Sera2010

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  • Each session has three parts.
    Everyone does the green at home.
    Most students do the orange at home – but a few are invited to come into college to work individually and in small groups with the tutor in attendance.
    Everyone attends college for the final part of the session (blue).
  • Sera2010

    1. 1. A TDA Technology in Learning & Teaching project Migrating to Blended Learning. A Small-Scale Research Study of an ICT Course for Trainee Teachers. John Lodge & Miles Berry, Roehampton University PHOTO CREDIT: http://www.flickr.com/photos/jiscinfonet/447054638/sizes/o/in/photostream/
    2. 2. Solving a Teaching Problem Designing a Solution Early Outcomes Second Iteration Studying Outcomes PHOTO CREDIT: http://www.flickr.com/photos/jnswanson/2727438155/sizes/l/in/photostream/
    3. 3. PHOTO CREDIT: http://www.flickr.com/photos/foreignoffice/3272621047/sizes/m/in/photostream/ Solving a Teaching Problem The course & the students The problem Possible solutions
    4. 4. PHOTO CREDIT: http://www.flickr.com/photos/naturewise/4330389503/sizes/l/in/photostream/ Designing a solution Restructuring the course delivery Looking to the literature Course design
    5. 5. PHOTO CREDIThttp://www.flickr.com/photos/zooboing/4390566099/sizes/o/in/photostream/ Early outcomes Satisfactory course completions. Increased amount of written reflection. Tutors found it difficult to provide sufficient feedback. Technical difficulties experienced.
    6. 6. PHOTO CREDIThttp://www.flickr.com/photos/zooboing/4390566099/sizes/o/in/photostream/ Early outcomes Satisfactory course completions. Increased amount of written reflection. Tutors found it difficult to provide sufficient feedback. Technical difficulties experienced.
    7. 7. PHOTO CREDIT: http://www.flickr.com/photos/brandondoran/4683521822/sizes/z/in/photostream/ Second iteration Conceptual framework New degree – new challenges Design of online BlogFolio system
    8. 8. PHOTO CREDIT: http://www.flickr.com/photos/philliecasablanca/3281248210/sizes/z/in/photostream/ Studying outcomes Focus on . . . Methodology Reporting to TTRB
    9. 9. PHOTO CREDIT: http://www.flickr.com/photos/foreignoffice/3272621047/sizes/m/in/photostream/ ICT capability 1 – Little or no experience 2 – Some experience 3 – Very confident
    10. 10. PHOTO CREDIT: http://www.flickr.com/photos/foreignoffice/3272621047/sizes/m/in/photostream/ Social networking experience
    11. 11. PHOTO CREDIT: http://www.flickr.com/photos/foreignoffice/3272621047/sizes/m/in/photostream/ Preferred strategies for learning ICT
    12. 12. PHOTO CREDIT: http://www.flickr.com/photos/foreignoffice/3272621047/sizes/m/in/photostream/ What is this?
    13. 13. PHOTO CREDIT: http://www.flickr.com/photos/foreignoffice/3272621047/sizes/m/in/photostream/ Literature Beale, R. (2007) ‘Blogs, reflective practice and student-centred learning’, BCS HCI Conference Proceedings, Lancaster Chan, K. & Ridgway, J. (2006) Students’perceptions of using blogs as a tool for reflection and communication, ALT-C Hramiak, A., Boulton, H & Irwin, B. (2010) ‘Trainee teachers’ use of blogs as private reflections for professional development, Learning, Media & Technology, 34:3, 259-269 Kerrawalla, L et al. (2008) An empirically grounded framework to guide blogging in higher education, JCAL 25: 31-42
    14. 14. E-learning component Lecture component Evidence & reflections Evidence & reflections ICT session structure Preparatory activity Independent practical work Lecture time

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