Seminar on the use of digital resources, particularly webcasts & podcasts, in legal education, and their effects on the design of learning and teaching.
Presentation detailing research by Sarah Lambert (University of Wollongong, Australia) into the different types of Moocs, including variables, learning design and assessment. Cases are presented with personal comments on the experience of the learner. Presented at a staff forum on 12/12/12 - extra comments added to the presentation to reflect the information shared by participants on their experience of different Moocs.
Slidecast: Barriers To E-Learning Job Training (with sound)Lisa Ronald
Learning at work as an employee is inherently different from being a student in an academic setting and, as such, is beset with different challenges. As trends in the adoption of e-learning for the delivery of job training increase, new challenges related to distance learning with technology have also emerged. Recognition that continued learning in the workplace, now via technological methods, is required for maintaining proficiency and achieving career goals means that understanding the challenges unique to learning at work is paramount.
This qualitative study explored barriers to successful online job learning. Interviews with thirty federal government employees from the Forest Service and National Park Service enrolled in an online wilderness planning course revealed that attrition frameworks typically used to describe barriers to persistence in academia and distance education only partially describe hindering factors relevant to workplace learning. Although these hindering factors can generally be categorized as workplace; personality trait, and preference; course design/structure; or technology barriers, such categorization oversimplifies the true nature of employees’ struggles to learn on the job.
This study's findings reveal three overarching systemic problems: 1) illusion of convenience, 2) absence of deeper learning, and 3) lack of an organizational culture of learning. These systemic problems demonstrate that complex interactions between various barriers create a cyclic system often preventing attainment of student-controlled, student-centered learning, two benefits of self-paced study. Other barrier interactions can foster employment of superficial, rather than deep, learning strategies possibly leaving employees ill-prepared to negotiate the situations for which they are supposedly being trained. Cultural elements of the structure and organization of work suggest that workplace learning is devalued, under-recognized and often unsupported, making the challenges to adaptation in an increasingly technological era even more significant.
Julie Hughes. Supporting teachers’ CPD through e-portfolio based learning in ...EPNET-Europortfolio
Presentation of Julie Hughes (University of Wolverhampton) at the "Europortfolio: the first Open Seminar"
Read more about Europortfolio at www.europortfolio.org
HASALD: Learner autonomy and the role of technologycahafner
This is a presentation given to the Hong Kong Association of Self-Access and Learner Development. It describes an implementation of project-based learning using digital video in a course in English for Science at a Hong Kong university. More details of the project can be found at: http://www1.english.cityu.edu.hk/acadlit
Will embedded ePortfolio-based supervision lead to greater student engagement...Mahara Hui
Presentation by Siobhan Devlin and Gary Unthank (University of Sunderland) at Mahara Hui UK in Southampton, UK, on 9 November 2015.
Recording: https://www.youtube.com/watch?v=_rg4XsccNXw
Presentation to the Legal Education and Scholarship: Past Present and Future Workshop in Honour of William Twining, 20.10.10. IALS, University of London.
Presentation detailing research by Sarah Lambert (University of Wollongong, Australia) into the different types of Moocs, including variables, learning design and assessment. Cases are presented with personal comments on the experience of the learner. Presented at a staff forum on 12/12/12 - extra comments added to the presentation to reflect the information shared by participants on their experience of different Moocs.
Slidecast: Barriers To E-Learning Job Training (with sound)Lisa Ronald
Learning at work as an employee is inherently different from being a student in an academic setting and, as such, is beset with different challenges. As trends in the adoption of e-learning for the delivery of job training increase, new challenges related to distance learning with technology have also emerged. Recognition that continued learning in the workplace, now via technological methods, is required for maintaining proficiency and achieving career goals means that understanding the challenges unique to learning at work is paramount.
This qualitative study explored barriers to successful online job learning. Interviews with thirty federal government employees from the Forest Service and National Park Service enrolled in an online wilderness planning course revealed that attrition frameworks typically used to describe barriers to persistence in academia and distance education only partially describe hindering factors relevant to workplace learning. Although these hindering factors can generally be categorized as workplace; personality trait, and preference; course design/structure; or technology barriers, such categorization oversimplifies the true nature of employees’ struggles to learn on the job.
This study's findings reveal three overarching systemic problems: 1) illusion of convenience, 2) absence of deeper learning, and 3) lack of an organizational culture of learning. These systemic problems demonstrate that complex interactions between various barriers create a cyclic system often preventing attainment of student-controlled, student-centered learning, two benefits of self-paced study. Other barrier interactions can foster employment of superficial, rather than deep, learning strategies possibly leaving employees ill-prepared to negotiate the situations for which they are supposedly being trained. Cultural elements of the structure and organization of work suggest that workplace learning is devalued, under-recognized and often unsupported, making the challenges to adaptation in an increasingly technological era even more significant.
Julie Hughes. Supporting teachers’ CPD through e-portfolio based learning in ...EPNET-Europortfolio
Presentation of Julie Hughes (University of Wolverhampton) at the "Europortfolio: the first Open Seminar"
Read more about Europortfolio at www.europortfolio.org
HASALD: Learner autonomy and the role of technologycahafner
This is a presentation given to the Hong Kong Association of Self-Access and Learner Development. It describes an implementation of project-based learning using digital video in a course in English for Science at a Hong Kong university. More details of the project can be found at: http://www1.english.cityu.edu.hk/acadlit
Will embedded ePortfolio-based supervision lead to greater student engagement...Mahara Hui
Presentation by Siobhan Devlin and Gary Unthank (University of Sunderland) at Mahara Hui UK in Southampton, UK, on 9 November 2015.
Recording: https://www.youtube.com/watch?v=_rg4XsccNXw
Presentation to the Legal Education and Scholarship: Past Present and Future Workshop in Honour of William Twining, 20.10.10. IALS, University of London.
Seminar for LERN, Legal Education Research Network, UK, @ IALS, 28 Jan 2015, on the use of new media tools and the need for digital research literacies in legal education research.
Shared space: regulation, technology and legal education in a global context
Professor Paul Maharg
Australian National University College of Law
Abstract
The LETR Report on legal services education and training (LSET), published in June 2013, is the most recent of a series of reports dealing with legal education in England and Wales. Many of these reports do not deal directly with technology theory and use in legal education, though it is the case that the use of technology has increased substantially in recent decades. This is a pattern that is evident in reports in most other common law jurisdictions. LETR does have a position on technology use and theory, however, and it positions itself in this regard against other reports in England and Wales, and those from other jurisdictions, notably those in the USA.
In this paper I shall set out that position and contrast it with regulatory statements on technology and legal education in England, Australia and the USA. Based on a review not just of recent practical technological implementations but of the theoretical educational and regulatory literatures, I shall argue that the concept of ‘shared space’ outlined in the Report is a valuable tool for the development of technology in education and for the direction of educational theory, but most of all for the development of regulation of technology in legal education at every level.
Slides based on the Editorial to a Special Issue on the subject published in The Law Teacher and edited by Maharg. Presented at the 2016 BILETA (British and Irish Law Education Technology Association) conference at the University of Hertfordshire.
Slides presented by John Garvey (U of New Hampshire) and Paul Maharg (Northumbria U) to Future Ed 2: Making Global Lawyers for the 21st Century, Harvard Law School, October 2010.
E-portfolios: implementation and the learners’ perspective - Neil CurrantJISC Netskills
Neil Currant (Lecturer in PDP & e-Portfolios) discusses the implementation of e-portfolios at Bradford University and the experiences of the learners using them.
Lecture Capture at University of Leicester: Pilot, Evaluation, Next Stepstbirdcymru
A look at the pilot project of Lecture Capture at University of Leicester in 2013/14, including evaluation.... and a look at the university's next steps in lecture capture for 2014/15.
At the 10/15/2014 Parent Ed talk, Principal Heather Swanson Johnson gave a fascinating presentation about Catharine Blaine's Writer's Workshop. Her talk reminded me how fortunate we are to have passionate educators like her and Ms. Lily in our children's lives.
Even if you missed Heather's dynamic delivery of this PPT, you'll see her main takeaways from her talk about Writer's Workshop. Hope to see you at the next Parent Ed night!
E-portfolios: Implementation & the learners' perspectiveJISC Netskills
Presentation delivered by Neil Current of University of Salford to the JISC Netskills workshop on Effective Practice with e-Portfolios on 24th June 2010
Research on student use of lecture recordings produced by lecture capture systems has often focused on whether such use improves student grades, or negatively affects attendance. We asked students at the University of Cape Town why they used lecture recordings in a series of focus groups. A central theme is how students negotiate busy schedules, and use recordings to time-shift learning opportunities:
· recordings enhanced their ability to understand difficult concepts
· recordings allowed students to compensate for difficult timetables
· recordings allowed students to learn at their own pace
· recordings made lectures easier to follow
· recordings allowed lectures to be more efficient
This presentation from the Opencast Conference in March 2015 presents insights from UCT's experience with lecture recording.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
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
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?
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 Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
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
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.
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.
2. preview
1. Webcasts & podcasts: examples
2. A research project on webcasting
3. Multimedia and learning design
4. Different models of webcasts
5. The wider context of f2f teaching and resource-
based learning
5. Webcast examples
‘Aesthetics matter: interface design shapes
learning’
Edinburgh University School of Education,
https://onlineteachingmanifesto.wordpress.com/
9. All adhere to Richard E. Mayer’s multimedia principles on:
1. Coherence
2. Signalling
3. Redundancy
4. Spatial contiguity
5. Temporal contiguity
10. webcasts should involve us in re-design of
teaching & learning…
Four principles:
1. Integration: All technologies (electronic, paper, vellum, clay
tablets…) should integrate to support learning across the
curriculum
2. Convergence: electronic technologies need to converge
seamlessly to provide an integrated learning environment.
3. Communication is the heart of an online environment
4. Creativity (sustaining or disruptive) is essential to re-design
11. …and creative use of integrated text & image…
Texts:
– illustrative, explanatory, didactic, discursive, exemplary,
reflective, etc.
– hyperlinked or static
Images:
– via video – role play, pieces to camera, panel sessions
– static photographs, diagrams, graphics, tables, etc
– interactive images, moving or still
12. …in the re-design of digital environments
• not lectures because unconstrained by time, place or audience
• webcasts can be used as organisational centres for information &
knowledge
• must be designed to integrate with other e-technologies and resources, eg
– webcast lectures + discussion forum, web links & chat-room.
– traditional forms of learning & teaching
13. video developments 2001-5
• Over 150 separate video projects, from 2001-2005, in legal
education, both under- & postgraduate.
• Projects ranged from one-off webcasts to an entire series of
webcasts / video lectures spanning a module.
• Used mostly in blended learning, but also in wholly distance-
learning modules
• There were no models, no training courses, little literature –
we learned from observation of what worked and why…
14. Webcast research project
‘Algorithms and analytics re-code education:
pay attention!’
Edinburgh University School of Education,
https://onlineteachingmanifesto.wordpress.com/
15. Webcast Learning Project
Aims
To investigate the
1. variation in student learning
2. quality of student learning on the two procedural courses
Methodology
• Selection of 11 students to track throughout the year
• Students filled in and submitted weekly logs when they used the resources
• Focus group discussion late in semester 1
• Individual interviews in early/mid semester 2 and post-examination
• Questionnaire for project group
16. flexibility of use
‘I find it a hassle coming in here to study. Apart from train
times which are pretty unreliable from where I stay it’s just I
study a lot better at home. I can get up early and study all day
and go to my work and come back and study so I used it at
home.’
‘In my tutorials there were a few dissenting voices about the
whole webcast thing – ‘oh just have the lecture and then it
would be over’ - but that is the whole point, it would be over!’
‘Proper lectures would have been better but the webcast
lectures were convenient.’
17. absence of students
• Lectures are social events for students – webcasts remove this element
from a course – how did they cope?
• Students still talked about the course, through other channels:
everybody would just talk about them. If you didn’t understand
anything you just phone people the night before and say what is this
bit all about? You get cross ideas - some people have different things
• Students still met at tutorials…
18. absence of lecturerAs a result, the image seemed to matter more:
[…] it’s always there and it’s not just a text or a book that you have got because it is someone
else sitting there talking to you. It’s kind of comforting in a way as well, because they know
what they are talking about, you can’t misread it.
I think that intonation as well was really important to me. Just reading something, you can
read it, but the intonation I found really helpful. That was why I did go back over not just my
own notes [for the exam] but actually watch it again because there is emphasis in important
places and that is so important. Also you don’t want to end up completely isolated with no… I
know webcasts are not very interactive anyway but they are much more interactive than
reading a script.
Interviewer: Would it have made any difference to you if you hadn’t actually seen the
person and you had only heard what they were saying […]?
Student: Strange, but I probably hardly looked at it [the webcast image] because I
was writing notes anyway… But I don’t know… it just seems quite nice
having a person there.
19. two approaches to learning
Paperworld student
• Preferred f2f lectures
• Didn’t use learning tools in the CD or online environment
• Used books, not e-resources
• Took verbatim notes from the webcasts
• Only listened to the webcasts once
E-world student
• Comfortable using the webcast environment
• Used online information
• Used a word-processor to type notes
• Viewed and reviewed the webcasts
• Used the learning tools, eg speak-fast button
20. forms of learning: writing/typing notes
‘I think I am happier doing it pen and paper. I guess, I have written shorthand,
rather that typed shorthand, so I think I would rather write and I can write quicker.
But not everyone will be the same as that.’
‘When I did the first few I was writing absolutely everything out and I hadn’t really -
because quite a lot of people were looking at the screen and were writing down
what was on the screen and working their notes around that. I wasn’t doing that. I
was writing everything out [ie webcast and screen text] and that took ages. So it
was like well I’ll just write down what’s on the screen and then write my own notes.‘
‘In the Criminal [webcasts] note taking - I would have preferred to have been able
to take notes on the computer but I didn’t know how launch Microsoft Word.’
21. forms of learning: using two computers
‘I have seen people in the lab with two computers,
and they are listening and typing at the same time.
That would be quite good because although my
typing isn’t fast but if you could have a wee bit of
note-taking then your notes would immediately be
better.’
22. forms of learning: writing and listening
‘First time was a little strange and it took me a while to get
used to pausing and taking notes in conjunction with
watching. Felt a lot more comfortable by the end of [the
second series of webcasts]’
‘It’s like a different way of learning, like if you hear it and then
you write it down and then you read it back. Then you learn
something in three different ways.’
23. ‘If I’m reading notes you can skim over it and you can skip pages, but if you are listening
and you don’t hear something you have to go back and hear it. There is a different flow
as well.’
Interviewer: […] do you think the webcast environment helped or hindered your
exam study?
Student: I think they helped.
Interviewer: Why?
Student: Because you have just got more explanation when you are going over
things that you can never get down in lecture notes or in handouts, to
understand it. I think you learn better when you are sitting listening as
well, instead of sitting reading, because you have a tendency just to
skim through things when you are reading. You’ve done it all before and
you should know it, but if you haven’t listened to something you can
speed it up a bit. But you are still having to listen to it all, you can’t just
skip big bits out. So I think it definitely helped.
knowledge objects: forms of revision
24. use of webcast as mnemonic
‘I think, I would probably, I think, I would go back and watch them again. I would
probably sit with my notes and just… You wouldn’t be learning new things again, so you
would be just listening and reading over your notes and make sure you took in all the
points. I would actually find that easier revision. I don’t know if that is just my
personality. But to listen to somebody going over it again, and it also means that if there
is a particular section that I feel I have learned quite well, then I don’t need to go over it
again. So, I would pick out the sections that I think, ‘oh goodness, I don’t remember the
Interim Interdict, Options Hearing or whatever’ and I’ll go back to that particular section
and just watch the webcast again with my notes, probably.’
‘I would actually use it for revision, just watch the webcast again. I find I take things in
much better verbally than sitting reading particularly if it is a subject that can be a bit
dry. To actually hear a lecture again would be better than, just than – if we just had
lectures and you didn’t have the webcasts that we could go back to then all I would have
to revise with would be my notes and that’s a lot drier and sometimes you kinda look at
your notes and think ‘goodness I don’t know actually remember what she was talking
about’ and you find that the lecture, when you go over the point a few times, it makes it
much easier to take in.’
25. use of webcast as mnemonic
‘I would come in and maybe I would have something else to do
during the day but then I would be able to fit in 45 minutes
watching a lecture and taking outline notes maybe that time.
And then what was useful about them was I could go back and
just listen to it with my notes and not have to take any notes. I
don’t know, there is something mechanical which is very useful
about taking notes and copying down to memorise stuff but
there is something in terms of just sitting and listening to
somebody describing what happens […] – I thought that was
particularly useful to me anyway.’
26. quality of learning
Interviewer: Do you think the webcast environments helped or hindered your
study for the exams?
Student: Definitely helped. It was very, very positive. I know some people
have complained that they found it hard to work and all the
rest of it. But I just thought in comparison – I have sat four
years of exams before I came here, I am an expert as far as
exams are concerned, and this has really, was two of the
easiest exams I have sat, in terms of revision for them. I felt
that I came in well prepared – maybe my results will show
that this was not the case! I definitely felt that I was really
learning the material. I understood it better.
27. Different models of webcasts
‘There are many ways to get it right online:
”best practice” ignores context’
Edinburgh University School of Education,
https://onlineteachingmanifesto.wordpress.com/
34. Model 3: On-line module
Webcast
environment
webcasts
activitiesforum
35.
36.
37.
38. Webcasts/podcasts in the wider
context of f2f teaching & other
resources
‘Online teaching need not be complicit with
the instrumentalisation of education’
Edinburgh University School of Education,
https://onlineteachingmanifesto.wordpress.com/
39. so is this
how it might it look?
LMS
My e-portfolio
Web/pod/quickcasts
SIMPLE case management
Myannotateddocuments
E-textbooks
40. so is this
how it might it look?
LMS
My e-portfolio
Web/pod/quickcasts
SIMPLE case management
Myannotateddocuments
E-textbooks
43. aggregation
Aggregates:
- Social media
- RSS
- Google Reader
- Customized ToC
- Photos, videos
into an online magazine
format. See also The Future
of the Book:
http://vimeo.com/15142335.
Or go to
http://www.touchpress.com
44.
45.
46.
47. Think of aggregation as:
1. the social media of our students’
nested lives
2. a genealogy of knowledge where there is
textura and the development around
them of debate, analyses (glossa) which
change more quickly than the textura
3. an ethical practice community that
develops much faster than medieval
scholarly circles
aggregation…
49. references
Dewey, J. (1916, 2011). Democracy and Education: An Introduction to the
Philosophy of Education. Simon & Brown, New York.
Edinburgh University School of Education. (2016). Online Teaching
Manifesto. Available at:
https://onlineteachingmanifesto.wordpress.com/
Maharg, P. (2007). Transforming Legal Education: Learning and Teaching the
Law in the Early Twenty-First Century. Ashgate Publishing, Farnham.
Interesting comparisons of converging approaches:
John Dewey: ‘idea artefacts’ that express intention
Sherry Turkle: ‘evocative objects’ with which we think
In our use of VLEs at GGSL- we created a virtual community with all the aspects of a real community except in virtual form- legal firms, local businesses, building societies, banks and set up project fro the students who are divided into firms- an electronic conveyance, a negotiation project etc.
The students don’t want to have to deal with complicated or clumsy technology.They don’t want to move out of on package and into another package. They want to be able to move effortlessly between different aspects of the learning environment.
And all technologies require to be integrated-we had to think about what we wanted to give to students by way of paper support and ensure that this was appropriate to the learning resource.And if we gave it electronically- did we need to give a hard copy?
That creativity was brought out through the use of text and image
We knew we were going to be creative in two ways-
Texts on and off screen- using text in a number of different ways- and we had to decide if it would be static or hlinked
Images-
It was here possibly that we saw we could be most imaginative
We realised that by integrating different forms of image we could really enhance the learning experience- whether this was by video, static or interactive images.