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Connections between
theory and practice:
rhizomatic teaching with digital
technologies
Louise Drumm
Glasgow Caledonian Uni...
Research question:
What role does theory play in university
teaching with digital technologies?
Aim:
To explore beliefs an...
Research design
• Qualitative project
• 2 x universities (Scotland and Ireland)
• Semi-structured interviews with 25
lectu...
Theorisations of
practice presented
by participants
Utility 21
Folk pedagogy 18
Technology truisms 15
Educational Theories...
Pragmatists Pedagogues
Augmenters Broadcasters
A Typology of Digital Teaching Behaviours
@louisedrumm
Please note: Most
le...
Core
Teaching
Core Student
Activity
Add-ons to learning
Alternative
Routes to learning
Pragmatists Pedagogues
Augmenters B...
Core
Teaching
Core Student
Activity
Pragmatists Pedagogues
Augmenters Broadcasters
Engagement
Enhancement Levelling
A Typo...
Core
Teaching
Core Student
Activity
Pragmatists Pedagogues
Augmenters Broadcasters
Engagement
Enhancement
Online lectures
...
Core
Teaching
Core Student
Activity
Pragmatists
Flexibility
Pedagogues
Augmenters Broadcasters
‘Independent learning’
Soci...
Theorised Practice & Untheorised Practice
Alice (Business)
Group work with wikis:
Lynn (Social Sciences)
International gro...
Technology Truisms
Abigail, Business
Janice, Business
Lynn, Social Sciences
@louisedrumm
Generational Differences and Digi...
Folk Pedagogies
and Neuromyths
@louisedrumm
Learning Styles
“So I post things…that were another way of learning that topic...
Findings
• Theory vacuum filled by myths
• Powerful orthodoxies and technology truisms are sticky
• Use of evidence-based ...
Recommendations & Questions
• Acknowledge utility of technology
• Value both teacher-centred and student-focuses practices...
@louisedrumm
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Connections between theory and practice: rhizomatic teaching with digital technologies

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Presentation from ALT-C, University of Warwick, 7th September 2016

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Connections between theory and practice: rhizomatic teaching with digital technologies

  1. 1. Connections between theory and practice: rhizomatic teaching with digital technologies Louise Drumm Glasgow Caledonian University Louise.Drumm@gcu.ac.uk ALT-C, University of Warwick, 7th September 2016 @louisedrumm
  2. 2. Research question: What role does theory play in university teaching with digital technologies? Aim: To explore beliefs and experiences of lecturers using digital technologies in their teaching with a view to developing a theoretical understanding of their teaching practices. @louisedrumm
  3. 3. Research design • Qualitative project • 2 x universities (Scotland and Ireland) • Semi-structured interviews with 25 lecturers • Pre-interview questionnaire • Across 7 disciplines • Rhizome Theory (Deleuze & Guattari 1987) as theoretical framework @louisedrumm
  4. 4. Theorisations of practice presented by participants Utility 21 Folk pedagogy 18 Technology truisms 15 Educational Theories 11 Diagram generated with http://circos.ca/ @louisedrumm
  5. 5. Pragmatists Pedagogues Augmenters Broadcasters A Typology of Digital Teaching Behaviours @louisedrumm Please note: Most lecturers displayed more than one of these behaviours
  6. 6. Core Teaching Core Student Activity Add-ons to learning Alternative Routes to learning Pragmatists Pedagogues Augmenters Broadcasters A Typology of Digital Teaching Behaviours @louisedrumm What are lecturers doing with technology?
  7. 7. Core Teaching Core Student Activity Pragmatists Pedagogues Augmenters Broadcasters Engagement Enhancement Levelling A Typology of Digital Teaching Behaviours @louisedrumm Flexibility What reasons do lecturers give for using technology? Add-ons to learning Alternative Routes to learning
  8. 8. Core Teaching Core Student Activity Pragmatists Pedagogues Augmenters Broadcasters Engagement Enhancement Online lectures Digital content MCQs Wikis Discussions Blogs Virtual Worlds Lecture capture Digital content Social Media Screencasting Levelling Classroom clickers Video Discussions A Typology of Digital Teaching Behaviours @louisedrumm Flexibility What tools do they use for this teaching? Add-ons to learning Alternative Routes to learning
  9. 9. Core Teaching Core Student Activity Pragmatists Flexibility Pedagogues Augmenters Broadcasters ‘Independent learning’ Social learning Engagement Enhancement ‘Learning styles’ Online lectures Digital content MCQs Wikis Discussions Blogs Virtual Worlds Lecture capture Digital content Social Media Screencasting Levelling Classroom clickers Video Discussions Bigger picture learning A Typology of Digital Teaching Behaviours @louisedrumm How do ‘theorise’ their teaching approach? Add-ons to learning Alternative Routes to learning Experiential learning Active learning
  10. 10. Theorised Practice & Untheorised Practice Alice (Business) Group work with wikis: Lynn (Social Sciences) International group work with wikis: @louisedrumm “So when you teach the module, you don't actually teach it, you facilitate it. You have to construct learning environments and …then let the students work in, and with each other. So you're relying on some social learning for them to do certain things” “they've got traditional teaching and they've got what they learn themselves, and what they teach other students on the wiki”
  11. 11. Technology Truisms Abigail, Business Janice, Business Lynn, Social Sciences @louisedrumm Generational Differences and Digital Natives “we have to use the modes that they're comfortable with, to try and transfer that knowledge” “that's their language” “babies have iPads these days”
  12. 12. Folk Pedagogies and Neuromyths @louisedrumm Learning Styles “So I post things…that were another way of learning that topic, maybe a video, maybe an illustration or something that sort of added to a different way of learning for the students…you know the whole VARK thing” “I’m a very visual learner…whereas other people who work better when they read a text” “we are aware of…all the different learning styles… so, in a lecture you don't get to hit all of them. But if you can give people some video material, something to read, something to do “ Pearce, Physics Greg, Biomedical Sciences Nuala, Social Work
  13. 13. Findings • Theory vacuum filled by myths • Powerful orthodoxies and technology truisms are sticky • Use of evidence-based theory articulated in some disciplines • Academic development provides ideas, teaching qualification provides theory but lecturers struggle to join the two • Teacher-centred teaching practice much more common than student- focused social constructivist learning @louisedrumm
  14. 14. Recommendations & Questions • Acknowledge utility of technology • Value both teacher-centred and student-focuses practices • Question hierarchies of edtech orthodoxies • Beware theory vacuums which can be filled by pseudo theory • Enable lecturers link the literature to their teaching practices • Value lecturers’ ‘Bought sense…’ • Recognise that technology is not neutral @louisedrumm
  15. 15. @louisedrumm

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