Pgc session 1.3 oct 2011
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This document discusses blended learning and e-environments. It defines blended learning as combining face-to-face learning with online opportunities. It explores how online spaces can support inclusive practices in education. Various learning theories are mentioned, such as cognitive constructivism and social constructionism. The document then discusses how technology could be introduced in teaching practices based on Laurillard's conversational framework. Finally, some examples of good practices using technology at the University of Creative Arts are provided.
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Project-based learning (PBL) is a student-centered approach that uses hands-on activities to help students learn skills like collaboration, problem-solving, and time management. PBL acknowledges that learning occurs through social activities and experiences. It allows students to explore problems and construct solutions that can apply to real-world issues. PBL is significant because it prepares students for a changing world where skills like research, technology use, and information synthesis are increasingly important for solving complex problems. It also allows flexibility for different learning styles and interactions that promote critical thinking.
Pyjama Pedagogy
The document discusses eLearning pedagogy and strategies for creating a successful online learning environment. It outlines different modes of eLearning delivery and learner engagement. A networked learning environment is described that allows students and teachers to access instructional content and resources anywhere at any time. Effective instructional design and applying constructivist and problem-based learning approaches are recommended for online courses.
Ric technology, teaching and learning
This document discusses the changing learning environment for 21st century students and the need to support educational technology in teaching. It describes how students' learning environment has expanded with increased access to places, times, and partners for learning. Communication and collaboration are central aspects of this new environment. The document advocates working with faculty to determine current technology use and desires, conducting surveys, and creating a plan to expand learning opportunities through technology while building upon existing practices. It provides examples of strategies like lectures, discussions and group work that can be adapted for both traditional and online learning environments using tools like Blackboard, Google, and Web 2.0 platforms.
Use Of Wikis For Teaching And Learning
The document discusses wikis and their use for online collaborative learning. Wikis allow multiple authors to add, edit, and remove content from a website. They are well-suited for collaboration as they can be edited using only a web browser. Wikis are effective for group assignments as students can collaboratively work on and edit a document over time. The document provides examples of student groups using wikis for coursework and assessments and discusses benefits like monitoring participation and progress.
Autonomy
This document discusses blended learning and learner autonomy. It defines blended learning as using both traditional and online resources for learning. It provides examples of blended learning components and guidelines for teachers in designing blended learning, including providing opportunities for collaboration, learning content in multiple media, and learner support. Blended learning can increase flexibility and support constructive learning through active engagement. Effective blended activities give learners choice and autonomy over their learning.
Social web and language learning
This document discusses integrating social web tools into foreign language teaching. It defines the social web and outlines its development. Benefits include facilitating collaboration, interaction and equal participation. Challenges include information overload and academic resistance. The document recommends a gradual approach to integration, providing examples and clear guidelines. Specific tools are cited, such as blogs, wikis, tagging and networks. Best practices emphasize products, information, collaboration and communication.
OU Live (synchronous online tutorials) pedagogy
PechaKucha presentation on pedagogy in OU Live (Blackboard Collaborate/Elluminate) for Open University staff development event. Looking at the pedagogy for synchronous online tutorials.
Using Web Tools To Enhance Teaching & Learning
The document summarizes the use of blended learning and web 2.0 tools in a graduate course on information technologies. The instructor used a course blog, wiki, and videoconferencing to actively engage students and allow flexible access to course materials. Students strengthened research skills using various technologies and learned to communicate collaboratively online. Students reported satisfaction with the blended approach and recognized the value of internet tools for their professional development.
Using Web Tools To Enhance Teaching & Learning
The document summarizes the use of blended learning and web 2.0 tools in a graduate course on information technologies. The instructor used a course blog, wiki, and videoconferencing to actively engage students and allow flexible access to course materials. Students strengthened research skills using various technologies and learned to communicate and collaborate online. Students reported satisfaction with the blended approach and recognized the value of internet tools for their professional development.
Blended learning constructionla
The document discusses blended learning and outlines goals and elements of creating effective blended learning activities and courses. It provides examples of blended learning approaches and discusses teaching and social presences in online learning. Key aspects of design, facilitation, and direction of cognitive and social processes are covered.
Teaching Global Studies with Wikis
This document discusses teaching global studies with technology. It recommends using backwards planning to design lessons, starting with learning goals and assessment, then activities. It also recommends Shneiderman's "collect-create-relate-donate" framework for designing technology-based lessons, where students collect information, relate collaboratively, create performances of understanding, and donate their work. The document provides examples of using wikis and challenges participants to create a wiki page.
Blended learning gcu london_jan2015_open
This document provides an overview of a session on embedding blended learning at GCU London. The session aims to support staff in developing effective blended learning approaches and engage students through technology. It includes discussions of experiences with blended learning, principles of design, and practical tools and techniques. Attendees will consider current practice, share experiences, and identify ways to enhance student learning through blending online and classroom activities.
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Pgc session 1.3 oct 2011
- 1. Blended Learning and e-Environments Tony Reeves UCA Learning Technologist PGC Session 1.3
- 10. How to introduce technology? Diana Lauillard’s conversational framework Adaptive Interactive Discursive Live discussion board Peer group activities with feedback from staff Tutorials via webcam Changing content during academic year Simple site, easy to maintain Develops students’ transferable & core skills Fun & games space, interactive tasks Links to external sites Students can contribute content Discussion forum Providing Powerpoints for previous sessions Providing course materials and resources Reflective
- 11. The PGC course area Discursive Live discussion board (course blog) Peer group activities with feedback from staff (group wiki activity)
- 12. The PGC course & unit areas Adaptive Changing content (documents, Powerpoints) Simple site, easy to maintain Develops transferable & core skills (team work, reflective writing)
- 13. The PGC course & unit areas Interactive Fun & games space, interactive tasks (Wallwisher, wikis, group blog) Links to external sites Students can contribute content
- 14. The PGC course & unit areas Discussion forum Providing Powerpoints for previous sessions Providing course materials and resources Reflective