Technology Enhanced Learning Workshop
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This document outlines an agenda for a Technology Enhanced Learning (TEL) workshop at Cranfield University. The workshop aims to help participants plan and develop short learning activities using multimedia tools to address common student support issues. The agenda includes identifying a learning activity and intended outcomes, exploring available TEL tools from Cranfield and public websites, selecting appropriate tools, developing activity components, and presenting and evaluating the activities. Participants will learn about incorporating multimedia, online collaboration and active learning approaches according to principles of good practice and learning theories including Kolb's learning cycle.
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Technology Enhanced Learning Workshop
- 1. Technology Enhanced Learning (TEL) Cranfield University June 2014 OCSLD
- 2. Indicative Agenda • 0930 Introduction • 1000 Identify a short learning activity • 1030 Coffee • 1045 Identify available TEL tools • 1115 Select appropriate TEL tools • 1130 Detailed activity planning • 1200 Lunch • 1230 Develop the components of the activity • 1315 Integrate elements; prepare presentation • 1345 Presentations • 1430 Evaluate the activities
- 4. Aims Propose solutions to common problems such as: •Students living off site need extra support between modules and have difficulty getting to campus •Students who have English as an additional language may want additional opportunities to hear sessions delivered early in the course •Students would like to attend a research seminar which clashes with a teaching session •Students want more opportunities to receive formative feedback
- 6. Outcomes for today’s session • Plan, produce and distribute a short learning activity in your discipline using academic multimedia and readily available ICT (smart phones, tablet computers, etc) • Identify readily available Web-based tools - particularly those used by your university - for multimedia production, distribution and collaboration and evaluate their utility for the creation and implementation of learning activities • Explore opportunities for integrating data and applications from more than one web service to create a unified teaching resource • Select a variety of approaches for teaching and student support to cater for different learning styles and a diverse student cohort
- 7. Baseline • Technology – Computer aided collaborative learning: distributed collaboration – Online – Academic multimedia • Enhanced – Criteria? • Learning – Reprise
- 8. Underpinnings • Activity, we do or make things in groups, using tools, with acceptable practices (criteria) and different roles • Experience, self-evaluative, practitioner-centered, pragmatic - what works - drawing on your own and your students’ experience • Dialogue, we talk synchronously and asynchronously with people • Reflection, brings experience into scholarly evidence through four professional "lenses": self, students, colleagues, the literature • Participatation, tutors engage as and with learners • Community, disciplines, institutions, others, work, the world and society • Outcomes, curriculum and aims, externally approved and may contribute towards professional recognition.
- 9. Wider aims: good practice • encourage student-tutor contact • encourage student-student co-operation • encourage active learning • give prompt feedback • emphasise time on task • have and communicate high expectations • respect diverse talents and ways of learning (Chickering & Gamson, 1987) independent of the mode of engagement
- 11. Bloom + Kolb knowledge comprehension application synthesis evaluation ATHERTON J S (2005) Learning and Teaching: Bloom's taxonomy [On-line] UK: Available: http://www.learningandteaching.info/learning/bloomtax.htm Accessed: 11 June 2007 analysis
- 12. identify the learning activity 1000 OCSLD
- 13. The task • Identify a short learning activity relevant to your current teaching practice and discipline that could be enhanced through the use of at least two online multimedia services • Write at least one well-formed intended learning outcome for the activity
- 14. Scope • What do we mean by “short”? • What do we mean by “two online multimedia services”?
- 16. Break 1030
- 17. Identify available TEL tools 1045
- 18. Cranfield TEL
- 19. Cranfield tools
- 21. Public web-based tools • Slideshare • Google drive • YouTube • …
- 23. Examples FSLT & TOOC First steps into learning and teaching in higher education Teaching online open course
- 24. Select tools for use 1115
- 25. Selection criteria • Accessibility • Ease of use • …
- 27. Lunch 1200
- 28. Develop the components of the activity 1230
- 29. Integrate elements and prepare presentation 1315
- 32. Underpinnings • Activity, we do or make things in groups, using tools, with acceptable practices (criteria) and different roles • Experience, self-evaluative, practitioner-centered, pragmatic - what works - drawing on your own and your students’ experience • Dialogue, we talk synchronously and asynchronously with people • Reflection, brings experience into scholarly evidence through four professional "lenses": self, students, colleagues, the literature • Participatation, tutors engage as and with learners • Community, disciplines, institutions, others, work, the world and society • Outcomes, curriculum and aims, externally approved and may contribute towards professional recognition.
- 33. Wider aims: good practice • encourage student-tutor contact • encourage student-student co-operation • encourage active learning • give prompt feedback • emphasise time on task • have and communicate high expectations • respect diverse talents and ways of learning (Chickering & Ehrman, 1987) independent of the mode of engagement
- 34. Close 1500
- 35. Thank you Dr George Roberts Senior Lecturer Educational Development groberts@brookes.ac.uk
Editor's Notes
- Today we’re going to be trying to find some middle ground between what I think is a rather idealistic systematic approach, and the v. teacher centred traditional ideas about course design. I think few teachers have the opportunity to design courses from scratch in an ideal and wholly systematic way. Usually a course already exists and is being adapted and there are a whole range of local constraints and conventions which limit what it is possible to do. For me, the middle ground is something we call the ‘outcomes –based approach’ and it’s basically looking at the first two of steps of the systematic approach in some detail (learning outcomes and selecting & organising content) and letting the remaining steps emerge out of that. As we walk through these first steps in the process of planning, it helps if you have a course in mind as we go through. Perhaps something that needs redesigning or something you would love to do sometime, somewhere. After coffee, I will run an activity to encourage you to think creatively about course design and apply what we’ve done here first. Remember that within this room this afternoon you can be as creative and imaginative as you like.
- 4 parts of learning process. having an experience reviewing the experience concluding from the experience planning the next steps Involves both theory and practice e.g. lectures and labs thinking: about theory or event which has been/might be experiences planning: how to test out explanations and prepare to learn from future actions experiencing - not same as doing - involves noticing what is taking place reflecting - being descriptive of what took place, reflecting on its meaning So, learning opportunities will be wasted if .. have no theoretical basis on which to make sense of experiences do not digest or plan but simply carry out instructions of others
- The level needs to be clear from the learning outcomes (basic/complex) as well as the situation (under close supervision or working independently) and how the work is generated (working on presented problems, creating own area of investigation). What words are missing from Bloom’s list? ‘understand’, ‘appreciate’ because they are not be directly assessable. Bloom provides unambiguous, active verbs e.g. explain, describe, formulate, apply. learning outcomes are written at pass level Learning outcomes should not be a wish list –what the ideal student might achieve – but rather the behaviour which might be reasonably expected of a student at the point of summative assessment on a unit - otherwise it is an aim. If learning outcomes are used to describe what a student must do to just pass, there is masses of room left in terms of quality 'above the learning outcome' to describe or anticipate divergent or creative approaches to learning. KNOWLEDGE – the remembering of previously learned material COMPREHENSION – the ability to grasp the meaning of the material APPLICATION – the ability to use learned material in new situations ANALYSIS – the ability to identify parts, recognise organisational/structural principles SYNTHESIS – the ability to put parts together to form a new whole EVALUATION – ability to judge the value of the material.
- Content often appears as a list of topics/syllabus, possibly designed by someone else and given to you. You do have a choice in how you organise it, what you emphasise and the way you convey it to students. A clearly modelled course structure helps students to organise their thinking and to plan their learning.