UWS Learning and Teaching ConferenceHamilton Campus
20th June 2013
The Digital Divide and Technology in Learning: Challenges and Opportunities
Tom Duff Centre For Academic Practice and Learning Development
#uwsalt13@tomduff3
Session Aim
• Effective, Sustainable Learning - How Shall We Support it?– intended to help and encourage staff to make
more use of innovative flexible teaching, learning and assessment approaches and what CAPLeD offers
– This will be available as a video later today!
Diverse Learners
ACTIVITY
Diverse Learners
Understand UWS student diversity• over a third of our students are over 30; (work, family, study time)• 46% of our students are aged 25 or over; (work, family, study time)• 22% of UWS students are from MD20 areas (experience to date of HE)• 33-42% think about leaving during their course ( Why? And Why 60% stay?Court Papers 2012
Retention and Progression – a Critical Area (reputational, economic, ethical, and legal implications)
? √? √
Diverse Learners
The Digital Divide?Haves and Havenots?
Natives and Immigrants?Or?
The Digital Divide?Reimaging learning approaches for ‘diverse learnersDigitisers Re-imaginers
The Digital Divide?
• Passive & Didactic• ‘Sage on the Stage’• Building the jigsaw
through Lectures/Links stored in the VLE : Essays/Exams or 255 other methods of assessment
• Students see Lecturer for a few hours per week (PPM and FFP)
• Staff joining the dots for students
Reimaging learning approaches for ‘diverse learnersDigitisers Re-imaginers
• Reliant Learner• Spoon feeding• Memory tests• What To Learn?
Broadcast Model‘VLE way of Institution
Controlling content’
90% staff delivery10% student activity
The Digital Divide?
• Passive & Didactic• ‘Sage on the Stage’• Building the jigsaw
through Lectures/Links stored in the VLE : Essays/Exams or 255 other methods of assessment
• Students see Lecturer for a few hours per week (PPM and FFP)
• Staff joining the dots for students
Reimaging learning approaches for ‘diverse learnersDigitisers Re-imaginers
ActiveCollaborativeNetworkedClasses without wallsInnovation & Interaction key to student 21st C learningPace Place and ModeFit for purposeLearning from each otherStudents co producers in joining the dots themselves
• Reliant Learner• Spoon feeding• Memory tests• What To Learn?
Broadcast Model‘VLE way of Institution
Controlling content’
90% staff delivery10% student activity
• Resilient Learner• Independent• Deeper• What to Learn• How to Learn?
Participatory Model ‘VLE way of Institution acting as a gateway to learning’
10% staff deliver90% student activity
Challenges• No longer ‘one size fits all’ learning approaches –
– Lecture/Essay teaching assessment format defunct! • its about ‘fit for purpose’ learning approaches
– changing Broadcast to participatory learning styles• Weekly schedule needs to be more flexible
– (week 1 hard for some boring for others – yet ends when week 2 starts.
– Why cant week 2 start for those finding stuff easy during week 1 and
– week 1 continues for students finding week 1 hard! ) Can we do this?
• ‘Feedback’ is often too late – Little or no ‘feed forward’ or opportunity or engagement for formative collaborations
Universities have been reluctant to add “active learning” opportunities at expense of covering “the curriculum” via lectures.
How do we flex our teaching?
• ‘Anytime any place any where’ learning for our students! • Type of materials for learning and access to materials to
encourage learner enquiry- responsibility!• It is about ‘reimagining the mode of learning’
– different ways of developing/teaching material less instructional to more participatory
– Technology abundant potential but confusing for staff!
• Time for staff to integrate non traditional ways of modernising courses (Int & CFE)
• Not putting Technology before the learning:– In Capled we show and do and say you do? – staff often say ‘no thanks, no time’!
Developing more tools in staff toolkits – well trained in and well used and supported by CAPLeD!
The Flipped Classroom• The flipped classroom is a pedagogical model in which the typical
lecture and coursework elements of a course are reversed• the term is widely used to describe almost any class structure that
provides pre-recorded content followed by online activities• In one common model, students might view multiple lectures of five
to seven minutes each. Online quizzes or activities can be interspersed to test what students have learned. Immediate quiz feedback and the ability to rerun lecture segments may help clarify points of confusion.
• Instructors might lead in-class discussions or turn the classroom into a studio where students create, collaborate, and put into practice what they learned from the lectures they view outside class.
• Instructors quickly learn to suggest various approaches to clarify content, and monitor progress across diverse groups of students.
Flipping The Classroom
UWS Video Creation
EditsCaptionsTOC’sQuizzes
Time to Learn Camtasia 30 mins - First video 30 mins – Student access video 30 mins
Types of Video
• Talking Head welcome to course?• Text book chapter outlining key aspects for course• Annotated voice over diagrams of concepts• How to use a discussion thread in moodle• How to upload final coursework to turnitin• Teaching computer coding • Simulations ie taking bloods, dissecting frog?• Group feedback on course activities• Individual feedback on coursework submissions
http://www.techsmith.com/tutorial-camtasia-8-quizzing-2.html
Why the ‘Flipped’ Classroom
• Quick easy to learn – we do it anyway! Via youtube?
• Paper published in Science (April 2011) found that students using an experimental ‘flip-learning’ approach did more than twice as well as those using traditional methods
‘Flipped’ Classroom
Koller 2012• Once you have a set of video content with
integrated activities and assessments, you can make the same content available for all students – ‘develop once use many’
• flipping the classroom away from the focus on teachers’ control of content and towards student inquiry and agency allows the reimagining to develop
QuestionsCourses across all Campuses
[email protected]@uws.ac.uk
Moodle Guides
http://www.techsmith.com/tutorial-camtasia-8-quizzing-2.html
How would YOU engage staff in educational development consistent with LTAS?
ELIR/QAA 2011 Externally
Staff need to Engage/Learn/Contribute
GP other HEI’sInternally
Share PDP GPInternationalise curriculum
LEARNING MANIFESTO 2009/10
Core ValuesRespect, transformational approach, inclusiveness,
mutual respect.Pedagogy (B/DL, FFP),
Environment, Staff/Student Expectations
LTAS 2011-15 Inspirational
TransformationalHLL & WLL
Learner needsFeedback/AssessmentRetention/Progression
50% alternative module
LTAB 2011-12Increasing digital literacies,Multi-campus deliveryVariety in module assessmentLearning from workEmbedding personal developmentUniversity-wide module developmentVariety in Assessment PracticeEngaging Student in Learning
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