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Tackling first year student engagement
with learning technologies and the VLE
All eggs in one basket…
or just blindfold the chicken?
The ideal… all eggs in one basket
Scattered tools & resources used outside the VLE
what’s left in the VLE?
Default tools & resources in VLE
Students sampled for usage
Students sampled for VLE usage
PLEs are systems that help learners take control and
manage their own learning (Harmelen 2008)
Diversity and usefulness
So who is the blindfolded chicken?
Is free-range any better?
Group Task 1
The Perfect PLE - 10 minutes
Design a PLE to most enhance a new student's
learning experience at university. The group may
elect a specific subject area the student has
chosen to study.
Group Task 2
TEL Manifesto - 10 minutes
Draft up an institutional TEL Manifesto intended
for new students that enhances learning and
enriches their online user experience.
Group 1: http://padlet.com/mariatannant/BB1
Group 2: http://padlet.com/mariatannant/BB2
Group 3: http://padlet.com/mariatannant/BB3
Group Workspaces
MARIA TANNANT
Programme Manager in Digital Pedagogy
mtannant@uca.ac.uk
References
Van Harmelen, H. (2008). "Design trajectories: four experiments in PLE implementation". Interactive Learning
Environments 16 (1): 36 – 46.

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Tackling first year student engagement with learning technologies and the VLE

Editor's Notes

  1. Just when you think everything is running smoothly, You get a jolt of reality! Who exactly is using the VLE and on what device
  2. In an ideal world how great it would be to simply access all the valuable learning technologies from one place… Namely the VLE But we know this is far from possible.
  3. - Tools that students and staff use outside of the VLE - The ideal of a ‘central learning environment’ cannot be achieved anymore - Like a pick and mix sweet shop, there’s a host of solutions - Not everything is listed here, but these tools represent alternatives - Catering for different learning styles - A host of methods around digital curation… and digital literacy via resources and interaction - These tools can offer greater flexibility and user experience for learning & teaching
  4. So after looking at the MASS of tools available externally, what exactly is left in the VLE? How important and valuable are they to student learning?
  5. Regular tools that work in Blackboard Learn After extensive testing here’s what I found worked on mobile and desktop devices
  6. This ‘difference’ means we need to carefully consider what kind of TEL learning experience our students will have. This course make it very clear to students how everyone is expected to communicate and what tools/platforms/resources they are to use throughout their time at Uni. This includes social media such as LinkedIn, Twitter, Instagram and Pinterest. However, the document does not cover the full extend of teaching and learning methods together with subject specific university resources. So perhaps writing a T&L Strategy is the next task for the course team
  7. Hence, their usage of the VLE is well rounded and smartphones are employed to mainly receive updates and notifications Whereas laptops are employed for deeper study and the production of work But this course’s adoption of the VLE is not mirrored across the university Where there is contrasting uses of technology and processes So perhaps we should be thinking more about exploiting the use of intuitive learning tools
  8. - I made this Personal Learning Environment (PLE) while studying MAODE in 2011 - This was my own interpretation of the tools I used to enhance my learning - But more importantly… how I organised my learning - Getting onboard with Dropbox was the single biggest achievement to manage my study & work files References (1) Van Harmelen, H. (2008). "Design trajectories: four experiments in PLE implementation". Interactive Learning Environments 16 (1): 36 – 46. http://www.tandfonline.com/doi/pdf/10.1080/10494820701772686
  9. PLEs have different meanings and values to people Specific tools have different uses depending on the user The concept of being digitally organized has a large role to play for learners
  10. We could view the maverick tutor going astray and doing his/her own thing with TEL And not bothering about adding to the basket of eggs in the VLE The student could be viewed as the blindfolded chicken getting lost in the plethora of new technologies
  11. The notion of new and innovative pedagogies may well emerge from a less restricted approach