Online Pedagogy for Distance and Blended Learning. University of East London. Workshop

  • Published on
    12-Jan-2015

  • View
    1.368

  • Download
    2

DESCRIPTION

This presentation formed part of a hands-on workshop at the University of East London on June 24th 2013

Transcript

  • 1. Workshop 2:Approaches to usingtechnology to promote activelearningSimon WalkerHead of Educational DevelopmentUniversity of Greenwich, London , UKOnline learning pedagogies at UEL

2. 9.30 - 9.45: introductions9.45 - 10.15: presentation:10.15 - 11.00: hands on Moodleactivity in computer suite (part 1).(move to ITC.01)11.00 - 11.15 -break/refreshments11.15 - 11.45: plenary11.45 - 12.15: action planning(group work)12.15 - 12.30: wrap up/evaluation/closeWorkshop 2: Session Outline 3. Context and drivers Curriculum design and delivery Pedagogies of distance learning Staff development Business models/ USP 4. New Approaches to Teaching, Learning and Assessment needed?Academics claim thattheir courses producethese skills, yet theevidence is unclear.What doesassessment say aboutpriorities in a course?Drivers towards teamwork, criticalthinking, effective communication, problem-solving, collaboration: 21st Century skills in K-12 schools Graduate Attributes in universities The inverted (flip) classroom 5. Ref: Laurillard, D. (2012) Online support for academics collaborative learning about teaching. Presentation. RoyalGeographic Society. Epigeum 20/10/2012From 20thC to 21stC learner?Learners activitiesKey:20th Century21st Century051015202530354045Teacher-ledclassGuided grouplearningPersonalisedlearningCollaborativelearningSelf-directedLearningSummativeassessment 6. Context and drivers Curriculum design and delivery Pedagogies of distance learning Staff development Business models/ USP 7. What pedagogies exist for DL?Generations of distance education technology (all still in existence)1. postal correspondence2. mass media of television, radio, and film production3. Interactive technologies: audio, text, video, web and immersiveconferencing4. Fourth use of intelligent data bases (intelligent flexible learning), semanticweb technologies?pedagogy thatexploits dialogue andconversationpedagogy that allowslearner and course contentto be self-containedtechnology 8. Pedagogical neutrality - example?http://www.mapmyprogramme.com 9. Generation ofDistanceEducationpedagogyTechnology LearningactivitiesLearnergranularityContentgranularityEvaluation Teacher role ScalabilityCognitive-behaviourismMass-media: printTV; radio;one to onecommunicationRead andwatchIndividual Fine:scriptedanddesignedRecall Contentcreator:sage on thestageHighConstructivism Conferencing: audio;video; web.Many tomanycommunicationDiscuss,create,constructGroup Medium:scaffoldedandarranged.Teacher-guidedSynthesize :essaysDiscussionleader:Guide onthe sideLowConnectivism Web 2.0Socialnetworks;aggregation&recommender systemsExplore,connect,create &evaluateNetwork Course;mainly atobject andpersonlevel; user-generatedArtefactcreationCriticalfriend co-travelerMediumComparison of DL pedagogies.Anderson, T and Dron, J (2011) Three Generations of Distance Education Pedagogy. International review of research in Open and Distance Learning; SpecialIssue - Connectivism: Design and Delivery of Social Networked Learning. Vol 12, No 3 ONLINE< 10. AAssociativeFocus on individualLearning throughassociation andreinforcementConstructivistBuilding on priorknowledgeTask-orientatedSituativeLearning throughsocial interactionLearning in contextConnectivistLearning in anetworkedenvironmentWhat are learners doing?E-AssessmentDrill & practiceInquiry learningCollective intelligenceResource-basedExperiential, Problem-based RoleplayReflective &dialogic learning,PersonalisedlearningRef: Mayes& DeFreitas, 2004Conole 2010 11. Examples.http://www.olds.ac.uk/homehttp://celtt.gre.ac.uk/ 12. Whats a MOOC?Design Principles Aggregation Remixing Re-purposing Personalised Multiple channels No right pathwayRef: Conole, G. Massive Open Online Courses(MOOCs) -, University of LeicesterDL Forum presentation. 26th March 2013X-mooc/ c-mooc/p-mooc/ouchMartin Scorsese 1973 Mean Streets 13. Context and drivers Curriculum design and delivery Pedagogies of distance learning Staff development Business models/ USP 14. Jones, S based on ideas by.Dickinson (2007) & Cavazza. Digital Literacy CISCO Presentation. Bucks New University 2012FOAFiVivaWhat tools are available?Thema:Exploringtheexperiencesof Mastersstudents in adigital age.Masterman,L. March2007- 2009; 15. Yerkes-Dodson law of arousal.Yerkes RM, Dodson JD (1908). "The relation of strength of stimulus to rapidityof habit-formation". Journal of Comparative Neurology and Psychology 18:459482 16. Learning activity design model (2006)Beetham, H.(2004), Review ofe-LearningModels. InEffective Practicein e-Learning, JISC.http://www.jisc.ac.uk/publications/programmerelated/2004/pub_eff_prac_elearn.aspx 17. Learning activity design model (2009)Beetham, H (2007) An approach tolearning activity design, in RethinkingPedagogy for a Digital Age, Beetham, H& Sharpe, R (eds), Routledge, pp2638 18. HelpandSupport 19. TeacherLearning activityor ResourceCreatesMediatingArtefacts (MA)CommunityDivision oflabourRulesActivity Theory 20. Context and drivers Curriculum design and delivery Pedagogies of distance learning Staff development Business models/ USP 21. Whatsyour USP?www.uel.ac.uk/researchwww.uel.ac.uk/teaching 22. Useful links Moodle Course:https://moodle.uel.ac.uk/course/view.php?id=4860 Digital Literacy in Higher Education:http://dlinhe.ning.com/ Greenwich Connect:http://blogs.gre.ac.uk/greenwichconnect/about/ Map my Programme:http://www.mapmyprogramme.com/ Larnaca Declaration on Learning Design:http://www.larnacadeclaration.org/ Summer of Innovation:http://elevator.jisc.ac.uk/content/about 23. Hvala,, Asanti, Dk, Tack, Danke, Merci, Tak, Kiitoksia,ksznet, Grazie, Dank, Takk, Dziki, Obrigado, naa goodeethank you for listening andparticipating.s.walker@gre.ac.ukSialkerSimon WalkerSimonwalkerhugh snook

Recommended

View more >