Workshop 2 Slides - University of East London

Report
Online learning pedagogies at UEL
Workshop 2:
Approaches to using
technology to promote active
learning
Simon Walker
Head of Educational Development
University of Greenwich, London , UK
Workshop 2: Session Outline
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
Context and drivers
•
•
•
•
Curriculum design and delivery
Pedagogies of distance learning
Staff development
Business models/ USP
New Approaches to Teaching, Learning and Assessment needed?
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”
Academics claim that
their courses produce
these skills, yet the
evidence is unclear.
What does
assessment say about
priorities in a course?
From 20thC to 21stC learner?
Learners’ activities
45
40
35
30
25
20
15
10
Key:
20th Century
21st Century
5
0
Teacher-led
class
Guided group
learning
Personalised
learning
Collaborative
learning
Self-directed
Learning
Summative
assessment
Ref: Laurillard, D. (2012) Online support for academics' collaborative learning about teaching. Presentation. Royal
Geographic Society. Epigeum 20/10/2012
Context and drivers
•
•
•
•
Curriculum design and delivery
Pedagogies of distance learning
Staff development
Business models/ USP
What pedagogies exist for DL?
pedagogy that
exploits dialogue and
conversation
pedagogy that allows
learner and course content
to be self-contained
technology
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?
Pedagogical neutrality - example?
http://www.mapmyprogramme.com
Comparison of DL pedagogies.
Generation of
Distance
Education
pedagogy
Technology
Learning
activities
Learner
granularity
Content
granularity
Evaluation
Teacher role
Scalability
Cognitivebehaviourism
Massmedia: 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.
Teacherguided
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; usergenerated
Artefact
creation
Critical
friend’ cotraveler
Medium
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<
What are learners doing?
E-Assessment
Drill & practice
Associative
Focus on individual
Learning through
association and
reinforcement
Constructivist
Building on prior
knowledge
Task-orientated
A
Experiential,
Problem-based
Role play
Situative
Learning through
social interaction
Learning in context
Connectivist
Learning in a
networked
environment
Inquiry learning
Collective intelligence
Resource-based
Ref: Mayes
& De Freitas,
2004
Conole 2010
Reflective &
dialogic learning,
Personalised
learning
Examples.
http://celtt.gre.ac.uk/
http://www.olds.ac.uk/home
Whats a MOOC?
X-mooc/ c-mooc/p-mooc/ouch
Design Principles
• 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
Martin Scorsese 1973 Mean Streets
Context and drivers
•
•
•
•
Curriculum design and delivery
Pedagogies of distance learning
Staff development
Business models/ USP
What tools are available?
iViva
FOAF
Thema:
Exploring
the
experiences
of Master's
students in a
digital age.
Masterman,
L. March
2007- 2009;
Jones, S based on ideas by.Dickinson (2007) & Cavazza. Digital Literacy CISCO Presentation. Bucks New University 2012
Yerkes-Dodson law of arousal
.
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
Learning activity design model (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
Learning activity design model (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
Help
and
Support
Activity Theory
Mediating
Artefacts (MA)
Creates
Teacher
Rules
Community
Learning activity
or Resource
Division of
labour
Context and drivers
•
•
•
•
Curriculum design and delivery
Pedagogies of distance learning
Staff development
Business models/ USP
www.uel.ac.uk/research
www.uel.ac.uk/teaching
What’s
your USP?
Useful links
• Moodle Course:
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
[email protected]
Sialker
Simon Walker
Simonwalker
hugh snook
Hvala,谢谢, Asanti, Dík, Tack, Danke, Merci, Tak,
Kiitoksia, köszönet, Grazie, Dank, Takk, Dzięki,
Obrigado, naa goodee……thank you for listening
and participating.

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