Embed Size (px)
DESCRIPTION
A slide set supporting a workshop on Technology Enhanced Learning (TEL) for Cranfield University
Citation preview
Technology Enhanced Learning(TEL)
Cranfield UniversityJune 2014
OCSLD
Indicative Agenda• 0930 Introduction• 1000 Identify a short learning activity• 1030 Coffee• 1045 Identify available TEL tools • 1115 Select appropriate TEL tools• 1130 Detailed activity planning• 1200 Lunch• 1230 Develop the components of the activity• 1315 Integrate elements; prepare presentation• 1345 Presentations• 1430 Evaluate the activities
introduction0930
Aims
Propose solutions to common problems such as: •Students living off site need extra support between modules and have difficulty getting to campus•Students who have English as an additional language may want additional opportunities to hear sessions delivered early in the course•Students would like to attend a research seminar which clashes with a teaching session•Students want more opportunities to receive formative feedback
Outcomes for today’s session
• Plan, produce and distribute a short learning activity in your discipline using academic multimedia and readily available ICT (smart phones, tablet computers, etc)
• Identify readily available Web-based tools - particularly those used by your university - for multimedia production, distribution and collaboration and evaluate their utility for the creation and implementation of learning activities
• Explore opportunities for integrating data and applications from more than one web service to create a unified teaching resource
• Select a variety of approaches for teaching and student support to cater for different learning styles and a diverse student cohort
Baseline
• Technology– Computer aided collaborative learning: distributed
collaboration– Online– Academic multimedia
• Enhanced– Criteria?
• Learning– Reprise
Underpinnings• Activity, we do or make things in groups, using tools, with
acceptable practices (criteria) and different roles• Experience, self-evaluative, practitioner-centered, pragmatic - what
works - drawing on your own and your students’ experience • Dialogue, we talk synchronously and asynchronously with people• Reflection, brings experience into scholarly evidence through four
professional "lenses": self, students, colleagues, the literature• Participatation, tutors engage as and with learners• Community, disciplines, institutions, others, work, the world and
society• Outcomes, curriculum and aims, externally approved and may
contribute towards professional recognition.
Wider aims: good practice
• encourage student-tutor contact• encourage student-student co-operation• encourage active learning• give prompt feedback• emphasise time on task• have and communicate high expectations• respect diverse talents and ways of learning
(Chickering & Gamson, 1987)
independent of the mode of engagement
Kolb’s Learning Cycle
Bloom + Kolb
knowledgecomprehension
application
synthesis
evaluation
ATHERTON J S (2005) Learning and Teaching: Bloom's taxonomy [On-line] UK: Available: http://www.learningandteaching.info/learning/bloomtax.htm Accessed: 11 June 2007
analysis
identify the learning activity1000
OCSLD
The task
• Identify a short learning activity relevant to your current teaching practice and discipline that could be enhanced through the use of at least two online multimedia services
• Write at least one well-formed intended learning outcome for the activity
Scope
• What do we mean by “short”?
• What do we mean by “two online multimedia services”?
Proposed activities
Break1030
Identify available TEL tools1045
Cranfield TEL
Cranfield tools
Public web-based tools
Public web-based tools
• Slideshare• Google drive• YouTube• …
http://inewsdesign.com/2012/11/26/programming-for-non-geeks-publishing-multimedia-on-the-web/
Examples FSLT & TOOCFirst steps into learning and teaching in higher education
Teaching online open course
Select tools for use1115
Selection criteria
• Accessibility• Ease of use• …
Detailed activity planning1130
Lunch1200
Develop the components of the activity
1230
Integrate elements and prepare presentation
1315
Presentations1345
Evaluate the activities1430
Underpinnings• Activity, we do or make things in groups, using tools, with
acceptable practices (criteria) and different roles• Experience, self-evaluative, practitioner-centered, pragmatic - what
works - drawing on your own and your students’ experience • Dialogue, we talk synchronously and asynchronously with people• Reflection, brings experience into scholarly evidence through four
professional "lenses": self, students, colleagues, the literature• Participatation, tutors engage as and with learners• Community, disciplines, institutions, others, work, the world and
society• Outcomes, curriculum and aims, externally approved and may
contribute towards professional recognition.
Wider aims: good practice
• encourage student-tutor contact• encourage student-student co-operation• encourage active learning• give prompt feedback• emphasise time on task• have and communicate high expectations• respect diverse talents and ways of learning(Chickering & Ehrman, 1987)
independent of the mode of engagement
Close1500
