4. “ Frequently, university-wide strategic decisions about technology are made without fully understanding the implications for resources, administration, teaching programmes, teaching practices and learning approaches, often resulting in technology-led course designs.” “ Frequently, university-wide strategic decisions about technology are made without fully understanding the implications for resources , administration, teaching programmes , teaching practices and learning approaches , often resulting in technology-led course designs .” Price & Kirkwood (2008 p1) Edge Hi ll University Mark Ayton 29 th June 2010
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16. References: Life Long Learning UK. (2010) Exploring the impact of technology on learning http://www.lluk.org/learning3.htm [Accessed 25‑Jun‑10] Light, Greg. Calkins, Susanna. and Cox, Roy. (2008) Learning and Teaching in Higher Education: The Reflective Professional http:// books.google.co.uk/books?id =N9uqqXGujJsC [Accessed 21 Jun 10] Price, Linda. and Kirkwood, Adrian. (2008) Technology in the United Kingdom’s Higher Education Context. In: Scott, Shelleyann and Dixon, Kathryn C. eds. The Globalised University: Trends and Challenges in Teaching and Learning. Perth: Black Swan Press, pp. 83–113. http://oro.open.ac.uk/11353/1/Technology_in_the_UK_HE_Context-HO.pdf [Accessed 21‑Jun‑10] Edge Hi ll University Mark Ayton 29 th June 2010
Editor's Notes
Pre-presentation wallpaper
Introduce me, my background and the subject.
Contents: Concentrating on the people and processes rather than the technology
Start with the whole text, then pull out what needs to accentuated and what needs to be avoided. Concentrate on people and processes, not on the technology.
This is an important theme. People need to know what they can expect and what’s expected of them. How do we do it? Possible problems…
This is a brief awareness slide to ensure everyone’s focused on facilitating learning How do we do it? Put these in bullet points.
This is a brief awareness slide to ensure everyone’s focused on facilitating learning How do we do it? Put these in bullet points.
Based on service level agreements, support mechanisms and the philosophy that we’re here to support learning rather than the installation of technology. Why and how?
Here, it might be argued, is where the real work starts… who’s aware of what is possible? What are the benefits and impact on their role and the learner experience? Awareness, Interest, Desire, Action.
It must be stressed that these sessions are purely to enable teachers to appreciate possibilities, not to enable them to use particular packages. How do we address this with obstinate people?
Summary slide leading to punch line…
This is the final slide to be included in the formal presentation.
Additional slide should anyone ask about learning technologies.
