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Online Pedagogy for Distance and Blended Learning. University of East London. Workshop
The document outlines a workshop focused on utilizing technology to enhance active learning, led by Simon Walker from the University of Greenwich. It covers various educational approaches and models relevant to distance learning, including discussions on curriculum design, pedagogy, and assessment strategies tailored for 21st-century skills. The session includes presentations, hands-on activities, and collaborative planning aimed at integrating new teaching methods in academic settings.
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Online Pedagogy for Distance and Blended Learning. University of East London. Workshop
- 1. Workshop 2: Approaches tousing technology to promote active learning Simon Walker Head of Educational Development University of Greenwich, London , UK Online learning pedagogies at UEL
- 2. 9.30 - 9.45:introductions 9.45 - 10.15: presentation: 10.15 - 11.00: hands on Moodle activity in computer suite (part 1). (move to ITC.01) 11.00 - 11.15 - break/refreshments 11.15 - 11.45: plenary 11.45 - 12.15: action planning (group work) 12.15 - 12.30: wrap up/ evaluation/close Workshop 2: Session Outline
- 5. Context and drivers •Curriculum design and delivery • Pedagogies of distance learning • Staff development • Business models/ USP
- 6. New Approaches toTeaching, Learning and Assessment needed? Academics claim that their courses produce these skills, yet the evidence is unclear. What does assessment say about priorities in a course? Drivers towards teamwork, critical thinking, effective communication, problem- solving, collaboration: • “21st Century skills” in K-12 schools • “Graduate Attributes” in universities • The “inverted (flip) classroom”
- 7. Ref: Laurillard, D.(2012) Online support for academics' collaborative learning about teaching. Presentation. Royal Geographic Society. Epigeum 20/10/2012 From 20thC to 21stC learner? Learners’ activities Key: 20th Century 21st Century0 5 10 15 20 25 30 35 40 45 Teacher-led class Guided group learning Personalised learning Collaborative learning Self-directed Learning Summative assessment
- 8. Context and drivers •Curriculum design and delivery • Pedagogies of distance learning • Staff development • Business models/ USP
- 9. What pedagogies existfor DL? Generations of distance education technology (all still in existence) 1. postal correspondence 2. mass media of television, radio, and film production 3. Interactive technologies: audio, text, video, web and immersive conferencing 4. Fourth use of ‘intelligent’ data bases (intelligent flexible learning), semantic web technologies? pedagogy that exploits dialogue and conversation pedagogy that allows learner and course content to be self-contained technology
- 10. Pedagogical neutrality -example? http://www.mapmyprogramme.com
- 11. Generation of Distance Education pedagogy Technology Learning activities Learner granularity Content granularity EvaluationTeacher role Scalability Cognitive- behaviourism Mass- media: print TV; radio; one to one communicat ion Read and watch Individual Fine: scripted and designed Recall Content creator: sage on the stage High Constructivism Conferencin g: audio; video; web. Many to many communicat ion Discuss, create, construct Group Medium: scaffolded and arranged. Teacher- guided Synthesize : essays Discussion leader: Guide on the side Low Connectivism Web 2.0 Social networks; aggregation & recommend er systems Explore, connect, create & evaluate Network Course; mainly at object and person level; user- generated Artefact creation Critical friend’ co- traveler Medium Comparison of DL pedagogies. Anderson, T and Dron, J (2011) Three Generations of Distance Education Pedagogy. International review of research in Open and Distance Learning; Special Issue - Connectivism: Design and Delivery of Social Networked Learning. Vol 12, No 3 ONLINE<
- 12. A Associative Focus on individual Learningthrough association and reinforcement Constructivist Building on prior knowledge Task-orientated Situative Learning through social interaction Learning in context Connectivist Learning in a networked environment What are learners doing? E-Assessment Drill & practice Inquiry learning Collective intelligence Resource-based Experiential, Prob lem-based Role play Reflective & dialogic learning, Personalised learning Ref: Mayes & De Freitas, 2004 Conole 2010
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- 14. Whats a MOOC? DesignPrinciples • Aggregation • Remixing • Re-purposing • Personalised • Multiple channels • No ‘right’ pathway Ref: Conole, G. Massive Open Online Courses (MOOCs) -, University of Leicester DL Forum presentation. 26th March 2013 X-mooc/ c-mooc/p-mooc/ouch Martin Scorsese 1973 Mean Streets
- 16. Context and drivers •Curriculum design and delivery • Pedagogies of distance learning • Staff development • Business models/ USP
- 17. Jones, S basedon ideas by.Dickinson (2007) & Cavazza. Digital Literacy CISCO Presentation. Bucks New University 2012 FOAF iViva What tools are available? Thema: Exploring the experiences of Master's students in a digital age. Masterman, L. March 2007- 2009;
- 19. Yerkes-Dodson law ofarousal . Yerkes RM, Dodson JD (1908). "The relation of strength of stimulus to rapidity of habit-formation". Journal of Comparative Neurology and Psychology 18: 459–482
- 20. Learning activity designmodel (2006) Beetham, H. (2004), Review of e-Learning Models. In Effective Practice in e- Learning, JISC. http://www.jisc.a c.uk/publications/ programmerelate d/2004/pub_eff_ prac_elearn.aspx
- 21. Learning activity designmodel (2009) Beetham, H (2007) ‘An approach to learning activity design’, in Rethinking Pedagogy for a Digital Age, Beetham, H & Sharpe, R (eds), Routledge, pp26–38
- 22.
- 23. Teacher Learning activity or Resource Creates Mediating Artefacts(MA) Community Division of labourRules Activity Theory
- 24. Context and drivers •Curriculum design and delivery • Pedagogies of distance learning • Staff development • Business models/ USP
- 25.
- 26. Useful links • MoodleCourse: https://moodle.uel.ac.uk/course/view.php?id=4860 • Digital Literacy in Higher Education: http://dlinhe.ning.com/ • Greenwich Connect: http://blogs.gre.ac.uk/greenwichconnect/about/ • Map my Programme: http://www.mapmyprogramme.com/ • Larnaca Declaration on Learning Design: http://www.larnacadeclaration.org/ • Summer of Innovation: http://elevator.jisc.ac.uk/content/about
- 27. Hvala,谢 谢, Asanti, Dík,Tack, Danke, Merci, Tak, Kiitoksia, köszönet, Grazie, Dank, Takk, Dzięki, Obrigado, n aa goodee……thank you for listening and participating. s.walker@gre.ac.uk Sialker Simon Walker Simonwalker hugh snook
Editor's Notes
- #5 ImagesTech can save the worldHorses fozen in icy river
- #11 Some technologies may embody pedagogies, thereby hardening them, and it is at that point that they, of necessity, become far more influential in a learning design, the leaders of the dance rather than the partners. For example, a learning management system that sees the world in terms of courses and content will strongly encourage pedagogies that fit that model and constrain those that lack content and do not fit a content-driven course mode