Presentation on e-teaching given at Blackboard World 2014 conference July 2014. Based on doctoral research investigating the influences on attitudes and behaviours of staff who teach and support learning towards virtual learning environments, it offers seven top tips for managing online learning based on the Teaching and Learning in a Digital Age (TELEDA) short postgraduate courses at the University of Lincoln.
Students as partners co creating innovative scholarship - reflections on achi...Sue Beckingham
This presentation will share the outcomes (what the students gained) and the outputs (co-created resources) of a Students as Partners initiative which began by looking at how social media could be used in learning and teaching within their own course. Initially set up as an extracurricular short term project in 2017, it continued and has evolved over four years.
Adopting the 4M framework reflections on achievements will be considered using the following set of lenses: micro (individual); meso (departmental); macro (institutional); and mega (broader [higher] education community).
Sponsored by SJSU's ECampus, Katherine D. Harris (Professor, English) presents a workshop for all faculty to dive into or upgrade their use of digital methods, skills, and tools in their courses. For definitions within this slide deck, please cite:
Frost Davis, Gold, Harris, DRAFT - Introduction, *Digital Pedagogy in the Humanities,* MLA (forthcoming 2019). Accessed April 9, 2019.
Heutagogy: Changing the Playing Field (ICDE Pre-Conference Workshop)Lisa Marie Blaschke
Pre-Conference Workshop at the ICDE 2015 World Conference. How will heutagogy change the playing field? An introduction to heutagogy -- the study of self-determined learning -- and an exploration of the potential impact this learning and teaching approach has to influence our education systems.
Students as partners co creating innovative scholarship - reflections on achi...Sue Beckingham
This presentation will share the outcomes (what the students gained) and the outputs (co-created resources) of a Students as Partners initiative which began by looking at how social media could be used in learning and teaching within their own course. Initially set up as an extracurricular short term project in 2017, it continued and has evolved over four years.
Adopting the 4M framework reflections on achievements will be considered using the following set of lenses: micro (individual); meso (departmental); macro (institutional); and mega (broader [higher] education community).
Sponsored by SJSU's ECampus, Katherine D. Harris (Professor, English) presents a workshop for all faculty to dive into or upgrade their use of digital methods, skills, and tools in their courses. For definitions within this slide deck, please cite:
Frost Davis, Gold, Harris, DRAFT - Introduction, *Digital Pedagogy in the Humanities,* MLA (forthcoming 2019). Accessed April 9, 2019.
Heutagogy: Changing the Playing Field (ICDE Pre-Conference Workshop)Lisa Marie Blaschke
Pre-Conference Workshop at the ICDE 2015 World Conference. How will heutagogy change the playing field? An introduction to heutagogy -- the study of self-determined learning -- and an exploration of the potential impact this learning and teaching approach has to influence our education systems.
A SMASHing approach to developing student engagement and empowerment through ...Sue Beckingham
Presented with students from the Department of Computing at Sheffield Hallam University #BETT2020
Our session outlined the students as partners project which considers the potential of special media for learning. The student-led 'Social Media for Academic Studies at Hallam' special interest group re-looks at the affordances digital and social media tools can provide in and out of the classroom; as a means to organise learning; and to showcase learning. Attendees will learn how this partnership has evolved, what the students gained from being involved and have an opportunity to see the resources created by the students (which all have a Creative Commons licence) and how these have been used to critically evaluate social media for learning.
https://www.bettshow.com/bett-seminar-programme-2020
Fostering interaction and engagement continues to be a primary concern in the digital classroom. This session explores two models of leveraging pedagogical support staff to improve course design as well as student retention, engagement, and performance. First, initially established at CU Boulder for talented students interested in STEM education, the Learning Assistant model hires undergraduates to assist faculty in redesigning and teaching courses. Second, the CU Denver School of Education and Human Development (SEHD) leverages graduate students from its own Instructional Learning Technologies (ILT) program to partner with faculty in co-constructing the online student experience. This session reveals how these partnerships encourage instructors to stretch their own ideas and notions, reexamine their courses, create alternative student spaces for learning, and emphasize collaboration.
Incorporating social media in the classroom to support self-determined (heuta...Lisa Marie Blaschke
Social media has become more ubiquitous within higher education and can play an important role in helping students become more self-determined in their learning and in building and sustaining a personal learning network (PLN) throughout their studies and beyond. This lecture will provide a framework for defining and choosing social media for use in the classroom, based on using a heutagogical (self-determined learning) approach to course design. The lecture will also demo a variety of ways for incorporating social media such as Twitter, e-portfolios, mind-mapping, GoogleDocs, and Diigo within the classroom.
Social learning in the Diploma of e-learning - TNQITColleen Hodgins
A presentation as part of a panel of people sharing their experiences of delivering learning in the Australian VET sector focused on current activity in the Diploma of e-learning at TNQIT
A summary and reflections of the College Lecturer Survey undertaken in 2011 by LSIS. Reveals the rise of the Digital Practitioner, that is the Digital Native, now practising in the classroom with the confidence to use technology as and when needed based on their professional expertise. "it's the people, stupid"
Talk from iPED 2010. Reviews how Open Context Model of Learning and the PAH Continuum can be applied to the craft of teaching. References sample courses and current debates such as Digital Literacies.
Emerging participatory culture: Making sense of social media use for learning...Narelle Lemon
Emerging participatory culture: Making sense of social media use for learning in, across and with Higher Education and the cultural heritage sector
Dr Narelle Lemon, Swinburne University of Technology, Australia
12 noon – 2pm, Tuesday 6 June 2017
Paterson’s Land Room 1.21, Holyrood campus, University of Edinburgh.
All are welcome – sign up here. Please bring your lunch.
Social media promotes a participatory culture whereby there is support in the construction and development of a networked environment through which what becomes visible is “a shift from matters of fact, to matters of concern or matters of interest as the various agendas and opinions are brought together through networks” (Latour, 2005, p.5). The use of social media collapses boundaries between educators, institutions and students, and changes patterns of communication. In this presentation, Narelle will share experiences from multiple research projects where social media was central to learning, including community development Twitter and blogging projects with museum eductors, teachers, and pre-service teachers (#MuseumEdOz, #visarts12 and #visart13, #ConnectedLearning and Community Professional Experience); and research projects exploring the experiences of museum educators and academics (#AcademicsWhoTweet; Cultivating social media use with GLAM educators).
Key findings from these projects concerned the formation of a digital identity, mutual respect, sharing and curating of practices, peer-to-peer learning, visibility of learning, and reciprocity. Narelle will frame the notion of digital interaction through Tim Ingold’s lines, intersections and meshworks (2015), show how social media enables meaning making to be socially distributed (Rowe, 2002), and discuss how emergent participatory culture offers advantages for ongoing learning with like-minded individuals, new partnerships, collaborative problem solving, and the development of a more empowered sense of citizenship (Trembach & Deng, 2015).
http://dchrn.de.ed.ac.uk/2017/04/27/seminar-6-june-with-dr-narelle-lemon-emerging-participatory-culture-making-sense-of-social-media-use-for-learning-in-across-and-with-higher-education-and-the-cultural-heritage-sector/
Some thoughts on the consequences of educational technology for institutions & building organisational Architecture of Participation. Still being updated @Feb 22
Breaking the Mould - or how technology changes the way we learnHugh Davis
My Inaugural Lecture - Nov 2104.
The livestream is also available at
http://new.livestream.com/UniversityofSouthampton/ILIaD/videos/66978562
And it was storied by Natasha Webb at http://storify.com/natashawebb/hugh-davis-iliad
Key issues in the 21st Century Future of Education; Pedagogy, Heutagogy, Technology, Social Media, New Learning Infrastructures based on Digital Learning Architectures of Participation We will need teacher as Digital Practitioners and Technology Stewards
Tous les projets stratégiques ont besoin de gestion et de surveillance, et les questions qui se posent souvent:
1. Comment puis-je visualiser la santé de ma plate-forme?
2. Comment puis-je analyser les données de mes applications? 3. Comment puis-je visualiser la performance de l'entreprise et la part des objectifs atteints?
Dans cette présentation nous allons voir comment nous pouvons répondre à ces questions et donner des tableaux de bord spécifiques fondés sur un ensemble de produits open source qui permettent de centraliser et d'analyser des données de votre SI en temps réel.
A SMASHing approach to developing student engagement and empowerment through ...Sue Beckingham
Presented with students from the Department of Computing at Sheffield Hallam University #BETT2020
Our session outlined the students as partners project which considers the potential of special media for learning. The student-led 'Social Media for Academic Studies at Hallam' special interest group re-looks at the affordances digital and social media tools can provide in and out of the classroom; as a means to organise learning; and to showcase learning. Attendees will learn how this partnership has evolved, what the students gained from being involved and have an opportunity to see the resources created by the students (which all have a Creative Commons licence) and how these have been used to critically evaluate social media for learning.
https://www.bettshow.com/bett-seminar-programme-2020
Fostering interaction and engagement continues to be a primary concern in the digital classroom. This session explores two models of leveraging pedagogical support staff to improve course design as well as student retention, engagement, and performance. First, initially established at CU Boulder for talented students interested in STEM education, the Learning Assistant model hires undergraduates to assist faculty in redesigning and teaching courses. Second, the CU Denver School of Education and Human Development (SEHD) leverages graduate students from its own Instructional Learning Technologies (ILT) program to partner with faculty in co-constructing the online student experience. This session reveals how these partnerships encourage instructors to stretch their own ideas and notions, reexamine their courses, create alternative student spaces for learning, and emphasize collaboration.
Incorporating social media in the classroom to support self-determined (heuta...Lisa Marie Blaschke
Social media has become more ubiquitous within higher education and can play an important role in helping students become more self-determined in their learning and in building and sustaining a personal learning network (PLN) throughout their studies and beyond. This lecture will provide a framework for defining and choosing social media for use in the classroom, based on using a heutagogical (self-determined learning) approach to course design. The lecture will also demo a variety of ways for incorporating social media such as Twitter, e-portfolios, mind-mapping, GoogleDocs, and Diigo within the classroom.
Social learning in the Diploma of e-learning - TNQITColleen Hodgins
A presentation as part of a panel of people sharing their experiences of delivering learning in the Australian VET sector focused on current activity in the Diploma of e-learning at TNQIT
A summary and reflections of the College Lecturer Survey undertaken in 2011 by LSIS. Reveals the rise of the Digital Practitioner, that is the Digital Native, now practising in the classroom with the confidence to use technology as and when needed based on their professional expertise. "it's the people, stupid"
Talk from iPED 2010. Reviews how Open Context Model of Learning and the PAH Continuum can be applied to the craft of teaching. References sample courses and current debates such as Digital Literacies.
Emerging participatory culture: Making sense of social media use for learning...Narelle Lemon
Emerging participatory culture: Making sense of social media use for learning in, across and with Higher Education and the cultural heritage sector
Dr Narelle Lemon, Swinburne University of Technology, Australia
12 noon – 2pm, Tuesday 6 June 2017
Paterson’s Land Room 1.21, Holyrood campus, University of Edinburgh.
All are welcome – sign up here. Please bring your lunch.
Social media promotes a participatory culture whereby there is support in the construction and development of a networked environment through which what becomes visible is “a shift from matters of fact, to matters of concern or matters of interest as the various agendas and opinions are brought together through networks” (Latour, 2005, p.5). The use of social media collapses boundaries between educators, institutions and students, and changes patterns of communication. In this presentation, Narelle will share experiences from multiple research projects where social media was central to learning, including community development Twitter and blogging projects with museum eductors, teachers, and pre-service teachers (#MuseumEdOz, #visarts12 and #visart13, #ConnectedLearning and Community Professional Experience); and research projects exploring the experiences of museum educators and academics (#AcademicsWhoTweet; Cultivating social media use with GLAM educators).
Key findings from these projects concerned the formation of a digital identity, mutual respect, sharing and curating of practices, peer-to-peer learning, visibility of learning, and reciprocity. Narelle will frame the notion of digital interaction through Tim Ingold’s lines, intersections and meshworks (2015), show how social media enables meaning making to be socially distributed (Rowe, 2002), and discuss how emergent participatory culture offers advantages for ongoing learning with like-minded individuals, new partnerships, collaborative problem solving, and the development of a more empowered sense of citizenship (Trembach & Deng, 2015).
http://dchrn.de.ed.ac.uk/2017/04/27/seminar-6-june-with-dr-narelle-lemon-emerging-participatory-culture-making-sense-of-social-media-use-for-learning-in-across-and-with-higher-education-and-the-cultural-heritage-sector/
Some thoughts on the consequences of educational technology for institutions & building organisational Architecture of Participation. Still being updated @Feb 22
Breaking the Mould - or how technology changes the way we learnHugh Davis
My Inaugural Lecture - Nov 2104.
The livestream is also available at
http://new.livestream.com/UniversityofSouthampton/ILIaD/videos/66978562
And it was storied by Natasha Webb at http://storify.com/natashawebb/hugh-davis-iliad
Key issues in the 21st Century Future of Education; Pedagogy, Heutagogy, Technology, Social Media, New Learning Infrastructures based on Digital Learning Architectures of Participation We will need teacher as Digital Practitioners and Technology Stewards
Tous les projets stratégiques ont besoin de gestion et de surveillance, et les questions qui se posent souvent:
1. Comment puis-je visualiser la santé de ma plate-forme?
2. Comment puis-je analyser les données de mes applications? 3. Comment puis-je visualiser la performance de l'entreprise et la part des objectifs atteints?
Dans cette présentation nous allons voir comment nous pouvons répondre à ces questions et donner des tableaux de bord spécifiques fondés sur un ensemble de produits open source qui permettent de centraliser et d'analyser des données de votre SI en temps réel.
Smart Cities - The Concept and the Indian Perspective.
A McKinsey Global Institute study estimated that cities
would generate 70% of the new jobs created by 2030, produce more than 70% of the Indian gross domestic product and drive a fourfold increase in per capita incomes across the country.
Student autonomy for flat learning and global collaborationJulie Lindsay
The focus of this presentation is on developing student autonomy to build learning networks and communities of practice for collaboration, both local and global. We talk about the teacher as a connected and collaborative global learner, but we need to redesign the learning paradigm further to connect students in K-12 more independently with others. The role of the teacher as activator or ‘learning concierge’ for student network building is crucial. Knowledge construction via a non-hierarchical approach means the student must also learn to take responsibility for professional learning modes and not be reliant on the teacher as the conduit.
Join Julie to explore new ideas for collaborative learning to support deeper understanding about the world while working with the world.
Digital literacy and digital participation #FLRIFuturelab
Digital participation: Exploring the development of digital literacy in subject teaching. An overview of the recent research given at Futurelab's research insights day, April 29th 2010 in London.
Sarah Payton & Cassie Hague, Futurelab
Strategy Sessions: Innovative strategies for increasing online student engage...LearningandTeaching
Online learning often tries to recreate elements of real world teaching. As digital learning is still a fairly new field, teachers often face difficulties engaging students in this environment. The future of online learning looks promising. Perhaps the biggest beneficial aim for online learning is that it is able to not only recreate the real world classroom, but also be extremely versatile in how and where we teach students.
In these slides, Maxine Rosenfield and Simon Daly give us an insight into learners’ and educators’ expectations of digital learning and the benefits and challenges faced on the platform. Maxine and Simon share a range of strategies that can be used to overcome these challenges based on their experience and feedback, to work towards achieving better learning outcomes.
Plenary session presented at the "Creating Communities of Learning" Australasian Professional Legal Education Conference, 14-15 November 2014 at AUT, Auckland
Facilitating in and with the Fully Online Learning Community (FOLC) Modelrolandv
Participants will explore how fully online facilitation assists learners in the construction of new
procedural and declarative knowledge.
Concepts discussed will include:
● Constructivism-informed Education Processes
● Reduction of transactional distance
● Collaborative processes
● Principles of PBL Online Facilitation (Savin-Baden, 2007)
Seven critical lenses for exploring the social impact of the internet and pr...Sue Watling
Making Research Count Conference, UCLan, 22 January 2016. Keynote Presentation slides and notes. Seven critical lenses for exploring the social impact of the internet and promoting digital equality.
why IT Matters slides from Graduate Teacher Education Programme September 2014Sue Watling
Why IT Matters slides from presentation on considering effective learning environments for the Graduate Teacher Training Programme, coordinated by the Educational Development and Enhancement Unit at the University of Lincoln.
Designing Effective Learning Environments for Graduate Teacher Education Prog...Sue Watling
These are the slides used for the session on designing effective learning environments for the Graduate Teacher Education Programme, September 23 2014.
Digital Exclusion: Implications for Human Services Practitioners SUE WATLING ...Sue Watling
Digital Exclusion: Implications for Human Services Practitioners (2010) SUE WATLING and KARIN CRAWFORD Journal of Technology in Human Services, 28:205–216,
Digital landscapes: inclusive potential versus exclusive practice. Sue Watling
Digital landscapes: inclusive potential versus exclusive practice. International Journal of Diversity in Organizations, Communities and Nations, 11 (5). pp. 109-116. ISSN 1447-9532
Student as producer and open educational resources: enhancing learning throug...Sue Watling
Student as producer and open educational resources: enhancing learning through digital scholarship in Effective Learning in Social Science (ELiSS), 4 (3).2012
Invisible publics; higher education and digital exclusionSue Watling
Chapter 6 Invisible publics; higher education and digital exclusion from Towards Teaching in Public Reshaping the Modern University (2012) Edited by Mike Neary, Howard Stevenson, Les Bell.
Chapter 7 Technology Enhanced Learning; a new digital divide in The Future of Higher Education: Policy, Pedagogy and the Student Experience (2009) edited by Les Bell, Mike Neary, Howard Stevenson
Sue Watling
swatling@lincoln.ac.uk #suewatling
Centre for Educational Research and Development
University of Lincoln, UK
Presented at Social Work and Social Development: Action and Impact
Stockholm 8-12 July 2012
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
2. About me: Sue Watling
HEA Accreditation
Fellow Status
CMALT
Learning
Technologist
Senior Lecturer in
Educational
Development
Doctoral research ‘e-teaching’
MA in Open and
Distant Education
2
suewatling.blogs.lincoln.ac.uk
@suewatling
http://staff.lincoln.ac.uk/swatling
3. About my work and research...
Education
Development
• Digital Pedagogies
• Digital Design
• Digital Literacies
• Digital Culture
e-teaching
• Teaching and
Learning in a
Digital Age
(TELEDA)
• TELEDA 1
digital design and
delivery
• TELEDA 2
social media and
e-resources
Research
• PhD e-teaching
• Digital inclusion
• Open Education
‘Embedding OER
Practice’
(HEA/JISC)
• Supporting
transition
(HEA/ALDinHE)
3 Image from http://www.comunidadunete.net/boletines/img48/contenidos1.png
6. NMC Horizon Higher Education report
“Faculty training still does not acknowledge the fact
that digital media literacy continues its rise in
importance as a key skill in every discipline and
profession.
Despite the widespread agreement on the
importance of digital media literacy, training in the
supporting skills and techniques is rare in teacher
education and non-existent in the preparation of
faculty.”
NMC Horizon Higher Education (2014: 23)
http://cdn.nmc.org/media/2014-nmc-horizon-report-he-EN-SC.pdf
6
8. BC - Before Computers
8 Dial up modem sound file page http://www.soundjay.com/dial-up-modem-sound-effect.html
9. Digital Pedagogies
• Heutagogy (Case and Kenyon 2001) self-directed learning
http://www.psy.gla.ac.uk/~steve/pr/Heutagogy.html
• Alignment of the Curriculum (Biggs 1999)
• Deep and surface approaches to learning through critical
reflective practice (Biggs 1987, 1992; Moon, 2004 2008)
• Community shared practice and inquiry (Garrison and
Anderson 1999, 2012)
• Conversational framework (Laurillard 2001)
• Scholarship Reconsidered (Boyer, 1990)
9
11. Teaching and Learning in a Digital age (TELEDA)
• Module1. online design, communication,
collaboration, assessment, feedback, open
education
• Module 2. social media in teaching and
developing e-resources
• 24 weeks (30 M level cats)
• Delivered and assessed through Blackboard
11
12. Research engaged practice
• Evidence based practice
• Research informed/engaged
• Action research cycles:
evaluation, reflection, action
• Experiential learning opportunities
• Shift from Blackboard as repository
to Blackboard as generator of
learning activities
12
13. LB 1:
Online Design and
Delivery
LB 2:
Open Educational
Resources
LB 3:
Communication
and Collaboration
LB 4:
Assessment and
Feedback
13
Group
Tools
Activity
Wiki
Discussion
forums
Reflective
Journal
Grade
Centre
Blogs
TELEDA
Learning
Blocks
eportfolio
LB 5:
Social Media
LB 6:
e-resources
14. TELEDA Learning Outcomes
• Demonstrate a comprehensive understanding of the open education movement, the
theory and practice around learning in online environments and the challenges for
students, tutors and institutions in higher education;
• Critically evaluate a number of freely available digital learning tools and resources,
including OER material, which extend and support teaching and learning in online
environments for specific learning outcomes;
• Reflect upon, and demonstrate a critical awareness of inclusive practice in relation to
online teaching and learning resources, communication and collaborative working
with and between students;
• Design or select and critically evaluate a learning activity which includes assessment
and feedback and has the potential to enhance student learning in online
environments.
• Demonstrate a scholarly approach to the development of teaching practice in online
and open contexts through making critical and developmental use of the relevant
published evidence-base
14
15. Digital Literacies for e-teaching
15 Image from http://www.iacbe.org/pdf/2014-region-9-conference-brochure.pdf
16. Digital Literacies (JISC model)
16 Image from http://www.jiscinfonet.ac.uk/wp-content/uploads/digilit-7elements.png
17. I do feel slightly more confident about trying things and
if they’re not successful to learn from it and try
something else instead.
I have used a website creating tool for the first time, I
have used it, I have found it relatively straightforward.
YouTube is going to prove to be a more useful resource
than I ever imagined I’ve realised this through the way
TELEDA is structured – I love the video clips!
This has been quite revealing in terms of the way I
previously organized materials on Blackboard, and
perhaps missed opportunities to integrate digital tools
and materials more fully into my teaching
17
18. Seven TELEDA Tips for e-teaching
Myths of digital confidence
Text mis-communication
Identity blur
Activity Based Content
Signposting
Do a MOOC!
Pedagogy of ‘Uncertainty’
18
19. TELEDA Tips 1: myths of digital confidence
“…I have made assumptions
previously about the skills of
students I am working with and
presumed that they would find
learning in an online
environment ‘easy’ as this was
something that they had chosen.
Preparation is not just about
being technically competent, it is
about ensuring learners are able
to deal with the social and
emotional challenges of learning
online too…” 19
20. TELEDA Tips 2: text mis-communication
“…the whole digital learning
experience is changing the way I
think about communication…”
“…I realise now how naïve I was
in the past to simply open the
discussion board with a question
and expect the students to
participate. As a tutor I have to
make it possible for my students
to participate through the design
of my tasks…”
20
21. TELEDA Tips 3: identity blur
21
“…there is no doubt that the transition from being an
effective classroom practitioner to an effective
online practitioner is complex and challenging…”
22. TELEDA Tip 4: Activity Based Content (ABC)
“…I need to know more about e-pedagogy,
differences between
learning and teaching online and face-to-
face and how to redesign sessions
for an online environment…”
“…I recognise that online learning is
all about the activity of the student
and what you get them to ‘do’… I
would like to find out more about
how I can encourage students to be
active and construct knowledge in an
online environment…” 22
23. TELEDA Tip 5: signposting
“… It seems obvious now that the lack
of student engagement with my online
resources was due to inappropriate
design. I placed too much emphasis on
text based, self-directed learning and
didn’t recognise the important roles of
self and peer assessment, interaction
between students and probably most
importantly, investing time in building
solid foundations and helping students
develop skills for online learning.”
23
24. TELEDA Tip 6: do a MOOC!
“…the experience being isolating and
lacking human connection also supported
my feeling about the importance of the
social in the learning experience
“…This activity has opened my eyes about
the strengths and weaknesses of OER’s.
They are many, many resources out there
that can be used but the search process is
daunting because of the sheer number and
adapting resources for a specific purpose
is time consuming and often more complex
than starting from scratch…”
24
25. TELEDA Tip 7: Pedagogy of Uncertainty
“As a tutor in the classroom you can be on hand to make
connections for students or clarify activity instructions. This
is less easy online, you have to almost pre-empt questions…”
“…Being an online learner is confusing and disorientating.
There is no tutor to check what you are doing ‘is right’…”
“The reasons why people have not necessarily
contributed to activities …may be because
they were unclear about what was expected
and/or afraid of getting it wrong
and looking silly.”
25
26. …made me appreciate the issues students would face
such as feeling unsure and not finding it as easy to talk.
adopting the role of student is a useful experience, it
reminds me of the pressures…and enables greater
empathy to students and their experiences.
What fascinates me about this process is how as a
novice online tutor I instinctively reverted back to what
many novice classroom practitioners do and focused on
transmitting content. This is something I would always
try and avoid in a classroom setting.
Undertaking this activity, and reading about online
design has made me realise that I need to approach
online design …. and stop being scared of it!
28. Summary
• e-learning success requires e-teaching
attention
• Practicing practice: value of
experiential learning
• Relocate staff as students on VLE
• Shift from Blackboard as
repository to Blackboard as
generator of learning activities
28
http://www.youtube.com/watch?v=pQHX-SjgQvQ&
list=RDUOorZQLsmuA (2.44) Medieval Helpdesk
29. Thank you
Contact details
Sue Watling
University of Lincoln, UK
Email swatling@lincoln.ac.uk
Twitter @suewatling
Blog
http://suewatling.blogs.lincoln.ac.uk
Please provide
feedback for
this session:
1 Select “Schedule” icon
in BbWorld14 Mobile
App
2 Find [e-teaching ]
3 Click “Tap here to take a
survey.”
29
Editor's Notes
Image from http://ltcsl.files.wordpress.com/2013/04/management-tools.png
Image from http://www.lincoln.ac.uk/home/abouttheuniversity/press/corporateimagebank/
Image from http://www.heacademy.ac.uk/assets/documents/flexiblelearning/Flexiblepedagogies/tech_enhanced_learning/TEL_report.pdf
Question – where is the teaching in Technology Enhanced Education?
elearning – eteaching – the difference is not pedantic – the language we use is important. Social and cultural discourse contains structured inequality and disempowerment – need to examine what is not said – uncover silence and give voice to those not being represented
Image from http://babyurl.net/names/baby-domain-name/establishing-a-babys-digital-identity-by-registering-their-domain-name
(Knowles and Androgogy 1970)
Image from http://commons.wikimedia.org/wiki/File:Laurentius_de_Voltolina_001.jpg (in Berlin)
Image from http://www.iacbe.org/pdf/2014-region-9-conference-brochure.pdf
Image from http://www.jiscinfonet.ac.uk/wp-content/uploads/digilit-7elements.png
Two models of digital literacy
1 SCONUL The Society of College, National and University Libraries (SCONUL) represents all university libraries in the UK and Ireland,
Seven Pillars of Information Literacy through different lenses including digital literacy
Essential skills are Identify, Scope, Plan, Gather, Evaluate, Manage and Present digital information.
2 JISC Developing Digital Literacies – seven elements – shown here
Expectation students will need to develop these competencies if they are to be successful elearners
But less awareness staff need to develop them too if they are to be successful eteachers
Image from http://www.themarketinggym.org/wp-content/uploads/2013/12/top-tips.jpg
Image from http://bookhaven.stanford.edu/wp-content/uploads/2013/03/paradigm-shift-cartoon.gif
Image from http://www.pinterest.com/explore/learning-activities/
Image from http://alwaysupward.com/blog/wp-content/uploads/2010/06/signpost_confusion-365x500.jpg
Image from http://alanminlunwu.files.wordpress.com/2013/03/should_you_start_a_mooc-502x335.jpg
Dice image from http://forexmagnates.com/wp-content/uploads/dice-free-graphics.jpg
Wheel image from http://conservativehome.blogs.com/.a/6a00d83451b31c69e20120a5f1732f970b-pi
image from http://www.rechargepersonal.com/wp-content/uploads/2013/05/Missing-piece_Inside.png