich the teaching and learning activities.• Technologies used to enhance / enrich the assessment activities.• Technologies used to increase students digital literacy• Technologies used to develop e.g. collaboration skills 6
  7. 7. Engaging Students with Course Content• Resources include not only content (digital media) but also the tools that students will use when working on a particular activity.• When integrating digital media in your teaching, consider that students should learn WITH not just learning FROM digital media. This means that learning activities must be authentic. 7
  8. 8. Engaging Students with Course Content• Here are some specific roles that resources play in learning: – Generic information (e.g., case story, contextual information for inquiry, technical data); – Content knowledge information (e.g., notes, presentations, a journal article); – Cognitive tools (e.g., a model of a concept, a simulation); and – Analytical tools (e.g., a special purpose calculator) 8
  9. 9. Engaging Students with Course Content• There are many functions in Moodle that can be employed as part of a strategy to engage students with course content: – Documents – Images – Audio files – Video files – Simulations – Interactive learning objects 9
  10. 10. Engaging Students With One Another• When students engage with one another in learning activities they are exposed to multiple perspectives.• This expands and enriches the learning experience.• Engaging with other students also helps students to learn additional skills such as how to work in a group, how to manage task allocations and how to negotiate outcomes and how to 10
  11. 11. Engaging Students With One Another• There are many functions in Moodle that can be employed as part of a strategy to engage students with one another: – Blogs – Wikis – Forums – Chat – Workshops 11
  12. 12. Engaging Students with AssessmentActivities• From a teaching perspective assessment is always important because it is assessment that provides a measure of whether or not students have achieved the intended learning outcomes for any particular course. From a student perspective assessment is important because any particular assessment determines whether or not the student is successful in the course. 12
  13. 13. Engaging Students with AssessmentActivities• However, assessment can also function in other ways. For example, formative assessment carried out during a course can be used to provide students with an indication of their progress in the course. Formative assessment also provides teachers with an opportunity to provide constructive feedback. Conceptually it is interesting to think in terms of formative "feed-forward". That is, the purpose of providing students with a perspective on their learning is to help them improve in the future. 13
  14. 14. Engaging Students with AssessmentActivities• There are many functions in Moodle that can be employed as part of a strategy to engage students with assessment activities: – Quizzes – Uploads – Advanced Uploads – Forums – Wikis 14
  15. 15. Concluding Remarks• When teaching and learning come first Moodle is a powerful tool that can be employed to engage students with course content, with one another and with assessment activities.• When this happens Moodle can be used to realize teaching opportunities / overcome challenges in teaching and learning. 15

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