Technology Enhanced Learning in Higher Education
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Looking at who, what and what to use for teaching and learning in Higher Education
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Technology Enhanced Learning in Higher Education
- 1. Technology Enhanced Learning in Higher Education Graphic with permission from adeogroup.co.uk
- 2. By the end of the session you should be able to: Establish some of the challenges and opportunities that TEL brings to HE; Identify and analyse relevant pedagogies and approaches within the context of flexible learning and delivery for TEL; Reflect on ways in which flexible TEL can work for your teaching style; Consider how to provide varied and accessible content to enhance learning.
- 5. Education 4.0 Teaching transformed – how should human teachers focus their efforts if AI and other technologies become used to their full potential in the university experience? Personalised adaptive learning – an individualised approach that takes learner diversity, performance and behaviour into account. Assessment re-imagined – can AI, digital experiential learning and micro-credentials replace high stakes summative tests? Intelligent digital and physical estates – this concept is responsive to student journeys and interactions, helping universities deliver efficiencies and a smart approach to campus design.
- 7. Three key questions What is on the five-year horizon for higher education institutions? Which trends and technology developments will drive educational change? What are the critical challenges and how can we strategize solutions?
- 11. Digital Fluency vs Digital Literacy CC-BY-NC 4.0
- 12. What is TEL?
- 13. UCISA TEL SURVEY REPOT 2016 “Any online facility or system that directly supports learning and teaching…”
- 14. Technology changes how we teach & what we teach
- 15. Technology changes: How we teach, pedagogy What we teach, content
- 16. And the contexts within which teaching & learning happens, the learning environments
- 17. Designing learning & assessment in a digital age
- 18. Reproduced by permission of the publisher, © 2012 by tpack.org TPACK
- 19. www.menti.com and use the code 71 09 42
- 22. Reproduced by permission of the publisher, © 2012 by tpack.org
- 23. https://PollEv.com/mandyjack516 What technologies do you use to encourage student engagement?
- 24. Text mandyjack516 to 020 3322 5822 https://PollEv.com/mandyjack516
- 26. • Technology allows for the creation of new tasks, previously inconceivable Redefinition • Technology allows for significant task redesignModification • Technology acts as a direct tool substitute, with functional improvement Augmentation • Technology acts as a direct tool substitute, with no functional change Substitution Create a narrated Google Earth guided tour and share this online Use Google Earth layers such as Panoramio and 360 cities to research locations Use Google Earth rulers to measure the distance between two places Use Google Earth instead of an atlas to locate a place Enhancement Transformation The SAMR Model Enhancing Technology Integration Dr. Ruben R. Puentedura Activity ideas created by Digital Learning Team Edinburgh Council
- 27. The overwhelming majority of teachers employed the technology to sustain existing patterns of teaching rather than to innovate … [and that] … only a tiny percentage of high school and university teachers used the new technologies to accelerate student centred and project-based teaching practices. - Cuban, 2001
- 28. Innovation Impact Mastery Survival T Tech used is pervasive I am as digitally literate as I am with pedagogy and subject knowledge I innovate & share Students & I are using tech effectively Tech is embedded in my planning I’ve received this training I’ve practised with apps I’ve trialled it with some success I’m feeling more independent I’m scared of breaking it I’m not sure what to do I think I should use it, but I’m not sure how Teacher Confidence in use of technology Based on the work of Mandinach & Cline Confidence&Competence Diagram adapted from Anderson @ictevangelist
- 29. @sylviaduckworth
- 31. Accessible Content Providing the best resources for your learners
- 32. Legal Background • WCAG / Public Sector Bodies Accessibility Regulations 2018 • The Equality Act 2010: from 2010 onwards schools and authorities have a duty to supply auxiliary aids and services as reasonable adjustments. 32
- 33. So … 33 By creating accessible documents, we make them suitable to a wide range of users and eliminate the need for individual adjustments. Added advantages: Accessibility = usability
- 34. 1. How we deliver information? 34 Keep it simple but don’t dumb it down Plain English Simple sentences Bullet points Use colour (+ another formatting style) to draw attention to your key message
- 35. 1. How we deliver information? • Keep it simple but don’t dumb it down • Plain English • Simple sentences • bullet points • Use colour (+ another formatting style) to draw attention to your key message 35
- 36. 2. How we deliver information 36 Hierarchy of information Balance between text and images (images can be described) Narration needs to occur simultaneously with relevant images Understanding is improved when media is free from extraneous information
- 37. Top Tips 37 Larger font size + Simple Font (Arial, Helvetica) Use styles Avoid too many templates Avoid distracting backgrounds Simple and consistent layouts, low cognitive load Avoid complicated tables, figures and graphs
- 38. 38
- 39. 39
- 40. Online session What experience do you have with webinar tools? • Collaborate • Zoom • WebEx • Adobe Connect Equipment • Headset • Webcam Private environment Minimise noise
Editor's Notes
- Technology Enhanced Learning’ (TEL) is increasingly being used in the UK, Europe and other parts of the world so do we therefore assume that technologies can ‘enhance learning’ ? The sharing of ‘good practice’ and ‘lessons learned’ among members of the higher education community can help academic teachers to concentrate on effective uses of technology and to avoid the unnecessary duplication of effort and expense. Technology can also enable new approaches as to how learning is facilitated and assessed, and can make certain pedagogic approaches viable and scalable when considered for higher education that otherwise would not be.
- https://www.jisc.ac.uk/full-guide/designing-learning-and-assessment-in-a-digital-age
- Show the BB module: discuss the difference between the group blog and the personal journal
- Full conference session: https://www.youtube.com/watch?v=urLCN6Ok1QI The fourth industrial revolution is changing the world around us. Artificial intelligence (AI), robotics, big data and the internet of things will combine to impact on jobs and industry. However, the 21st century’s intellectually intensive jobs will be impacted just as much as those manual activities that were changed forever by the industrial revolution of the 19th century.
- That’s why at the 2018 Universities UK (UUK) conference, Jisc introduced the Education 4.0 concept and invited delegates to reflect on where new trends and technologies might lead. This feedback will inform Jisc when we choose research and development projects to meet the needs of the educators and learners of tomorrow. Universities, colleges and research centres can still get involved by contacting Jisc. Some of the following trends are being used by Jisc as prompts: Teaching transformed – how should human teachers focus their efforts if AI and other technologies become used to their full potential in the university experience? Personalised adaptive learning – an individualised approach that takes learner diversity, performance and behaviour into account. Assessment re-imagined – can AI, digital experiential learning and micro-credentials replace high stakes summative tests? Intelligent digital and physical estates – this concept is responsive to student journeys and interactions, helping universities deliver efficiencies and a smart approach to campus design.
- Jisc (formerly the Joint Information Systems Committee) is a United Kingdom not-for-profit company[2] whose role is to support post-16 and higher education, and research, by providing relevant and useful advice, digital resources and network and technology services, while researching and developing new technologies and ways of working. It is funded by a combination of the UK further and higher education funding bodies, and individual higher education institutions. Educause is a nonprofit association in the United States whose mission is "to advance higher education through the use of information technology so the American version of Jisc really. Advance HE The Higher Education Academy is a British professional membership scheme promoting excellence in higher education. The HEA advocates evidence-based teaching methods and awards fellowships as a method of professional recognition for university teachers. Advance HE’s Board was established on 31 March 2018 following the merger of three organisations, Equality Challenge Unit, Higher Education Academy and the Leadership Foundation for Higher Education.
- For 17 years, the New Media Consortium, now folded, convened panels of experts from higher education and posed three key questions for them to discuss:
- EDUCAUSE Horizon Report 2019 Higher Education Edition at a Glance Short-Term Driving Ed Tech Adoption in Higher Education for the Next One to Two Years Redesigning Learning Spaces Blended Learning Designs Mid-Term Driving Ed Tech Adoption in Higher Education for the Next Three to Five Years Advancing Cultures of Innovation Growing Focus on Measuring Learning Long-Term Driving Ed Tech Adoption in Higher Education for Five or More Years Rethinking How Institutions Work Modularized and Disaggregated Degrees The topics in this year’s trends section reflect a strong focus on meeting students’ expectations of constant access to platforms, learning materials, and resources to learn anywhere and anytime.
- Solvable Those That We Understand and Know How to Solve Improving Digital Fluency Increasing Demand for Digital Learning Experience and Instructional Design Expertise Difficult Those That We Understand but for Which Solutions Are Elusive The Evolving Roles of Faculty with Ed Tech Strategies Achievement Gap Wicked Those That Are Complex to Even Define, Much Less Address Advancing Digital Equity Rethinking the Practice of Teaching
- Time-to-Adoption Horizon: One Year or Less Mobile Learning Analytics Technologies Time-to-Adoption Horizon: Two to Three Years Mixed Reality Artificial Intelligence Time-to-Adoption Horizon: Four to Five Years Blockchain Virtual Assistants https://www.forbes.com/sites/bernardmarr/2019/08/12/what-is-extended-reality-technology-a-simple-explanation-for-anyone/#23e6c9877249
- All Aboardhttps://www.allaboardhe.ie/ is a national project that aims to empower learners, teachers, and anyone who uses technology to support their work, their study, or other aspects of living in a digital age. Their Metro Map attempts to make sense of the increasingly complex digital landscape we all now inhabit. It has built on existing digital skills frameworks and ideas contributed from many people and organisations – and we gratefully acknowledge their work. The metaphor extends the notion of exploration, journey and progress, alongside the separate categories in each of the metro lines, each of which corresponds to broad areas relevant to anyone teaching, learning, or indeed being creative in a digital space.
- Ask the audience for their input
- The definition for TEL, which first appeared in the 2008 Universities and Colleges Information Systems Association Survey (national survey, undertaken by UCISA https://www.ucisa.ac.uk/news/2019-09-05-altaward reads as follows: Any online facility or system that directly supports learning and teaching. This may include a formal VLE, an institutional intranet that has a learning and teaching component, a system that has been developed in house or a particular suite of specific individual tools. Universities and Colleges Information Systems Association definition of TEL
- Technology changes how we each Technology changes pedagogy Technology changes what we teach, Technology changes content And the contexts within which teaching & learning happens
- Technology changes how we each Technology changes pedagogy Technology changes what we teach, Technology changes content And the contexts within which teaching & learning happens
- What teachers need to know Technology changes: How we teach, pedagogy What we teach, content And the contexts within which teaching & learning happens
- https://www.jisc.ac.uk/guides/designing-learning-and-assessment-in-a-digital-age ALT Advance HE Learning occurs as the result of interaction between learners and their environment. When the learning has a planned outcome, it becomes a purposeful activity that requires the artistry and skill of a learning designer.
- To understand a little more about TEL and the notion of enhancement we need to know a little more about technology in an education context You were asked to look at this diagram and to consider what is understood by it. https://www.youtube.com/watch?v=EmRw_wARuMk&list=PLT3mMp34FG6yZEeBiFq_Y0W3vrCAYFl4b
- So what is your idea of TPACK? https://www.mentimeter.com/s/bd5c467ac037289f366161b1b36ba518/e65cfbe1535f Ask the group to put their ideas on the Menimeter page and discuss the idea behind the use of a backchanel. NB don’t forget to archive the results before next session
- As educators we know, that teaching is a complicated practice which requires the ability to interweave of many kinds of specialised knowledge. We practise our craft in highly complex, dynamic classroom contexts (Leinhardt & Greeno, 1986) that require us to constantly shift and evolve our understanding. Therefore, effective teaching depends on flexible access to rich, well-organized and integrated knowledge from different domains (Glaser, 1984; Putnam & Borko, 2000; Shulman, 1986, 1987), including knowledge of student thinking and learning, knowledge of subject matter, and increasingly, knowledge of technology. Adapted from (Koehler & Mishra, 2009) Koehler, M. J., & Mishra, P. (2009). What is technological pedagogical content knowledge? Contemporary Issues in Technology and Teacher Education, 9(1). Retrieved fromhttp://www.citejournal.org/vol9/iss1/general/article1.cfm Lee Shulman https://www.youtube.com/watch?v=j3mTqIXJVuQ&t=234s 3 mins on http://www.leeshulman.net/biography/
- Derived from Shulman (1986) PCK TPACK builds on those core ideas through the inclusion of technology. Punya Mishra, professor, and Matthew J. Koehler, professor, both at Michigan State University, have done extensive work in constructing the TPACK framework. TPACK.org is an active repository of news and information about TPACK. Mishra talks about TPACK https://www.youtube.com/watch?v=eXLdqO0fY3w He says that technology changes how and what we teach and the context within which learning and teaching happens
- After criticism, Koehler and Mishra also added the dotted line around the circles that indicated that there is always a need to consider the context, you, your students and the learning environment. Essentially TPACK is a framework that characterises what teachers need to know in order to teach their subject well using technology.
- What Does Student Engagement Really Look Like? The term “student engagement” has traditionally been used to depict students’ willingness to participate in routine activities, such as attending lectures, submitting required work, and following instructors’ directions. “[Students] who are engaged show sustained behavioral involvement in learning activities accompanied by a positive emotional tone. They select tasks at the border of their competencies, initiate action when given the opportunity, and exert intense effort and concentration in the implementation of learning tasks; they show generally positive emotions during ongoing action, including enthusiasm, optimism, curiosity, and interest.” https://www.opencolleges.edu.au/informed/features/student-engagement/
- This is the web link to access your polls https://www.polleverywhere.com/my/polls 316mandy@gmail.com What TEL have you used in your teaching?
- https://www.commonsensemedia.org/videos/introduction-to-the-samr-model Dr. Ruben Puentedura, Harvard University, developed the SAMR model as a way for teachers to evaluate how they are incorporating technology into their instructional practice. You can use SAMR to reflect upon how you are integrating technology into your classroom. Is it an act of Substitution? Augmentation? Modification? Or Redefinition? http://www.portical.org/blog/samr-and-teacher-confidence-a-confluence-of-models/3138.htm
- Professor Larry Cuban of Stanford University After investigating the adoption of technology for education in California, Cuban (2001, 134) observed that:
- This diagram was based of the work of ICT evangelist Mark Anderson whom I have been following on Twitter for a number of years. The diagram is, however, research based from the work of Ellen Mandinach and Hugh Cline’s work started in 1990s where the began looking at the impact technology has on classroom dynamics. Later in their book, Classroom Dynamics: Implementing a Technology-Based Learning Environment (2010), they offer keen insights and observations concerning the process of acceptance and utilization of technology in the educational environment. The work of Mandinach and Cline provides valuable observations into how technology is accepted and utilized by teachers in the classroom. Their findings reveal a series of stages through which teachers progress as they strive to implement technology into their instruction. It is clear that each stage has its own set of issues and challenges that must be addressed. Furthermore, the stages are developmental in the sense that each stage must be successfully addressed in order for progress to continue. https://ictevangelist.com/
- Explain physical and cognitive print disability, long term, life affecting
- Explain acronyms Attention Deficit Hyperactivity Disorder, Attention Deficit, Slow/delayed processing disorder, Autistic Spectrum Conditions Individual differences It’s not such a small cohort – a lot of people will benefit from more accessible design
- Slides before dealt with the formatting aspect and design aspect but for the students with cognitive print disabilities the “how” we deliver information is also crucial. Cognitive load of our slides Bullet points work very well for students with a cognitive print disability Colour – think of colour blind and use a different type of formatting to draw attention
- You might present with a different formatting that you provide for the students online, so that they can easily manipulate it to suit their needs. You also need to be careful that you can adapt your presentations easily if the lighting in the room isn’t the same as your office!
- Some of the guidance here is probably in line with best practice recommendations like Ned Potter (font size, no templates, hierarchy of information) others completely differ (font styles and backgrounds) No starbursts = crazy clip art Graphs = present one stat – a graph or figure may take your audience a very long time to understand and take the focus away from you
- Explain background = distraction, different fonts = difficult to follow, different colours = where is the important message?
- Reading order, difficult to follow text but the message about having images as large as possible is good for somebody with low vision