Teaching and Learning in a Digital Age Sue Watling Festival of Teaching and Learning June 2014

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  • Teaching and Learning in a Digital Age Sue Watling Festival of Teaching and Learning June 2014
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  • Digital Education Plan The University will promote the wider and more creative use of the VLE and other technologies for enhancing and enriching students education. Promote OER Develop digital literacies
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  • HEA Flexible Pedagogies http://www.heacademy.ac.uk/projects/detail/Research/FP_prep_for_future_research http://www.heacademy.ac.uk/projects/detail/Research/FP_prep_for_future_research
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  • Teaching and Learning in a Digital Age (TELEDA) 30 credit Postgraduate short course Emerged from Embedding OER Practice; HEA Change Academy programme oer.lincoln.ac.uk Learning Blocks include online design, communication, collaboration, assessment, feedback and open education (OER/MOOC) Encourages critical reflection on practice Assessment by eportfolio
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  • doing this course online is useful in enabling me to identify with the way students navigate information on blackboard It has made me appreciate that if I was to use this as a tutor the issues students would face such as feeling unsure and not finding it as easy to talk. I think adopting the role of student is a useful experience as it reminds me of the pressures involved in studentship and enables greater empathy to students and their experiences.
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  • dont
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  • Being an online learner is disorientating. There is no tutor to check what you are doing is right and no peers to learn from. This has made me realise that very explicit and direct, clear instructions are important There is no doubt that the transition from being an effective classroom practitioner to an effective online practitioner is complex and challenging. It is so much harder for me to dedicate time to online learning than face-to-face learningseems the first thing that gives in my diary when other things emerge.
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  • Myths of e-elearning cut costs increase efficiency do more for less be intuitive user friendly enhance learning transform education
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  • Everyone has a smart phone uses track changes manages their email knows about html optimises images chats online uses a webcam works with wikis blogs or tweets Image from http://edutech4teachers.edublogs.org/files/2012/07/digital-footprint-1beuk2c.png
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  • www.suewatling.blogs.lincoln.ac.uk
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  • Image from http://babyurl.net/names/baby-domain-name/establishing-a-babys-digital-identity-by-registering-their-domain-name http://babyurl.net/names/baby-domain-name/establishing-a-babys-digital-identity-by-registering-their-domain-name
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  • CIBER research into the information behaviour of young people http://www.jisc.ac.uk/media/documents/programmes/reppres/gg_final_keynote_11012008.pdf http://www.jisc.ac.uk/media/documents/programmes/reppres/gg_final_keynote_11012008.pdf
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  • ...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. Blackboard is not the problem, there is nothing wrong with Blackboard, being an online tutor is just very different.....
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  • After TELEDA 1 TELEDA 2: social media and e-resources, PG Certificate in Digital Education, Online non-accredited workshops; including: Introduction to social media, Introduction to OER and MOOC, Discussions and Reflections, Working with Wikis. Offering mini student view of Blackboard.
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  • Advantages Experiential learning Critical reflection on practice Research informed and engaged Incorporates social impact of the internet Communities of inquiry and shared practice Introduces eportfolios Promotes digital literacies
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  • Disadvantages Doesnt reach everyone Could Reinforce existing prejudices Produce resistance Create community of dislike for elearning in general and Blackboard in particular Digital engagement not always recognised and rewarded Requires time and commitment dont
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  • hampered by time constraints. change is difficult and time consuming and, in a higher education environment governed by commodification and league tables, potentially risky. This needs to be addressed by institutions to ensure that staff have adequate time, resources and training to make the most of digital innovations and develop innovative practice.
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  • Emerging ideas Myths of Digital Competence Shift from e-learning to e-teaching ABC - Activity Based Community Text miss-communication Invisible Others; pedagogy of uncertainty?
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  • Digital Literacies signposts SCONUL: Seven Pillars of information literacy through a digital lens http://www.sconul.ac.uk/publication/digital-literacy-lens http://www.sconul.ac.uk/publication/digital-literacy-lens JISC Developing Digital Literacies http://www.jiscinfonet.ac.uk/infokits/digital-literacies/ http://www.jiscinfonet.ac.uk/infokits/digital-literacies/ http://www.youtube.com/watch?v=pQHX- SjgQvQ&list=RDUOorZQLsmuA
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  • Sue Watling Senior Lecturer in Educational Development Educational Development and Enhancement Unit (EDEU) swatling@lincoln.ac.uk http://suewatling.blogs.lincoln.ac.uk


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