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Embedding the TESEP 3E Approach in the professional development of educators: A case study of the MSc Blended and Online Education PowerPoint PPT Presentation


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Embedding the TESEP 3E Approach in the professional development of educators: A case study of the MSc Blended and Online Education Keith Smyth and Christina Mainka, Napier University LICK Symposium October 2008. Sharing ideas. Joint FE-HE initiative. Collaborative learning.

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Embedding the TESEP 3E Approach in the professional development of educators: A case study of the MSc Blended and Online Education

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Embedding the TESEP 3E Approach in the professional development of educators:

A case study of the MSc Blended and Online Education

Keith Smyth and Christina Mainka,

Napier University

LICK Symposium October 2008


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Sharing ideas

Joint FE-HE initiative

Collaborative learning

Using technology appropriately

Beyond the VLE

Transforming and Enhancing the Student Experience through Pedagogy

Increasing learner autonomy

Working with the sector

Learner centred staff development

Working within the partner institutions

Web 2.0

Building upon existing good practice

2005-2007

SFC e-learning transformation programme


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Drama

SCQF levels 4 to 11

Pathfinder projects

Painting and decorating

Evaluation

Brick working

Getting the blend right

Languages

Joinery

TESEP in Practice

Computing

Art

Law

Preparing students

Accounting and economics

Subtle changes to practice

Local and global connections

Major changes

Engineering


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I’m already doing good things, so how do I build on that?

How much learner control is enough?

Choice and control?

What are implications for tutors role?

Where do I start?

Is this all about ‘blue skies’?

3E Approach

‘Cutting through’ the jargon

What role for current and emerging technologies?

Implications for student?

What kind of transformation?

Modelling ‘TESEP principles’?


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Pg Cert / Pg Dip / MSC

Lecturers and other education professionals

Reflective projects

Learners as co-tutors

Choice and negotiation in every task

MSc Blended and Online Education

Peer and self assessment

Developmental projects

SEDA accredited

Tutors as co-learners

Individual and collective needs drive from outset

Preparation for continued professional development

Applied and practice-based


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Introduction to blended and online education (M1)

Supporting blended and online student experience (M2)

Curriculum design and development BOL (M3)

Thought Discussions

Student-led seminars

Engagement in online communities

3E on PgC BOE

Choose focus in chosen case study

Groups conduct own case studies

Groups redesign chosen aspects of PgC

Individual project can be conceptual in design

Individual project (design option) involves some implementation

Individual project main activity focus developing entire course unit


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“Collaborative learning activities have involved critical reflection and practical application of cutting edge Web 2.0 technologies. Modules draw upon the experiences of participants and we have been actively engaged in exploring how best to facilitate blended and online learning.”

John Sinclair, Senior Lecturer, Napier University

“This is a very hands on course with many different ways of reaching the learner and catering to many different learning styles, supported by current research articles in this area. We have had virtual seminars with other students from around the UK, and podcasts with experts in the field. This will help me to design and deliver blended learning more effectively, hopefully without making the mistakes of past initiatives.”

Dr Steve Wilkinson, Principal Lecturer, Leeds Met University

Student voices can be heard at http://www2.napier.ac.uk/ed/boe/why.html


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Discussion board blindness!

Sage on the stage to guide on the side no longer enough

Thinking inclusively

Evaluation

Getting the blend right

Balancing flexibility and rigour in assessment

Challenges of 3E in the PgC BOE

Need to be clear on how and why

‘Designing in’ Legitimate Peripheral Participation

Helping learners plan their journey

Competing views

Knowing when to ‘teach’, when to guide, when to co-learn

Appreciating different starting points


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Fully customised module options

Educational research methods and practice

Informal and professional networking

Learners as co-tutors on programme?

Taking it forward on the MSc BOE

‘Legacy learning’ opportunities

Making further global connections

Establishing programme community


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