1. U s in g t e c h n o lo g y t o
e n c o u r a g e a c t iv e &
i n btoe arh a u d a hClick e a editi n g
De r J
c t i v e l to r n Master title style
E-Learning Advisor (HE)
Click to edit Master subtitle style
www.rsc-yh.ac.uk RSCs – Stimulating and supporting innovation in learning
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2.
3. Active learning
Less emphasis on
transmitting information
More emphasis on
developing student’s
skills
– Analysis
– Synthesis
– Evaluation
– Exploration of own
attitudes and values
4. 7 principles
let your students get to know you
encourage collaborative learning
get students to reflect on and apply learning
provide prompt feedback
allocate realistic time for students to effectively
complete tasks
encourage students to aim high
cater for different learning styles
5. Encouraging Communication
Asynchronous communication
Social networks
Benefits:
participation and contribution from
diverse students become more
equitable and widespread.
Ease of use for students with
English as Second Language
6. Collaboration
Wikis
Video Conferencing; Elluminate, DimDim
Skype
Online Surveys eg SurveyMonkey
Google Apps
Blogs
Twitter
http://www.flickr.com/photos/jiscinfonet/291372899/
Go to View > Header & Footer to edit March 7, 2012 | slide 6
7. Reflection
Blogs
Digital Storytelling
Concept mapping
ePortfolios
Go to View > Header & Footer to edit March 7, 2012 | slide 7
8. Feedback
Personal Response Systems/Clickers
Twitter/Twitter Wall
Comments on Blogs
Video performance
Audio
ePortfolios
10. Aim High
Use of VLE to publish
expectations, outcomes of
course
Publish anonymised work
of previous students
Publication of work to web
pages, Flickr,
Peer assessment and
feedback
13. References
Saltzberg, S, Gasen, J, Roberts, L.H, Fowler, T (1996) Collaborative Learning
Using Technology: Issues and Approaches. Online
http://www.educause.edu/Resources/CollaborativeLearningUsingTech/149988
Chickering, Arthur and Stephen C. Ehrmann (1996), "Implementing the Seven
Principles: Technology as Lever,” AAHE Bulletin, October, pp. 3-6.
Karrer, T (2006)
http://elearningtech.blogspot.com/2006/05/collaborative-learning-using-web-20.html
Zuo M, Yi, L, Zhang , G (2007) Using Knowledge Management Technologies to
Develop Reflective Learning
Intelligent Information Hiding and Multimedia Signal Processing, pp301 - 304
Active Learning photo on slide shared under creative commons license from
http://www.flickr.com/photos/jiscinfonet/857267091/
students must do more than just listen: They must read, write, discuss, or be engaged in solving problems. Most important, to be actively involved, students must engage in such higher-order thinking tasks as analysis, synthesis, and evaluation. Within this context, it is proposed that strategies promoting active learning be defined as instructional activities involving students in doing things and thinking about what they are doing. Students are involved in more than listening, less emphasis is placed on transmitting information and more on developing students' skills, students are involved in higher-order thinking (analysis, synthesis, evaluation), students are engaged in activities (e.g., reading discussing, writing), and greater emphasis is placed on students' exploration of their own attitudes and values. (p. 2)
Arthur W. Chickering and Zelda F. Gamson 1987 Good practice in undergraduate education:1.Encourages contact between students and faculty 2.Develops reciprocity and cooperation among students. 3.Encourages active learning. 4.Gives prompt feedback. 5.Emphasizes time on task. 6.Communicates high expectations. 7.Respects diverse talents and ways of learning.
Frequent student-faculty contact in and out of class is a most important factor in student motivation and involvement. Faculty concern helps students get through rough times and keep on working. Knowing a few faculty members well enhances students’ intellectual commitment and encourages them to think about their own values and plans. Communication technologies that increase access to faculty members, help them share useful resources, and provide for joint problem solving and shared learning can usefully augment face-to-face contact in and outside of class meetings. By putting in place a more “distant” source of information and guidance for students, such technologies can strengthen faculty interactions with all students, but especially with shy students who are reluctant to ask questions or challenge the teacher directly. It is often easier to discuss values and personal concerns in writing than orally, since inadvertent or ambiguous nonverbal signals are not so dominant. As the number of commuting part-time students and adult learners increases, technologies provide opportunities for interaction not possible when students come to class and leave soon afterward to meet work or family responsibilities. Email, discussion forums, texting
Learning is enhanced when it is more like a team effort than a solo race. Good learning, like good work, is collaborative and social, not competitive and isolated. Working with others often increases involvement in learning. Sharing one’s ideas and responding to others’ improves thinking and deepens understanding. There are few occupations where people do not work together to achieve goals. Yet much of the education that students receive is individual, faculty-directed learning. Within all areas of education the need for team work is being recognized (Gasen & Preece, 1996.) This is particularly so in computing disciplines, where it is assumed that after graduating many students will join development teams. Study groups, collaborative learning, group problem solving, and discussion of assignments can all be dramatically strengthened through communication tools that facilitate such activity.
Knowing what you know and don’t know focuses your learning. In getting started, students need help in assessing their existing knowledge and competence. Then, in classes, students need frequent opportunities to perform and receive feedback on their performance. At various points during college, and at its end, students need chances to reflect on what they have learned, what they still need to know, and how they might assess themselves.
Time plus energy equals learning. There is no substitute for time on task. Learning to use one’s time well is critical for students and professionals alike. Students need help in learning effective time management. Allocating realistic amounts of time means effective learning for students and effective teaching for faculty. How an institution defines time expectations for students, faculty, administrators, and other professional staff can establish the basis for high performance for all. Allocating realistic amounts of time means effective learning for students and effective teaching for faculty. Technology also can increase time on task by making studying more efficient. Teaching strategies that help students learn at home or work can save hours otherwise spent commuting to and from campus, finding parking places, and so on. Time efficiency also increases when interactions between teacher and students, and among students, fit busy work and home schedules. And students and faculty alike make better use of time when they can get access to important resources for learning without trudging to the library http://www.flickr.com/photos/irisheyes/154698864/
Expect more and you will get more. High expectations are important for everyone-for the poorly prepared, for those unwilling to exert themselves, and for the bright and well motivated. Expecting students to perform well becomes a self-fulfilling prophecy when teachers and institutions hold high expectations of themselves and make extra efforts. Many faculty report that students feel stimulated by knowing their finished work will be “published” on the World Wide Web. With technology, criteria for evaluating products and performances can be more clearly articulated by the teacher, or generated collaboratively with students. General criteria can be illustrated with samples of excellent, average, mediocre, and faulty performance. These samples can be shared and modified easily. They provide a basis for peer evaluation, so learning teams can help everyone succeed.
Technologies can help students learn in ways they find most effective and broaden their repertoires for learning. They can supply structure for students who need it and leave assignments more open-ended for students who don’t. Fast, bright students can move quickly through materials they master easily and go on to more difficult tasks; slower students can take more time and get more feedback and direct help from teachers and fellow students. Aided by technologies, students with similar motives and talents can work in cohort study groups without constraints of time and place.
The important thing is that technology must be fully aligned to the teaching aims and fully embedded within any module; when fully integrated into a module, technology can significantly improve the student pass rate,80Downloaded from alh.sagepub.com at University of Leeds on November 3, 201054.127.3TURNEY ET AL.: USING TECHNOLOGY TO DIRECT LEARNINGparticularly for a foundation group considered to be at risk of failing to make the transition to higher education. A potential problem is that, if incorrectly established, technology can allow students to develop a strategic learning approach. Importantly, in spite of the formal teaching sessions, student attendance at class was found to decrease with an increase in the availability of online resources. We would not recommend the removal of formal contact hours, however. One approach does not suit all learners, and formal contact hours probably play an important role in providing support and guidance for those students who need it.A limitation of the study was that it focused on students in one module over a two-year period, i.e. different students but effectively with a similar profile. Ideally the study should have been extended over a three-year period to include a non-technological cohort of students. Future work is now required to gather data from other fields and years to test whether the above results are replicated at all levels of higher education. Unfortunately, it was also not possible to carry out in-depth interviews with students because of the low numbers of responses, so we cannot be sure why many did not attend teaching sessions or how they were using the online resources to self-study; this will form a greater focus in future work.Despite this, the ability of students to use technology to repeatedly return to resources was a clear benefit. The constant availability of resources allowed students to take responsibility for their own study at a pace appro- priate for the learner. In combination with constant feedback, this appears to have provided a more directed teaching approach. On the part of the teaching staff, CAA increased marking efficiency, allowing more time for reflection; the lecturer was therefore able to identify and immediately address areas of misunderstanding and uncertainty. The overall time cost of developing the module was more than compensated by the increased marking efficiency. With future developments in technology (e.g. Web 2.0 applications), student networking will probably play a more significant role in cross-institutional and international learning.
