iPads in Teacher Education - Presentation from ATEE conference
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This document discusses research into using iPads in teacher education at the University of Hull. It began in 2013 with a baseline survey and collection of student usage logs to examine how iPads were being used. Findings showed students used iPads as a resource access device for notes, organization, and research, while tutors saw benefits like less need to transmit facts and more discussion in classes. The research is part of a larger Erasmus+ project between 2014-2017 involving several European universities to develop mobile learning tools and resources for teacher education.
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Just a buzz by Chrissi Nerantzi and Neil Withnell poster presentation for the...
This poster summarizes research on an open online course called FDOL132 for the professional development of teachers in higher education. A PhD study used FDOL132 as a case study to investigate learners' experiences in the course. Preliminary findings from surveys and interviews found that participants valued group work but found it challenging. They appreciated working with colleagues from different disciplines and countries but faced barriers like language and commitment levels. The research aims to develop a framework for collaborative learning in open cross-institutional courses.
19 Nov08 Student Engagement K Duffner
1. The document discusses innovations in using multimedia tools to enhance student engagement in language learning. It provides examples of projects using tools like WebCT, audio/video software, and digital language labs.
2. Feedback from students was generally positive, noting benefits like increased motivation, individualized learning, and preparation for real-world language use.
3. Issues discussed include the need for appropriate pedagogical models, staff training, and balancing the benefits of technology with other teaching methods. Future plans focus on disseminating best practices and developing additional resources.
Report Casi di studio tra ricerca e formazione 2016
Case-based communication of research for education / Casi di studio tra ricerca e formazione (2015-2016). Report, SUPSI, 7 December 2016.
Challengesof blended learning
Revisiting the blended learning review 5 years on. What have been the challenges of implementing the success factors?
open educational resources to advance information literacy. author: philip ru...
Peer reviewed paper presented at the second European Conference on Information Literacy (ECIL), Dubrovnik, Croatia, October 23rd 2014.
Supporting Learners in a Digital Age
The document summarizes key findings from the SLiDA (Supporting Learners in a Digital Age) project, which studied how institutions are supporting the development of learners for a digital age. The SLiDA project found that institutions are preparing students with digital literacy training, enabling the use of personal devices, reconfiguring spaces for social learning, listening to learner voices, and focusing on blended course design. Specifically, the SLiDA case studies showed that institutions implemented strategies like college-wide digital literacy sessions, allowing personal devices, active learning spaces, gathering student feedback, and emphasizing blended learning course design.
Uo W – 25th Annual Distance Learning Conference
Gary Marrer presented at the 25th Annual Distance Teaching and Learning Conference on assessing the effectiveness and efficiency of mobile teaching and learning. He discussed various methodologies for assessing mobile learning, including traditional assessment techniques as well as newer measures like tracking student retention and skills development. Marrer also reviewed examples of empirical research on mobile learning and frameworks for evaluating mobile learning at the micro, meso, and macro levels. He emphasized that assessing mobile learning effectiveness is still a work in progress due to the newness of the technology.
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1. The document summarizes a trial using ePortfolios to scaffold learning for VCAL students at Harvester Technical College.
2. The trial aimed to determine if the Profile and Form tools in PebblePad could help structure evidence collection for assessment and communicate student competencies to employers.
3. Overall the trial was successful in identifying barriers and interest from employers, and provided insights into how ePortfolios could be further integrated into the VCAL curriculum.
Facilitating staff to design in active learning opportunities for students th...
This presentation reflects on the approach that we are taking at the University of York to help teaching staff consider how the affordances of learning technologies may be applied to support active learning opportunities for students within programme design. We consider how learning technologies may support student work across various modes of engagement, ranging from interleaved practice (formative assessment) to student-led teaching and content creation.
Colleges wales iTunes project
Greg Walker outlines key drivers for the iTunes U project in Welsh colleges including learners' expectations, accessibility of resources, and government priorities. The Welsh government's Digital Learning Program includes the National Digital Learning Council and Hwb learning platform. The project aims to provide initial teacher training (ITT) and continuing professional development (CPD) materials on iTunes U to increase collaboration, cataloging of resources, and confidence in digital content across colleges. Challenges include ensuring quantity and quality of content, copyright compliance, and cloud storage. The project will proceed through inception, development, assessment, and closure stages to establish a sustainable model for digital learning in FE colleges in Wales.
CODE_Assessment for Flexible Learning
The document discusses flexible learning and assessment design at Charles Sturt University. It outlines the university's focus on flexible learning options for its regional campuses across multiple locations in Australia. The author advocates for learning-oriented assessment that places learning at the center and involves students. Key aspects of learning-oriented assessment include tasks that are also learning activities, student involvement in the assessment process, and forward-looking feedback. Challenges to this approach include designing authentic real-world tasks and developing trust and accountability in flexible learning environments.
Adrian Watson - An alternative approach to postgraduate sustainable pedagogy
This document describes the alternative postgraduate program in sustainable pedagogy offered by the Centre for Alternative Technology (CAT). The program uses an immersive, blended learning model that combines residential fieldwork, lectures, and practical workshops to train students in sustainability topics in a living laboratory environment. Students gain real-world skills through hands-on projects and collaborative, multidisciplinary learning. Graduates of the program go on to work in education, sustainability consulting, renewable energy, and other fields promoting sustainable solutions. The CAT approach aims to develop adaptable, solutions-oriented graduates motivated to enable sustainable change.
Elesig 060308 Welcome
ELESIG is a Higher Education Academy project to start an Experiences of E-Learning Special Interest Group with an online community space and events to discuss learners' experiences with virtual learning environments and mobile technologies in higher education. The goal is to assess the impact on learners, highlight underrepresented voices, and make recommendations to improve the learner experience and institutional support for digital literacy.
TRA 2010: Wake-up Calls for Learning - Ursula Wingate
This document summarizes a research project that evaluated an inclusive approach to supporting distance learning students, particularly with academic writing skills. The project involved creating three online modules covering general academic writing, referencing, and plagiarism avoidance. These modules were piloted with two cohorts of business students and evaluated using a questionnaire. The results showed that students who used the materials felt their writing improved and they enjoyed the course. However, most students felt the materials would have been most helpful if available earlier and more integrated into their main coursework. The evaluation of the project is still ongoing to address the needs of non-responsive students.
Poster Netzwerkkonferenz #eScience 2013
The document discusses evaluating the potential use of e-portfolios in vocational education teacher training at TU Dresden. It plans to have students use e-portfolios in a media research course to organize learning artifacts and reflections. Interviews will assess how e-portfolios support self-directed learning and whether the university's online system could facilitate the process. The goal is to determine if e-portfolios can foster competency-based, open learning and knowledge management skills essential for lifelong learning.
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This document provides guidance for Assignment 1 of the PGCE Secondary program, which asks students to critically reflect on theories of teaching and learning. It outlines the assignment requirements, including focusing on epistemology and pedagogic paradigms, applying these ideas to their teaching subject, and concluding by reflecting on the impact on their thinking. Support materials and expectations for a Level 7 assignment are also reviewed, emphasizing critical analysis, a breadth of literature, constructed arguments, and situated practice examples. Timelines and support resources are indicated to help students complete the assignment.
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This document provides guidance for students completing Assignment 1 of the PGCE - Primary course. It outlines the aims of the session, which are to provide an overview of the assignment, discuss core ideas about pedagogy and teaching/learning, and clarify expectations.
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iPads in Teacher Education - Presentation from ATEE conference
- 1. Using iPads as pedagogically disruptive devices or iPadagogy
- 2. Paul Hopkins & Kevin Burden Faculty of Education - The University of Hull p.hopkins@hull.ac.uk k.j.burden@hull.ac.uk #hullpgce
- 3. Disruptive innovations Clayton Christensen
- 15. Keynote/Plenary talk presented by Eric Mazur at ALT-C 2012 at the University of Manchester in Manchester, UK
- 17. 2010 2013 2012
- 18. Affordances of m-learning Kearney, Schuck and Burden 2012
- 21. McCormick/ Scrimshaw & SAMR Combination matrix Hopkins, 2012
- 22. A rich seam Fullan and Langworthy (2014)
- 26. Justice, 2007
- 27. Kolb, 1984
- 28. Levy, 2009
- 29. The Inquiry Based Learning Model for Hopkins, 2013 Professional Studies
- 32. Sept - 2013 Start of Project into year 2 Baseline Sept, 2013 Survey Data Collection Logs kept by students Jan, 2014 Devices used in Uni Interviews of focus group Interim Survey I March, 2014 Interim Survey II Logs kept by students Interviews of focus group Pilot Year June, 2014 Exit Survey I Interviews of focus group Interviews of tutor group
- 33. Our first year findings: student use iPad as a resource access device. Taking notes, organising work, making resources. Personal learning / subject knowledge. Use in the teaching Developing reflective practice. Student initiated learning. classroom. Managing Resources. Creating Resources.
- 34. Some issues and problems
- 37. Some first year findings: tutor change “less need to give students the facts or information” “less worrying about remembering the minutiae” “much more discussion and interaction” “has impacted on my own models of learning” “students better prepared and able to contribute” “more model making and theorising”
- 38. Quakefeed - realtime data in the classroom Data capture on field trips Changing Teacher- Student interaction Video for performance feedback
- 39. Mobilising and transforming teacher education An Erasmus+ project 2014-2017 University of Hull (UK) Hochschule der Media, Stuttgart (D) University of Technology, Sydney (Aus) Pädogogsche Hochschule Karlsruhe (D) Høgskolen Bergen (N) Thomas Ferens Academy (UK) Rennbuckel Realschule (D) Akademiet Bergen (N)
- 40. Mobilising and transforming teacher education An Erasmus+ project 2014-2017 eBooks History Toolkit for using mobile devices in Teacher Ed. On-line training course (iTunesU) English Science Dissemination conferences and training. Multiplier conference Karlsruhe Germany - September 2015 Join us - grants available k.j.burden@hull.ac.uk www.mttep.eu
- 41. Questions?