Learning virtually

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  • 1. Learning virtually Rhona SharpeOxford Centre for Staff and Learning Development Associate College Partnership 14 January 2011 Directorate ofHuman Resources

2. Learner Experiences of ICT

  • JISC Learner Experiences of E-learning programme (Guide for Practitioners in your packs)
  • JISC Supporting Learners in a Digital Age project (SLiDA)
  • NUS/HEFCE Student Expectations of ICT report, October 2010

3. Digital and information literacyin Oxford Brookes Enhancing the Student Experience Strategy

  • The functional access, skills and practices necessary to become a confident, agile adopter of a range of technologies for personal, academic and professional use.
  • To be able to use appropriate technology to search for high-quality information; critically to evaluate and engage with the information obtained; reflect on and record learning, and professional and personal development; and engage productively in relevant online communities.


  • Two tasks:
    • What do you, as learner,needto be able to do these online learning activities? (10 mins)
    • To what extent do your learnershavethe access, skills, strategies and support necessary? (20 mins)

Workshop plan 5. What is it like to learn virtually?

    • Pick one of the tasks, image that you are working on it. Where are you? How does it feel? What do you need?

6. About your learners: a checklist

  • Which questions do you find difficult to answer? Which will be important for your teaching?
  • On your tables, how are your studentssimilaranddifferent ? Where are thegapsin what you know about your students?
  • Choose one section of the checklist to discuss in more detail. Come and collect the student experience cards for this section.
  • To what extent do your learnershavethe access, skills, strategies or support necessary?

7. Access and ownership

  • T here is high ownership and access to personal technology, but note institutional differences
  • Where access or ownership is lacking, students feel disadvantaged
  • Most students are not sure how to use personal technology to aid study,

14/01/11 |slide If we are required to be networked for a computer workshop, for example, there generally arent places you can plug in a laptop with assistive technology in. So, then you are reliant on whatever assistive technologies are available on the network. ( LexDis) 8. Study habits and strategies

  • New learners are c onservative in their study habits and approaches
  • I nfluenced initially by prior educational experience, and laterby their tutors
  • Disabled learners are agile technology users who understand the affordances of technology
  • Learn skills from each other

Well firstly if I want to look anything up I will usually Google it... Then I would fire up MSN Finally [the VLE] and all the resources the University makes available online. (STROLL) 9. Communication strategies

  • Extensive use of social networking sites for recreational use
  • Extensive use of peers for support, especially technical support
  • Technologies used to support theprocessof groupwork
  • Social networking used where they have a cohort identity

14/01/11 |slide University e-mail I dont really use for people at University, I usually use texting, Facebook or MSN. If theyre on-line, on MSN, I know hopefully theyll respond straightaway. You can get an immediate response with phones and Messenger.(E4L) 10. Support

  • SLIDA case studies
  • DALLI case study

11. Support 14/01/11 |slide 12. Want to know more? 14/01/11 |slide