OU Live – Pedagogyusing PechaKucha format

Mandy HoneymanMCT R06 AL (TU100 & TT284)

Student (MA ODE)

HEA OpenPad submission

defining it…

Synchronous [e-]learning is live, real-time (and usually scheduled), facilitated instruction and

learning-oriented interaction.

Reference: Hyder, B. K., Kwinn, A., Miazga, R., Murray, M. and Brandon, B. (2007) Synchronous e-Learning, eLearning Guild, [online] Available at: http://lib.myilibrary.com.libezproxy.open.ac.uk/Open.aspx?id=124131 (Accessed 12 Jun. 2014).

Avoiding lectures?

Creating interactivity

Encourage use of microphone (and video)

Some ideas for interactivity

"Five interesting ways to teach using Elluminate" (FELS, 2011)

“Demonstrating online teaching in the disciplines” (Macdonald, 2012)

Show and tell

In TWO MINUTES, explain to us

• what the task is

• why you think it’s a good assessment task.

E301 - The Art of English

“Creativity can be found in any text.” - Discuss

L120 - Speaking EMA

• Group assessment (4 to 5 students)

• Format :

– Individual presentations (2 minutes)

– Group discussion (8 minutes)

• Conducted on OU Live

• Task (from specimen)

Pair discussion and report back

What ethical issues would give you cause for concern, in terms of potential harm to

a) the research subjects / participants

b) people other than the research subjects / participants?

Collaborative quiz answers

Open-ended discussion

Is Alice in Wonderland a story for children’s amusement?

Collaborative construction

What do students want from a tutorial?

Work on problems/Share solutions

The horse needs to clear the jump and make a noise

Introduction to referencing

1. Introduction to referencing

2. choose appropriate reference format

Tools: Audio; polling, whiteboard tools: highlighter, clip art

Evaluating theories

1. Reasons for evaluating theories (interactive quiz)

2. Reviewing the criteria--participants make a link to definitions

3. Participants evaluate a theory using criteria, apply it and discuss their ideas

Tools: Audio; whiteboard tools: highlighter, writing on screen; break-out rooms

Obtaining data from a digital microscope (Science)

1. Demonstration of cells to be counted

2. Participants count cells in digital microscope

3. Reflecting on variation in data

Tools: Audio; application sharing

Other ideas

• Join up with other tutors

• Module wide tutorials

• record your sessions

• use “Plan”

• and “Publish”

structure, plan, prepare and design for participant engagement

Active induction

• tutor instructs, student accesses resources, socialisation, closed tasks

• range of tutor managed student-tutor interactions

Guided Exploration

•Tutor guides, student extends, knowledge exploration, closed activities

•Range of student managed peer and tutor interactions

Facilitated Investigation

• Tutor coaches, student adopts, knowledge construction, open activities

• Range of tutor managed peer/tutor/external interactions

encourage increasing diversity of interaction

consider mobile app abilities

have access to the following:• viewing the whiteboard• viewing an application on another

user's desktop• access to breakout rooms• sending and receiving chat messages

with the entire room• listening to other speakers and

speaking to the room• responding to polls.

Thank you

any questions please email me

m.honeyman@open.ac.uk

This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License .