Successfully reported this slideshow.
Your SlideShare is downloading. ×

Engaging with technology for learning: The surprises the challenges and next steps

Ad
Ad
Ad
Ad
Ad
Ad
Ad
Ad
Ad
Ad
Ad
Loading in …3
×

Check these out next

1 of 40 Ad

Engaging with technology for learning: The surprises the challenges and next steps

Download to read offline

Keynote presentation for Kingston University Festival of Learning

The swift pivot to online learning has without doubt been challenging for a multitude of reasons. My keynote will consider
- when looking back what my approaches were in relation to the use of technology to enhance learning;
- more recently my reflections on using technology for learning and teaching online,
- and then looking forward how we need to re-plan to use technology for engaging multimodal co-learning.

Keynote presentation for Kingston University Festival of Learning

The swift pivot to online learning has without doubt been challenging for a multitude of reasons. My keynote will consider
- when looking back what my approaches were in relation to the use of technology to enhance learning;
- more recently my reflections on using technology for learning and teaching online,
- and then looking forward how we need to re-plan to use technology for engaging multimodal co-learning.

Advertisement
Advertisement

More Related Content

Slideshows for you (20)

Similar to Engaging with technology for learning: The surprises the challenges and next steps (20)

Advertisement

More from Sue Beckingham (20)

Recently uploaded (20)

Advertisement

Engaging with technology for learning: The surprises the challenges and next steps

  1. 1. Engaging with technology for learning: the surprises, the challenges and next steps Sue Beckingham | @suebecks Keynote Speaker 23 June 2020 Kingston University Festival of Learning #KUFoL20
  2. 2. Engaging with technology for learning: the surprises, the challenges and next steps The swift pivot to online learning has without doubt been challenging for a multitude of reasons. My keynote will consider • when looking back what my approaches were in relation to the use of technology to enhance learning; • more recently my reflections on using technology for learning and teaching online, • and then looking forward how we need to re-plan to use technology for engaging multimodal co- learning.
  3. 3. Role of online learning When online learning activities are used only to supplement a course. Where online activities are used as a significant part of a course. Describes courses in which the majority (if not all) of the course activities are done online 1. ADJUNCT MODE 2. MIXED (FLEXIBLE) MODE 3. TOTALLY ONLINE MODE Adapted from Harasim 2006
  4. 4. Use of technology to enhance learning
  5. 5. The use of technology to enhance learning 1 hour lecture + 1 hour seminar 2 hour workshop
  6. 6. “Laptops in a box”
  7. 7. Technology used in teaching images podcasts video maps graphs
  8. 8. Where to find Free to use images: https://openclipart.org/ https://www.flickr.com/creativecommons/ https://pixabay.com/ https://www.pexels.com/ https://commons.wikimedia.org/wiki/Main_Page
  9. 9. Technology for interactive teaching Polls and Quizzes
  10. 10. Technology for interactive teaching Whiteboards and Pinboards Miro
  11. 11. Technology for interactive learning
  12. 12. Technology for reflective learning
  13. 13. Reflections on using technology for learning (and teaching) online
  14. 14. Using technology for learning online First of all I want to pause and focus on what we as educators have experienced and just some of the things we have learned since the start of COVID19
  15. 15. There was no choice whether or not we had to ‘pivot’ online
  16. 16. Learning extended to... Using the technology Colleagues had to learn to use new technology for online meetings, our own learning and development, and to deliver teaching.
  17. 17. “People who never expected – nor ever wanted – to use digital technology to communicate or work now must, and so they are learning how,” Sean Michael Morris, Director of the Digital Pedagogy Lab at the University of Colorado Denver
  18. 18. Learning extended to... Online protocols Adopting new rules for online meetings from adding passwords and muting microphones to use of chat and recordings; posture, lighting, the angle of your device.
  19. 19. Learning extended to... Self care The need to provide guidance on how to manage the blurred boundaries of remote working and home life. Building in breaks and time away from the screen.
  20. 20. Learning extended to... Social isolation Finding new ways we could check on our students wellbeing, as well as our peers, and our family.
  21. 21. Learning extended to... Digital poverty A realisation that many of our students (and staff) did not have access to technology or the same level of bandwidth. Having access to the web through Wi-Fi or pay-as-you-go costs money.
  22. 22. Learning extended to... Caring responsibilities Juggling home schooling, family life and working. Weighing up the benefits of synchronous and asynchronous activity.
  23. 23. Learning extended to... Social presence Developing a sense of belonging and connectedness. Especially important for the start of new modules during this period where students hadn’t met face to face.
  24. 24. Learning extended to... Learning to learn Adapting to a new learning space. Students were reticent to use video in online classes. They were cautious of using chat in the learning context.
  25. 25. “Immediacy is how much a given activity must take place at a given time. But immediacy places demands on student time, forcing students build their schedule around specific events. If they are at home, they need not only to be available at a specific time, but to get hold of the family computer, find a quiet spot in the house, check that the internet connection is stable at that time.” Mike Caulfield WSU Vancouver
  26. 26. Stanford 2020
  27. 27. Adapted from Stanford 2020 High Bandwidth Low Bandwidth LowImmediacy HighImmediacy Practical immediacy Audio and Video on Demand Natural Conversations at a Cost Underappreciated Workhorses Live web conferencing
  28. 28. Re-plan to use technology for engaging multimodal co-learning
  29. 29. Back to the drawing board
  30. 30. Communities of practice Communities of practice are groups of people who share a concern or a passion for something they do and learn how to do it better as they interact regularly. Etienne and Beverly Wenger-Trayner, 2015
  31. 31. SEDA JISC AdvanceHE ALT ALDinHE
  32. 32. https://www.lecturemotely.com/ @lecturemotely
  33. 33. Steve Wheeler 2011 Re-shared in his blog 2020 http://www.steve-wheeler.co.uk/2020/06/engaging-online-learners-3.html
  34. 34. Open resources A skills development toolkit for staff new to roles working with learning technology across the University of Edinburgh
  35. 35. An infographic bringing together a set of tips by Neil Mosley 2020 @neilmosley5
  36. 36. Free international talks • Wellbeing/care literacy • Equity literacy • Socioemotional literacy • Workload literacy • Openness/sharing literacy • Humanizing/auth enticity literacy • Big picture literacy Maha Bali 2020
  37. 37. Benefits of Working Out Loud Internal • peer-to-peer recognition • improved internal communications • better working relationships • humanised work • higher productivity • increased innovation and collaboration External • build professional network • opens virtual doors • crowd source information • breaks down geographical barriers
  38. 38. Essential elements of a community • mutual interdependence • sense of belonging • connectedness • spirit • trust • interactivity • common expectations • shared values and goals • overlapping histories Rovai 2002
  39. 39. Students as Partners
  40. 40. Thank you for listening Any questions?

Editor's Notes

  • Harasim, L. (2006). A history of e-learning: Shift happened. In J. Weiss, J. Nolan, J. Hunsinger, & P. Trifonas (Eds.), The international handbook of virtual learning environments (pp. 59-94). Netherlands: Springer.
  • Embedded in presentations
    Move away from death by PowerPoint
  • https://learningonscreen.ac.uk/
  • The role of the Learning Technologist and Educational Developer has never been more important
  • https://www.theguardian.com/technology/2020/apr/24/remote-learning-classroom-technology-coronavirus
  • https://emergencyonline.blog/2020/03/27/what-is-dirt-simple-online-why-use-it/
  • https://www.iddblog.org/videoconferencing-alternatives-how-low-bandwidth-teaching-will-save-us-all/
  • https://www.iddblog.org/videoconferencing-alternatives-how-low-bandwidth-teaching-will-save-us-all/
  • Plan A We are teaching online Plan B We are teaching at a social distance
    Plan C We need a plan to consider in class teaching, online syncronous teaching and online asynchronous teaching
  • https://wenger-trayner.com/introduction-to-communities-of-practice/
  • In addition to website resources are shared and discussed via Jisc email lists and Twitter
  • Dr Jo Rushworth, Dr T J Moore and Dr Beth Rogoyski
  • https://www.ed.ac.uk/information-services/help-consultancy/is-skills/programmes-courses-and-toolkits/development-programmes/new-learning-technologist
  • https://twitter.com/neilmosley5/status/1257412727590522880?s=20
  • https://www.al-fanarmedia.org/2020/05/literacies-teachers-need-during-covid-19/

    Link: https://youtu.be/7mOYrIdhjX0
  • Rovai, A. (2002) Building Sense of Community at a Distance. International Review of Research in Open and Distant Learning, 3(1). http://www.irrodl.org/index.php/irrodl/article/view/79/153

×