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OU Live (synchronous online tutorials) pedagogy

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PechaKucha presentation on pedagogy in OU Live (Blackboard Collaborate/Elluminate) for Open University staff development event. Looking at the pedagogy for synchronous online tutorials.

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OU Live (synchronous online tutorials) pedagogy

  1. 1. OU Live – Pedagogy using PechaKucha format Mandy Honeyman MCT R06 AL (TU100 & TT284) Student (MA ODE) HEA OpenPad submission
  2. 2. defining it… Synchronous [e-]learning is live, real-time (and usually scheduled), facilitated instruction and learning-oriented interaction. Reference: Hyder, B. K., Kwinn, A., Miazga, R., Murray, M. and Brandon, B. (2007) Synchronous e-Learning, eLearning Guild, [online] Available at: http://lib.myilibrary.com.libezproxy.open.ac.uk/Open.aspx?id=124131 (Accessed 12 Jun. 2014).
  3. 3. Avoiding lectures?
  4. 4. Creating interactivity Encourage use of microphone (and video)
  5. 5. Some ideas for interactivity "Five interesting ways to teach using Elluminate" (FELS, 2011) “Demonstrating online teaching in the disciplines” (Macdonald, 2012)
  6. 6. Show and tell In TWO MINUTES, explain to us • what the task is • why you think it’s a good assessment task.
  7. 7. E301 - The Art of English “Creativity can be found in any text.” - Discuss
  8. 8. L120 - Speaking EMA • Group assessment (4 to 5 students) • Format : – Individual presentations (2 minutes) – Group discussion (8 minutes) • Conducted on OU Live • Task (from specimen)
  9. 9. Pair discussion and report back What ethical issues would give you cause for concern, in terms of potential harm to a) the research subjects / participants b) people other than the research subjects / participants?
  10. 10. Collaborative quiz answers
  11. 11. Open-ended discussion Is Alice in Wonderland a story for children’s amusement?
  12. 12. Collaborative construction What do students want from a tutorial?
  13. 13. Work on problems/Share solutions The horse needs to clear the jump and make a noise
  14. 14. Introduction to referencing 1. Introduction to referencing 2. choose appropriate reference format Tools: Audio; polling, whiteboard tools: highlighter, clip art
  15. 15. Evaluating theories 1. Reasons for evaluating theories (interactive quiz) 2. Reviewing the criteria --participants make a link to definitions 3. Participants evaluate a theory using criteria, apply it and discuss their ideas Tools: Audio; whiteboard tools: highlighter, writing on screen; break-out rooms
  16. 16. Obtaining data from a digital microscope (Science) 1. Demonstration of cells to be counted 2. Participants count cells in digital microscope 3. Reflecting on variation in data Tools: Audio; application sharing
  17. 17. Other ideas • Join up with other tutors • Module wide tutorials • record your sessions • use “Plan” • and “Publish”
  18. 18. structure, plan, prepare and design for participant engagement Active induction • tutor instructs, student accesses resources, socialisation, closed tasks • range of tutor managed student-tutor interactions Guided Exploration •Tutor guides, student extends, knowledge exploration, closed activities •Range of student managed peer and tutor interactions Facilitated Investigation •Tutor coaches, student adopts, knowledge construction, open activities •Range of tutor managed peer/tutor/external interactions encourage increasing diversity of interaction
  19. 19. consider mobile app abilities have access to the following: • viewing the whiteboard • viewing an application on another user's desktop • access to breakout rooms • sending and receiving chat messages with the entire room • listening to other speakers and speaking to the room • responding to polls.
  20. 20. Thank you any questions please email me m.honeyman@open.ac.uk This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License .

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