e-teaching: from digital shyness to confidence with Blackboard
Learn Sue Watling 17 th July 2014
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About me: Sue Watling HEAHEA Accreditation Fellow Status CMALT
Learning Technologist Senior Lecturer in Educational Development
Doctoral research e- teaching MA in Open and Distant Education 2
@suewatling suewatling.blogs.lincoln.ac.uk
http://staff.lincoln.ac.uk/swatling
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About my work and research... Education Development Digital
Pedagogies Digital Design Digital Literacies Digital Culture
e-teaching Teaching and Learning in a Digital Age (TELEDA) TELEDA 1
digital design and delivery TELEDA 2 social media and e-resources
Research PhD e-teaching Digital inclusion Open Education Embedding
OER Practice (HEA/JISC)HEAJISC Supporting transition
(HEA/ALDinHE)HEAALDinHE 3 Image from
http://www.comunidadunete.net/boletines/img48/contenidos1.pnghttp://www.comunidadunete.net/boletines/img48/contenidos1.png
NMC Horizon Higher Education report Faculty training still does
not acknowledge the fact that digital media literacy continues its
rise in importance as a key skill in every discipline and
profession. Despite the widespread agreement on the importance of
digital media literacy, training in the supporting skills and
techniques is rare in teacher education and non-existent in the
preparation of faculty. NMC Horizon Higher Education (2014: 23)
http://cdn.nmc.org/media/2014-nmc-horizon-report-he-EN-SC.pdf
http://cdn.nmc.org/media/2014-nmc-horizon-report-he-EN-SC.pdf
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HEA Flexible Pedagogies T.E.L. report
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BC - Before Computers 8 Dial up modem sound file page
http://www.soundjay.com/dial-up-modem-sound-effect.htmlhttp://www.soundjay.com/dial-up-modem-sound-effect.html
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Digital Pedagogies Heutagogy (Case and Kenyon 2001)
self-directed learning
http://www.psy.gla.ac.uk/~steve/pr/Heutagogy.html
http://www.psy.gla.ac.uk/~steve/pr/Heutagogy.html Alignment of the
Curriculum (Biggs 1999) Deep and surface approaches to learning
through critical reflective practice (Biggs 1987, 1992; Moon, 2004
2008) Community shared practice and inquiry (Garrison and Anderson
1999, 2012) Conversational framework (Laurillard 2001) Scholarship
Reconsidered (Boyer, 1990) 9
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Teaching and Learning in a Digital age (TELEDA) Module1. online
design, communication, collaboration, assessment, feedback, open
education Module 2. social media in teaching and developing
e-resources 24 weeks (30 M level cats) Delivered and assessed
through Blackboard 11
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Research engaged practice Evidence based practice Research
informed/engaged Action research cycles: evaluation, reflection,
action Experiential learning opportunities Shift from Blackboard as
repository to Blackboard as generator of learning activities
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13 Group Tools Activity Wiki Discussion forums Reflective
Journal Grade Centre Blogs TELEDA Learning Blocks eportfolio LB 6:
e-resources LB 2: Open Educational Resources LB 3: Communication
and Collaboration LB 4: Assessment and Feedback LB 5: Social Media
LB 1: Online Design and Delivery
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TELEDA Learning Outcomes Demonstrate a comprehensive
understanding of the open education movement, the theory and
practice around learning in online environments and the challenges
for students, tutors and institutions in higher education;
Critically evaluate a number of freely available digital learning
tools and resources, including OER material, which extend and
support teaching and learning in online environments for specific
learning outcomes; Reflect upon, and demonstrate a critical
awareness of inclusive practice in relation to online teaching and
learning resources, communication and collaborative working with
and between students; Design or select and critically evaluate a
learning activity which includes assessment and feedback and has
the potential to enhance student learning in online environments.
Demonstrate a scholarly approach to the development of teaching
practice in online and open contexts through making critical and
developmental use of the relevant published evidence-base 14
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Digital Literacies for e-teaching 15 Image from
http://www.iacbe.org/pdf/2014-region-9-conference-brochure.pdfhttp://www.iacbe.org/pdf/2014-region-9-conference-brochure.pdf
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Digital Literacies (JISC model) 16 Image from
http://www.jiscinfonet.ac.uk/wp-content/uploads/digilit-7elements.pnghttp://www.jiscinfonet.ac.uk/wp-content/uploads/digilit-7elements.png
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17 I do feel slightly more confident about trying things and if
theyre not successful to learn from it and try something else
instead. I have used a website creating tool for the first time, I
have used it, I have found it relatively straightforward. YouTube
is going to prove to be a more useful resource than I ever imagined
Ive realised this through the way TELEDA is structured I love the
video clips! This has been quite revealing in terms of the way I
previously organized materials on Blackboard, and perhaps missed
opportunities to integrate digital tools and materials more fully
into my teaching
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Seven TELEDA Tips for e-teaching Myths of digital confidence
Text mis-communication Identity blur Activity Based Content
Signposting Do a MOOC! Pedagogy of Uncertainty 18
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TELEDA Tips 1: myths of digital confidence I have made
assumptions previously about the skills of students I am working
with and presumed that they would find learning in an online
environment easy as this was something that they had chosen.
Preparation is not just about being technically competent, it is
about ensuring learners are able to deal with the social and
emotional challenges of learning online too 19
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TELEDA Tips 2: text mis-communication the whole digital
learning experience is changing the way I think about communication
I realise now how nave I was in the past to simply open the
discussion board with a question and expect the students to
participate. As a tutor I have to make it possible for my students
to participate through the design of my tasks 20
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TELEDA Tips 3: identity blur 21 there is no doubt that the
transition from being an effective classroom practitioner to an
effective online practitioner is complex and challenging
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TELEDA Tip 4: Activity Based Content (ABC) I need to know more
about e- pedagogy, differences between learning and teaching online
and face- to-face and how to redesign sessions for an online
environment I recognise that online learning is all about the
activity of the student and what you get them to do I would like to
find out more about how I can encourage students to be active and
construct knowledge in an online environment 22
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TELEDA Tip 5: signposting It seems obvious now that the lack of
student engagement with my online resources was due to
inappropriate design. I placed too much emphasis on text based,
self-directed learning and didnt recognise the important roles of
self and peer assessment, interaction between students and probably
most importantly, investing time in building solid foundations and
helping students develop skills for online learning. 23
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TELEDA Tip 6: do a MOOC! the experience being isolating and
lacking human connection also supported my feeling about the
importance of the social in the learning experience This activity
has opened my eyes about the strengths and weaknesses of OERs. They
are many, many resources out there that can be used but the search
process is daunting because of the sheer number and adapting
resources for a specific purpose is time consuming and often more
complex than starting from scratch 24
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TELEDA Tip 7: Pedagogy of Uncertainty As a tutor in the
classroom you can be on hand to make connections for students or
clarify activity instructions. This is less easy online, you have
to almost pre-empt questions Being an online learner is confusing
and disorientating. There is no tutor to check what you are doing
is right The reasons why people have not necessarily contributed to
activities may be because they were unclear about what was expected
and/or afraid of getting it wrong and looking silly. 25
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made me appreciate the issues students would face such as
feeling unsure and not finding it as easy to talk. adopting the
role of student is a useful experience, it reminds me of the
pressuresand enables greater empathy to students and their
experiences. What fascinates me about this process is how as a
novice online tutor I instinctively reverted back to what many
novice classroom practitioners do and focused on transmitting
content. This is something I would always try and avoid in a
classroom setting. Undertaking this activity, and reading about
online design has made me realise that I need to approach online
design . and stop being scared of it!
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dont Digitally shy to digitally confident with Blackboard
to
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Summary e-learning success requires e- teaching attention
Practicing practice: value of experiential learning Relocate staff
as students on VLE Shift from Blackboard as repository to
Blackboard as generator of learning activities 28
http://www.youtube.com/watch?v=pQHX-
SjgQvQ&list=RDUOorZQLsmuAhttp://www.youtube.com/watch?v=pQHX-
SjgQvQ&list=RDUOorZQLsmuA (2.44) Medieval Helpdesk
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Thank you Contact details Sue Watling University of Lincoln, UK
Email [email protected] Twitter @suewatling Blog
http://suewatling.blogs.lincoln.ac.uk Please provide feedback for
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