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Technology Enhanced Learning and Innovative pedagogy
- 1. https://microsites.bournemouth.ac.uk/cel/ Innovative Pedagogy: the kickin the discovery Mar 2017David Biggins
- 2. https://microsites.bournemouth.ac.uk/cel/ 2 A kickin the discovery Level Pedagogic knowledge
- 3. https://microsites.bournemouth.ac.uk/cel/ 3 Contents Blended OU10 TEL Toolkit Feedback Digital Skills UK PSFAssessment Flipped Pedagogies InnovationPedagogy Other bits Approaches Theories Co-creation Engagement Links Resources Suggestions Definitions The future Disruption
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- 5. https://microsites.bournemouth.ac.uk/cel/ 5 Approaches Perspective AssumptionsAssociated pedagogy The associative perspective Learning as acquiring competence Learners acquire knowledge by building associations between different concepts. Learners gain skills by building progressively complex actions from component skills. • Focus on competences • Routines of organised activity • Progressive difficulty • Clear goals and feedback • Individualised pathways matched to the individual's prior performance The constructive perspective (individual focus) Learning as achieving understanding Learners actively construct new ideas by building and testing hypotheses. • Interactive environments for knowledge building • Activities that encourage experimentation and discovery of principles • Support for reflection and evaluation The constructive perspective (social focus) Learning as achieving understanding Learners actively construct new ideas through collaborative activities and/or through dialogue. • Interactive environments for knowledge building • Activities that encourage collaboration and shared expression of ideas • Support for reflection, peer review and evaluation The situative perspective Learning as social practice Learners develop their identity through participation in specific communities and practices. • Participation in social practices of enquiry and learning • Support for development of learning skills • Dialogue to facilitate the development of learning relationships
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- 7. https://microsites.bournemouth.ac.uk/cel/ 7 The future •Personal development • Professional development • Promotion and advancement • Rising student expectations • Knowledge advancement • TEF
- 8. https://microsites.bournemouth.ac.uk/cel/ 8 Disruption • Newteaching promotes: • Creativity • Innovation • But it disrupts • Personal identity • Established practice • Individual tipping points • Pushing too far can lead to resistance • Too little may allow regression Hutchings et al 2010
- 9. https://microsites.bournemouth.ac.uk/cel/ 9 TEL Toolkit TheTEL Toolkit is an online, easy-to-use and stimulating resource that can provide you with knowledge and skills to innovate in your teaching Promotional video Video walk-through for the toolkit explaining its structure and component parts. Ideal for BU academic staff as an introduction.
- 10. https://microsites.bournemouth.ac.uk/cel/ 10 TEL Toolkit •Launched Feb 2016 • Publicly available. Drupal site • Metrics to mid Feb 17 • 6,527 session • 24,508 pageviews • Maintained and developed by the TEL Toolkit Working group • Minutes on the CEL I drive • Eg Epigeum and Collaborate added
- 11. https://microsites.bournemouth.ac.uk/cel/ 11 TEL suggestions PedagogySuggestions Blended learning Lecture capture, Audio capture in PowerPoint using iSpring, Follow-me video using Camtasia, Reading lists Feedback BOS now open to students, Feedforward using Turnitin, Revised generic assessment criteria and rubrics Flipped classroom Lecture capture, Pinterest boards, YouTube videos, TED talks, BoB, Open education resources Assessment Audio and video, Turnitin, Mark on your iPad, Multiple choice questions, Portfolios Collaboration & co-creation Storify, Mahara, myBU - discipline specific communities & academic societies, Trello Engagement MyBU, Prezi, Turning Point clickers, Kahoot, Mentimeter, Virtual reality, Augmented reality, Social Media (Facebook & Twitter), Virtual classroom
- 12. https://microsites.bournemouth.ac.uk/cel/ 12 Digital skillsself-assessment
- 13. https://microsites.bournemouth.ac.uk/cel/ 13 Digital skillsself assessment • Launched Feb 2016 • Confidence in tools and wider digital skills • Voluntary and anonymous. 60% academic staff completion • Unaware = 32%, aware = 27%, practiced = 10%, competent = 12%, proficient = 12%, expert = 8% • 81% of staff enthusiastic and 51% cautious about technology • Finding posted on the CEL blog
- 14. https://microsites.bournemouth.ac.uk/cel/ 14 Digital skillsself-assessment
- 15. https://microsites.bournemouth.ac.uk/cel/ 15 Other resources •Engage with the ‘Try Something Different’campaign • Complete the digital skills self assessment • Refer to the case studies on the CEL site • Use the CEL staff and theme leaders to generate ideas/ lead workshops on innovation in curriculum: • Prof Debbie Holley, David Biggins – TEL • Carly Lamont – employability • Anne Quinney – assessment • Use the CEL blog – search for and add information • Look out for CEL seminars/CPD units, commenced March • Service Excellence (20 Apr) and CELebrate conferences (13 Jun)
- 16. https://microsites.bournemouth.ac.uk/cel/ 16 Blended learning •Blended learning offers tutors the opportunity to engage students in a variety of ways, propelling learning
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- 21. https://microsites.bournemouth.ac.uk/cel/ 21 Feedback andfeedforward • Assessment is at the heart of the learning experience. Feedback on students’ responses to assessment is critical
- 22. https://microsites.bournemouth.ac.uk/cel/ 22 Feedback/fwd -examples • Examples • Audience response • Generic assessment criteria • Rubrics • Self and peer assessment • Audio & video • EUSE using BOS
- 23. https://microsites.bournemouth.ac.uk/cel/ 23 Flipped classroom •The flipped classroom is a pedagogic model where the typical structure of a lecture followed by self-study is reversed or flipped
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- 26. https://microsites.bournemouth.ac.uk/cel/ 26 Flipped -examples • Examples • Lecture capture • Pinterest boards • YouTube videos • TED talks • OERs
- 27. https://microsites.bournemouth.ac.uk/cel/ 27 Assessment • Inthe NSS, Assessment has been the lowest scoring dimension nationally • Students are driven by assessment and pay attention to things they are assessed on
- 28. https://microsites.bournemouth.ac.uk/cel/ 28 Assessment –BU types Essay Multiple choice questions Research projects / Group projects Oral presentations Seen exams Case studies Patchwork texts Portfolios / e-Portfolios Wiki / Blogs 'Doing it' exam
- 29. https://microsites.bournemouth.ac.uk/cel/ 29 Assessment –43 types Abstract Essay Multiple choice questions Question banks Annotated bibliographies Essay plans Observation Reflective diaries Articles for different audiences Field report Online discussion boards Research projects / Group projects Assessment stations Grant application Open book exams Role play Book, website, journal article or programme review Instant reports Oral presentations Seen exams Case studies / Care plans In-tray exercises Part-written practical reports Selective reports / Sampling reports Concept maps Laboratory books / Reports Patchwork texts Short answer questions Critical incident accounts / Journals / Blogs Learning logs Performance Simulations Designing learning materials Make or design something Portfolios / e-Portfolios Wiki / Blogs Dissertation Media profile Posters Viva voce 'Doing it' exam Mini-practical Problem sheets
- 30. https://microsites.bournemouth.ac.uk/cel/ 30 Assessment -examples • Examples • Validated assignments • Self and peer assessment • Generic assessment criteria • MCQs • Portfolios • In-class voting
- 31. https://microsites.bournemouth.ac.uk/cel/ 31 Co-creation • Co-creationis the development of student-led, collaborative initiatives leading to co-created outputs
- 32. https://microsites.bournemouth.ac.uk/cel/ 32 Co-creation -examples • Examples • BournemouthUni storify channel • Padlet wall (next slide) • Mahara portfolios • Discipline specific communities • Academic societies
- 33. https://microsites.bournemouth.ac.uk/cel/ 33 Engagement • Thestudent experience throughout their time in BU is a key focus with engagement being a vital component
- 34. https://microsites.bournemouth.ac.uk/cel/ 34 Engagement -examples • Examples • myBU • Audience response • Lecture capture • Augmented reality • Oculus Rift • Facebook & Twitter • Virtual classroom
- 35. https://microsites.bournemouth.ac.uk/cel/ 35 Innovative pedagogy InnovationDescription Learning through Social Media Using filtered social media to engage students Productive failure Embracing challenge and uncertainty (and sometimes failure) by solving complex problems Teachback The learner attempts to teach back what they have learnt Design thinking Solving problems using the methods and thinking of designers Learning from the crowd Appealing to the crowd gives assess to valuable resources Learning through video games For training, simulation … Formative analytics Supporting learners to reflect on their learning, which goals can be attained … Learning for the future The human capacity to learn and adapt to an unknown future Translanguaging Moving flexibly and fluidly between languages Blockchain for learning Like bitcoin, opens opportunities to trade educational reputation OU 2016
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- 38. https://microsites.bournemouth.ac.uk/cel/ 38 Links • TELToolkit • Using digital media in new learning models by Jisc, 2015 • 7 Things you should know about Flipped Classrooms by Educause, Feb 2012 • The Inverted Classroom: What it is, Why We Need it and What it Might Look Like, a keynote Prezi presentation, Teaching Conference, University of Edinburgh, Jan 2012 • 5 Things I wish I knew When I Flipped My Class • Let’s Use Video to Reinvent Education, TED talk by Salman Khan • The 10 Best Web Tools for Flipped Classrooms, by EDUDEMIC, 2013 • http://www.open.ac.uk/blogs/innovating/