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O nline 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:

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workshop 2 approaches to using technology to promote active learning
Online learning pedagogies at UEL

Workshop 2: Approaches to usingtechnology to promote active learning

Simon Walker

Head of Educational Development

University of Greenwich, London , UK

slide2
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: actionplanning (groupwork)

12.15 - 12.30: wrap up/ evaluation/close

context and drivers
Context and drivers
  • Curriculum design and delivery
  • Pedagogies of distance learning
  • Staff development
  • Business models/ USP
slide6
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 20 th c to 21 st c learner
From 20thC to 21stC learner?

Learners’ activities

Key:

20th Century

21st Century

Ref: Laurillard, D. (2012) Online support for academics' collaborative learning about teaching. Presentation. Royal Geographic Society. Epigeum 20/10/2012

context and drivers1
Context and drivers
  • Curriculum design and delivery
  • Pedagogies of distance learning
  • Staff development
  • Business models/ USP
what pedagogies exist for dl
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)

postal correspondence

mass media of television, radio, and film production

Interactive technologies: audio, text, video, web and immersive conferencing

Fourth use of ‘intelligent’ data bases (intelligent flexible learning), semantic web technologies?

slide10
Pedagogical neutrality - example?

http://www.mapmyprogramme.com

slide11
Comparison of DL pedagogies.

Anderson, T andDron, 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< http://www.irrodl.org/index.php/irrodl/article/view/890/1663> Accessed 15/06/13

what are learners doing
What are learners doing?

A

Inquiry learning

Collective intelligence

Resource-based

E-Assessment

Drill & practice

Associative

Focus on individual

Learning through association and reinforcement

Constructivist

Building on prior knowledge

Task-orientated

Ref: Mayes & De Freitas, 2004

Conole 2010

Situative

Learning through social interaction

Learning in context

Connectivist

Learning in a networked environment

Reflective & dialogic learning,

Personalised learning

Experiential, Problem-based Role play

slide13
Examples.

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

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

slide14
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. 26thMarch 2013

Martin Scorsese 1973 Mean Streets

context and drivers2
Context and drivers
  • Curriculum design and delivery
  • Pedagogies of distance learning
  • Staff development
  • Business models/ USP
slide17
What tools are available?

Expression

Audience

Who I know

What I say

Publication

Avatars

What represent me

What I share

Profession

Knowledge

What I know

Where I work

Thema: Exploring the experiences of Master's students in a digital age. Masterman, L. March 2007- 2009;

iViva

Opinion

Purchase

What I like

What and how I buy

FOAF

Certificates

Details

How and where

to join me

Who can certify

my identity

Reputation

Hobby

What‘s said about me

What interests me

Jones, S based on ideas by.Dickinson (2007) & Cavazza. Digital Literacy CISCO Presentation. Bucks New University 2012

slide19
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
Learning activity design model (2006)

Beetham, H. (2004), Review of e-Learning Models. In Effective Practice in e-Learning, JISC. http://www.jisc.ac.uk/publications/programmerelated/2004/pub_eff_prac_elearn.aspx

learning activity design model 2009
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

activity theory
Learning activity

or Resource

Creates

Mediating

Artefacts (MA)

Teacher

Activity Theory

Division of

labour

Rules

Community

context and drivers3
Context and drivers
  • Curriculum design and delivery
  • Pedagogies of distance learning
  • Staff development
  • Business models/ USP
what s your usp
What’s your USP?

www.uel.ac.uk/research

www.uel.ac.uk/teaching

useful l inks
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
slide27
[email protected]

Sialker

Simon Walker

Simonwalker

hughsnook

Hvala,谢谢, Asanti, Dík, Tack, Danke, Merci, Tak, Kiitoksia, köszönet, Grazie, Dank, Takk, Dzięki, Obrigado, naagoodee……thank you for listening and participating.

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