Technology Enhanced Learning Workshop

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

Cranfield TEL

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

Thank you

Dr George RobertsSenior Lecturer

Educational Development

groberts@brookes.ac.uk