This document discusses how the SCALE-UP teaching environment has been used to explore new ways of learning in initial teacher education modules. It notes that studio/workshop classes have the potential to improve students' conceptual understanding. It also mentions that students have more complex technological experiences than simply being "digital natives". The document lists factors that students found helpful in the SCALE-UP environment like access to technology, modeling of technology use by lecturers, and constructive debates. However, it also notes that groups could have been mixed more and lectures should be made available earlier.

1. How has the SCALE-UP teaching
environment been used to explore
‘new ways of learning’ within Initial
Teacher Education (ITE) modules?
Sarah Davies & Alison Hardy
Design and Technology Education
Nottingham Trent University
#scaleup _ blog:http://sdsdavies.wordpress.com/

8. Nothing new
Lancaster and Read (2013)
Studio/workshop classes (often small scale) has the
potential to improve students' conceptual
understanding.
Beichner (2008, p.61)
students are diverse and their technological
experience is more complex than the term ‘digital
natives’ implies.
Corrin, Bennet & Lockyer (2012)

9. Student expectations of quality video
Access
Group learning strategies
Enfield (2013)

11. https://www.youtube.com/user/GrahamRGibbs

14. Expectations
Specific reading
Availability of resources (on NOW)
Routine with resources
Lectures linking to real context
Group work helped clarify and extend
Development of ideas (in groups)
Trusting relationships - intimate space- boundaries
Framing of learning- think, pair, share
Access to technology - opened up new possibilities
(Lecturers) modeling the technology
Interactive
Constructive debates
Round tables openness
You could see the screen from every place/ swivel chairs
The groups could have been mixed around a bit more
.. On board clear transition to check understanding
PC available or windows on Mac
Lectures available earlier on NOW

15. To Flip or not to Flip?
Flickr/velkr0/Ian Bogost

16. References
Beichner, R.J., Saul, J.M., Abbott, D.S., Morse, J., Deardorff, D., Allain, R.J., Bonham, S.W., Dancy,
M. and Risley, J., 2007. The student-centered activities for large enrollment undergraduate programs
(SCALE-UP) project. Research-Based Reform of University Physics, 1 (1), 2-39.
Bennett, S., and Maton, K., 2010. Beyond the ‘digital natives’ debate: Towards a more nuanced
understanding of students' technology experiences. Journal of Computer Assisted Learning, 26 (5),
321-331.
Crook, C., 2012. The ‘digital native’ in context: tensions associated with importing Web 2.0 practices
into the school setting. Oxford Review of Education, 38 (1), 63-80.
Enfield, J., 2013. Looking at the impact of the flipped classroom model of instruction on undergraduate
multimedia students at CSUN. Techtrends, 57 (6), 14-27.
Lancaster, S.J., 2013. The flipped lecture. New Directions, 9 (1), 28-32.

17. What do you think?
Do you any of you know of other research that might be useful for me to look at?

18. What do you think?
Take a couple of minutes to talk to the person next to you:
Have you considered using the SCALE-Up room or any of the things discussed in the session today?