Use tablets in learning & teaching at UJ
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Presentation on 3 August 2015 to the workshop arranged by the UJ Humanities Teaching and Learning Committee.
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Use tablets in learning & teaching at UJ
- 1. Use of tablets for learning and teaching at UJ Carina van Rooyen Presentation to the Humanities TLC workshops on 3 August 2015
- 2. Wi-fi access
- 3. No 15% No but plan to buy one 5% Yes, given on by UJ 40% Yes, bought one 35% Yes, got as gift 5% Do you have a personal tablet?
- 4. No 3G 38% 3G but no data 6% 3G & use data 56% If your tablet has 3G access, do you buy data and use it?
- 5. 0 2 5 7 9 11 How often do you use your tablet?
- 6. Do your use a tablet in your teaching? No 75% Yes 25% Do you use your tablet for your own learning? No 44%Yes 56%
- 7. How do you use tablets in your course? Difference? Important? How do you use technology in your course?
- 26. Flip everything!
- 33. What fears do you have about using tablets in your teaching?
- 36. Digital security Online safety Digital footprint Digital shadow
- 38. Activity
- 39. Google Drive Twitter Skype Youtube Evernote Dropbox Socrative Nearpod Wordpress Educreations Diigo Mendeley Pinterest Storify VoiceThread Zite Flipboard Zotero Animoto bubbl.us
- 47. What fears do you have about using tablets for your own learning?
- 48. Tablets as personalised learning tool
- 53. Something to think about
- 54. Useful links
- 56. Curation for participation: An eight-step guide to curating open scholarly content - OpenUCT http://open.uct.ac.za/handle/11427/8431
- 58. Twitter: @carinavr https://carinavr.wordpress.com/ Slideshare: http://www.slideshare.net/carinavr
- 59. Acknowledgements
Editor's Notes
- 13 Apple devices, 2 Android-based tablets, 1 Windows-based
- For own learning: - For reading, videos, internet searches - “Subscribed to / following various tertiary education, humanities and tech related feeds / publications / experts. Using as a type of networking news feed, hence
- Think about: how learners engage with teachers: lecture, tutorial, discussion, assessments how learners engage with each other: collaboration, peer review, blog, project work how learners engage with content: reading, self-study, self-assessment, reflective blog
- Goals of learning: 1) Autonomy – learning how to learn (Heutagogy – self-directed learning) 2) Metacognition - thinking how to think 3) Fluencies Lecture becomes ‘guide on side’, rather than ‘sage on stage’
- Seymour Papert - construction, not instruction. Seymour Papert born in 1928 in Pretoria. Was philosophy student at Wits, where he received a doctorate in mathematics in 1952. Was revolutionary socialist in London in 1950s. Become mats prof at MIT, worked on learning theory and AI. Had the first lab for children to use tech Sylvia Tolisano calls it a shift from automation to transformation - students migrate from consumers of content, to its creators Co-learning at heart of connected learning experience (Mia Zamora) Technology enhances such social learning
- Difference between using technology and technology integration
- “According to a recent study published in the Proceeding of the National Academy of Sciences, passive forms of instruction result in failure rates 55 percent higher than those of active forms of instruction.” (http://www.hybridpedagogy.com/journal/teaching-with-the-internet-or-how-i-learned-to-stop-worrying-and-love-the-google-in-my-classroom/) “The classroom isn't redundant, but what we mean by a 'class' has changed” (Digital.Me MOOC) Flipping class is about repurposing contact sessions with students
- When you plan: Start with why (also who), not what (and how)
- tech savvy' (what we may also call 'techknowledgey') and our Digital Literacy, which is the ability to manipulate, control and manage all the web has to offer to our personal advantage and pleasure. Transliteracy is the ability to read, write and interact across a range of platforms, tools and media from signing and orality through handwriting, print, TV, radio and film, to digital social networks.” Thomas et al 2007 Transliteracy: Crossing divides. 12(12)
- How do I make it work?
- How do I avoid looking like an idiot?
- How deal with risks of online? trolling and spamming The five actions are: Protect ourselves Behave ourselves Criticise ideas not people Control our technical demand on ourselves Manage our Digital Reputation
- Teaching-learning nexus: T and L should never be seen as being separate. You teaching has to lead to learning (purpose of teaching should be learning). Learning can happen without teachers, but teachers needs learners. Teachers provide guidance, feedback and motivation (Weimer 2015)