Approaches to using

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21 Οκτ 2013 (πριν από 3 χρόνια και 9 μήνες)

79 εμφανίσεις

Workshop 2:

Approaches to using

technology to promote active
learning



Simon
Walker

Head of Educational Development

University of Greenwich, London , UK

O
nline learning pedagogies
at UEL

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



Context and drivers



Curriculum design and delivery


Pedagogies of distance learning


Staff development


Business models/ USP

New Approaches to
Teaching, 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:


“21
st

Century skills” in K
-
12 schools


“Graduate Attributes” in universities


The “inverted
(flip) classroom”

Ref:
Laurillard
, D.
(2012)
Online
support for academics' collaborative learning about
teaching. Presentation. Royal
Geographic Society.
Epigeum

20/10/2012


From 20
th
C to 21
st
C learner?

Learners’ activities

Key:

20
th

Century

21
st

Century

0
5
10
15
20
25
30
35
40
45
Teacher-led
class
Guided group
learning
Personalised
learning
Collaborative
learning
Self-directed
Learning
Summative
assessment
Context and drivers



Curriculum design and delivery


Pedagogies of distance learning


Staff development


Business models/ USP


What pedagogies exist for DL?

G
enerations
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

Pedagogical
neutrality
-

example?

http://
www.mapmyprogramme.com

Generation of
Distance
Education

pedagogy

Technology

Learning
activities

Learner

granularity

Content
granularity

Evaluation

Teacher 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<
h
ttp
://www.irrodl.org/index.php/irrodl/article/view/890/1663
> Accessed 15/06/13


A

Associative

Focus on
individual

Learning through
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,
Problem
-
based
Role play

Reflective &
dialogic learning,

Personalised
learning

Ref: Mayes
& De
Freitas
,
2004

Conole 2010

Examples.


http://
www.olds.ac.uk
/home

http://
celtt.gre.ac.uk
/

Whats

a MOOC?

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. 26
th

March 2013

X
-
mooc
/ c
-
mooc
/p
-
mooc
/ouch

Martin Scorsese


1973 Mean Streets

Context and drivers



Curriculum design and delivery


Pedagogies of distance learning


Staff development


Business models/ USP


Jones, S based on 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;

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

Teacher

Learning activity

or Resource

Creates

Mediating

Artefacts (MA)

Community

Division of

labour

Rules

Activity Theory

Context and drivers



Curriculum design and delivery


Pedagogies of distance learning


Staff development


Business models/ USP


What’s
your USP?


www.uel.ac.uk
/research

www.uel.ac.uk
/teaching


Useful
l
inks


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





Hvala
,
谢谢
,
Asanti
,
Dík
, Tack,
Danke
,
Merci
,
Tak
,
Kiitoksia
,
köszönet
, Grazie, Dank,
Takk
,
Dzięki
,
Obrigado,
naa

goodee
……thank you
for listening
and
participating.


s.walker@gre.ac.uk


Sialker


Simon Walker

Simonwalker


h
ugh

snook