UWS Learning and Teaching Conference Hamilton Campus 20 th June 2013 The Digital Divide and Technology in Learning: Challenges and Opportunities Tom Duff Centre For Academic Practice and Learning Development #uwsalt13 @tomduff3 [email protected]
1. UWS Learning and Teaching Conference Hamilton 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 [email protected]
2. 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!
3. Diverse Learners ACTIVITY
4. 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) ? ?
5. Diverse Learners The Digital Divide? Haves and Havenots?
Natives and Immigrants? Or?
6. The Digital Divide? Reimaging learning approaches for
diverse learnersDigitisers Re-imaginers
7. 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 delivery 10% student activity
8. 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 Active Collaborative Networked
Classes without walls Innovation & Interaction key to student
21st C learning Pace Place and Mode Fit for purpose Learning from
each other Students 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 delivery
10% 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 deliver 90% student
activity
9. 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.
10. 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!
11. 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.
12. Current Model http://youtu.be/9aGuLuipTwg
13. Flipping The Classroom
14. UWS Video Creation Edits Captions TOCs Quizzes Time to
Learn Camtasia 30 mins - First video 30 mins Student access video
30 mins
15. 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
16. 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
17. 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
18. QuestionsCourses across all Campuses [email protected][email protected] Moodle Guides
http://www.techsmith.com/tutorial-camtasia- 8-quizzing-2.html
19. How would YOU engage staff in educational development
consistent with LTAS? ELIR/QAA 2011 Externally Staff need to
Engage/Learn/Contribute GP other HEIs Internally Share PDP GP
Internationalise curriculum LEARNING MANIFESTO 2009/10 Core Values
Respect, transformational approach, inclusiveness, mutual respect.
Pedagogy (B/DL, FFP), Environment, Staff/Student Expectations LTAS
2011-15 Inspirational Transformational HLL & WLL Learner needs
Feedback/Assessment Retention/Progression 50% alternative module
LTAB 2011-12 Increasing digital literacies, Multi-campus delivery
Variety in module assessment Learning from work Embedding personal
development University-wide module development Variety in
Assessment Practice Engaging Student in Learning
