Blended learning for fac hss april 2010 edit
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This document discusses the use of digital tools and e-learning in education. It provides links to resources about digital natives, blended learning, and using technologies like Turnitin, SkillsNet, Elluminate, Wimba, and blogs/wikis in teaching. The document also prompts discussion questions about using e-learning tools, including identifying a new use, their most positive aspect, and any fears about their use.
![DR BEX LEWIS BLENDED LEARNING FELLOW LEARNING & TEACHING DEVELOPMENT UNIT HTTP://WWW.WINCHESTER.AC.UK/LEARNING Dr Bex Lewis [email_address] Humanities and Social Sciences Faculty Committee 22nd April 2010](https://image.slidesharecdn.com/blendedlearningforfachssapril2010edit-100817063601-phpapp02/85/blended-learning-for-fac-hss-april-2010-edit-1-320.jpg)
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Blended learning for fac hss april 2010 edit
- 1. DR BEX LEWIS BLENDED LEARNING FELLOW LEARNING & TEACHING DEVELOPMENT UNIT HTTP://WWW.WINCHESTER.AC.UK/LEARNING Dr Bex Lewis [email_address] Humanities and Social Sciences Faculty Committee 22nd April 2010
- 2. http://johnwilborn.wordpress.com/2008/08/23/the-digital-natives-are-here/ http://www.marcprensky.com/
- 3. Bexâs PLE
- 4. Â
- 5. The 21 st Century Learner http://mscofino.edublogs.org/2008/11/30/a-meeting-of-minds/ Sir David Melville, March 2009 http://www.clex.org.uk
- 10. Wireless Presenter with Laser Pointer
- 11. Personal Response Systems (Clickers)
- 13. SkillsNet, Winchester http://www.winchester.ac.uk/?page=11134 http://skillsnetwinch.wordpress.com/ http://twitter.com/SkillsNetWinch http://www.youtube.com/user/SkillsNetWinch
- 16. Synchronous Conferencing http://www.elluminate.com/ ; http://www.wimba.com/ ; http://www.webex.co.uk/
- 17. Wimba Classroom
- 18. Wimba Voice & Wimba Pronto
- 19. Blended Learning Pages on the Learning Network: http://learn.winchester.ac.uk/course/view.php?id=1203 Bexâs Blog: http://digital-fingerprint.co.uk
Editor's Notes
- The students we are engaging now are part of the digital generation , a term defined by Marc Prensky in 2001 Digital Native (technology their first stop) Digital Immigrant (had to learn to use/adapt) Digital Aliens (donât want to use) Hotly contested, these terms were still being hotly debated at a conference in Plymouth earlier this month, where Dave White from the University of Oxford wanted to substitute the terms âDigital Visitorsâ (those who go online and e.g. Do their shopping) and âDigital Residentsâ (those who effectively live out parts of their lives online) â and unlike Prensky, this isnât age dependent!! However... many students will ânever know a world without ubiquitous broadband internet accessâ⌠and so we DO need to climb on board!
- Now, I know that Iâm familiar with many types of technology, and that Iâm comfortable in experimenting with many different environments â I have used many other bits of technology and abandoned themâŚ, but I donât try and cover EVERY platform⌠sometimes âgood enough for nowâ is enough! Knowing that there are SOME who are afraid, wonât use things, etc. We need to become clearer on WHICH tools are the right ones for the right circumstances... The other week I gave a conference paper in which I discussed ideas from Etienne Wenger (who talks about developing âCommunities of Practiceâ), it is important us to understand what is available , and what is possible for our own community.... This can then allow us to make informed choices about technology⌠as within my role, I promote some of the tools that I have found helpful, with an indication as to the purpose that I have used them for⌠However, my role is to consider the âblendâ, and often people are afraid to use virtual spaces âin case they fall overâ, but the physical space is not immune â look at what happens when it snows, the physical campus shuts down, but the virtual can continue... Only this week, wondering if we can use Wimba to allow those who have been stranded abroad to give their lectures⌠will come back to thatâŚ
- As you can see from that I like experimentation, within boundaries⌠and learn from each experience â Iâm not really into gaming, but many are⌠Race, p.178: Huge amount of investment in gaming industry (with a primary focus on engagement ), means that student expectations are higher, and when faced with basic interfaces, the âwant to learnâ is damaged. Game too often seen as a solitary, extra-curricular activity, but game creators place engagement first , whilst much e-learning places engagement behind academic rigour. Much e-Learning is like getting on a train â one speed, set stops, and doesnât fit the personalised world students are expecting to receive these days (that previous slide was my âPersonal Learning NetworkââŚ) E-learning can facilitate more individualised learning â as students can each work in their own FLOW...
- I found this diagram helpful , although it refers to K-12 level students (USA, pre-College) As transferable skills have been highlighted by the need for career progression , these kind of âsoftâ skills become more important.... Effective LEARNERS, COLLABORATORS, COMMUNICATORS & CREATORS. And if this is the approach that educators at pre-HE levels are taking, how much do we work with what students are used to, and how far do we challenge and re-train them? In March 2009, the government published a report which can be accessed here: CLEXâŚ
- This: A future look A University structured around the iPhone â everything done through it! Still some time til reality but in envisioning the future , can see potential benefits for learning/retention, etc. If youâre interested, take 20 minutes to watch this imagination of a fully digital university⌠The âConvergent Lifeâ: Making University life âeasyâ, allowing students to feel âconnectedâ Phones mum to say arrived (on her own iPhone presumably!) Given an iPhone by the University, which it describes as the âlifelineâ, for both academic and social purposes. Book information Maps â GPS tracked Course calendar Admin functions (e.g. change courses) Ebooks Podcasts Payments Weather Register (GPS indicates have entered the room, image appears on teacherâs iPhone, so names are not a problem) Other friends know when youâre in class, so wait until afterwards to contact. Receives SMS from teacher Alerts re, e.g. massive thunderstorm No need to carry backpacks Get choice in class (made on the iPhone) as to whether to take a face-to-face or a hybrid class (meeting f-2-f- once a week still). Information in iTunesU Online Forum Another class, using a Twitterfall/Word Cloud projected up onto the wall. Asks students for suggestions â can be posted to the wall/the class website, students can check facts online. Being aware of what is coming is important so can head in that direction, assess the usefulness
- We had a CET lunch the other week, and I am still looking for other opportunities to discuss âThe 21 st Century Learnerâ, as thereâs much discussion to it â you can see from here a summary of the gist of it... People will still be people, and in some ways it is just another technological development like printing, but the scale/speed/adoption of it are what is very new, and needs to be taken on board...
- So, youâll notice that Iâve focused on the learner, so now I want to flick through some of the tools available â these slides will be available on the Learning Network afterwards, so you can follow up any links youâre interested in... My role, however, is to focus on the possibilities of technology to contribute to teaching and learning, and to help identify those tools that are appropriate, with reference to the LEARNING OBJECTIVES... Use technologies for what e-learning is really good at, and abandon everything else.. Giving learner interesting things to do Providing quick/responsive feedback Helping them make sense of what they did Deeping learning. These provide benchmarks to work towards, in 10/20 years wonât even think of using such material, but process needs to be hastened by collaboration... (Race, p177)
- So, in all this, as Paul Race says, we need to ensure that the LEARNING is put into e-learning Of course, as an institution, we use The Learning Network (plenty of debate at conferences about whether this helps or hinders student learning!) On the Learning Network, I have used the activity âChoicesâ for the assignment questions. Within this 2 nd year history module, the students each have to give a presentation, so I placed all the options for titles on the Learning Network, and once a student had picked an option, it wasnât available to any other students (if you want 2+ per question, then you can set that too). I advertised the closing date for choices, and besides having to chase up a couple of students who were still appearing in the left-hand menu, all were in place in time. I have a lot more to learn about the Learning Network, so would love to hear from others who have used it in interesting ways, and find ways to disseminate that information more widely!
- So, a couple of practical tools available for use... May have noticed me using this, have found it a great tool for NOT staying attached to the desk â I donât use the laser pointer as much as I could, but it means I can move around the classroom, stand behind students â can make a difference to behaviour⌠and the students think itâs fun when I let them use it for their presentationsâŚ
- LTDU has around 80 of these, which are âWho wants to be a millionaireâ style âclickersâ. We also have a student available for 5 hours a month to help with the set-up of these â all you need to do is provide a Powerpoint (using only the space below the line, as the software uses the space above the line seen here) with questions and true/false of A-D answers and let Dan know what the correct answer is, and he will ensure the software works. Providing he is available, he will also come to your session and set it up with you (the software is on a laptop), and sit and ensure that it all works smoothly⌠Brings in the âgameâ and âinformal learningâ element we were talking about!
- With students increasingly using sites such as Wikipedia, and the easy access to âpurchased essaysâ, and the pressure to get a good degree because of the state of the economy, we all know plagiarism is on the rise! The University has a subscription to TurnItIn â plagiarism checking software, which David & (even more so) Eric checked over last year, and some more information is on the Learning Network as indicated here⌠Students can pre-check their own work before submitting, which always gets my approval â they are taking responsibility for their own learning! Or if we work towards electronic submission (pros and cons!) then all essays could run through this software Nicole McNab in the LTDU is developing material specifically on Plagiarism, which will include aiding others in using this software betterâŚ
- A project that Iâve been working on is SkillsNet â an example of e-learning, including educational-networking. So far weâve had around 40 hours to spec out the site, so you can see good progress already, to produce more student engagement with Skills, and recently received funding to complete this before the next academic year, so looking to pull together the material⌠Aiming for Well presented material, visually appealing, well structured (within the scope of the pre-existing portal, with plans to move to the new external site, which will feature a lot of social networking options) Opportunities for student engagement, with YouTube helping viral (care with choice of material), Twitter where can identify a hashtag and have running conversations, maybe ask for help We considered using WordPress to host the blog, but wanted to keep it within the University system, but are going to test on students to see what works for them, and have tried to use appropriate language Working with Skills staff (Rosie), and also going to test on students. Currently hosted in Arts, so that we can work in practice, look at the social tools weâre using, but at all times weâre keeping THE AUDIENCE in mind, largely for the students (the keen ones and the panicking ones), but also academics who need to persuaded to endorse/contribute...
- So, briefly, you notice in my Personal Learning Environment that there is a large amount of social networking, and here there are lots of options, many of which are outlined on the Blended Learning module (which has about 150 staff registered to it⌠a significant growth since I came in postâŚ)
- So just to give a few of many ideas that are circulating â where else, but the web, but also some discussions now happening within the UniversityâŚ. Thereâs more, and many possibilities... We need careful assessment of the value of these, some suggestions here... Less punitive, more encouraging. Using e.g. CET: get some face-to-face sessions going, with conversations which can then be continued online!
- Now, Iâm not sure who from this Faculty has been to Wimba training, if any, although I think the University is currently trying to find funding for more hours, so that I can offer further training⌠if you can get the hang of Wimba Classroom before the 29 th , Lloyd will be running a 2.5 hour session online showing some of the more advanced featuresâŚ!! We have a 3 year licence for this, which weâre already nearly at the end of the 1 st year⌠at the end of the 2 nd year we will consider whether we continue with Wimba, or whether thereâs a âcheaperâ version⌠letâs face it, thatâs what many decisions are made on, right⌠Wimba is easy to use. If you can use PowerPoint, can add a document to the Learning Network and send an email then you can quickly learn to use Wimba. You donât necessarily need to change your teaching style, approach, your handouts or your presentations, although you do need to open your minds to the ways you can use Wimba to suit your needs and serve your students better.
- This is regarded as the most exciting tool by many... Can run a classroom, as you would now, but record it, and therefore it can be archived and be used by others as a revision tool, if people have missed via illness, etc. There is also a number of interactive tools that you can use within the software itself, either within a physical computing classroom, or more remotely! Effective classroom management is not much different, although you may be ENCOURAGING your students to chat [here]! Youâll also be encouraging feedback via [here], where you can be asked to speed up/slow down (these functions can be turned off) & other actions, plus you can take polls on a regular basis... [ Synchronous and Asynchronous use Students with special learning needs Part time learners Learners with dependents Learners who cannot attend due to illness/disability Lecturers who cannot attend due to travel problems Learners with English as a second language Revision for all students Collaborative classes with other universities ]
- Wimba Voice offers the opportunity to give vocal feedback (remembering that students need a mix of visual, aural, practical experiences to maintain engagement)... â or, I plan shortly to add one on my area of the VLE as a welcome, adding a more human face! Provide instant feedback on assignments Add inflection, encouragement Mark more quickly Know when the student is sent and receives feedback Provide a sample for external examiners/moderation Reduce paper/photocopying Full audit trail Embellish documents on VLE Wimba Pronto I have now got quite excited about â as someone who has the key to 3 offices, but no actual space to call my own.. I like the idea of virtual office hours. Neither I nor the student needs to be on campus, they can talk to me, and via âapplication sharingâ they can show me their work and I can respond instantly â but I am only available when I open my office hours... I can âqueueâ students outside my office, they have to give me a reason why theyâre waiting, so if 2 or more students have the same issue I can âpromoteâ them to my office at the same time... And yes, we do know how long weâve been waiting. If we need to pop out, we can say weâre out, be back in 5 â and the students can choose whether to wait or not... But you advertise your opening hours... On line office hours On line administrative meetings Research and other supervision Reduce travel costs/carbon footprint More direct human interaction with colleagues Reduce emails Reduce need to come into work so often Stay in touch while travelling
- Thank you Happy to answer any questions ! And please do join in the discussions on the Blended Learning Area on the VLE â Iâm looking to develop a more interactive area, maybe a Wiki or a Blog... And now⌠to some questions to get discussions going, whether now, or online⌠Why me? Experience, via digital-fingerprint.co.uk, including SkillsNet (awaiting new capabilities on new external site) Know the IT team and have good relations with them from having worked with a number of them, and with Saffron, as weâre talking convergence â learning/marketing have some overlap to ensure students feel a part of the institution. Learn quickly, not afraid to experiment. Teaching across the disciplines â lots of ideas (and have also worked outside academia, e.g. The Gathering is looking at ways for people to LEARN about the Christian faith, without SERMONISING â a very new media way of doing things). Strategic thinker. Know where to find the tools.