Every once in a while I read something that makes sense and I have to share. This morning it was from Sheila Macneill.
“Blended learning is all about encouraging more creative, and engaging learning and teaching experiences…”
Read Sheila’s full post here: Easier classroom interaction, but still a few niggles. Sheila is writing about a very specific approach to blended learning, the use of audience response systems (clickers, if you will) like TurningPoint, Nearpod, and the recently launched Blackbaord Polls (polls.bb), but the quote above is, in my mind, fundamental to a success mind-set to develop and deliver a blended approach to learning: encouraging, creative, and exciting.
[Reproduced from Edudemic website: "Become An EdTech Specialist: Do You Have What It Takes?"]
Personal Skills and Abilities Continue reading
The Educause Centre for Applied Research (ECAR) has recently published their “ECAR Study of Undergraduate Students and Information Technology, 2013” report.
The report summary has the following key points and recommendations:
- Students recognize the value of technology but still need guidance when it comes to better using it for academics.
- Students prefer blended learning environments while beginning to experiment with MOOCs.
- Students are ready to use their mobile devices more for academics, and they look to institutions and instructors for opportunities and encouragement to do so.
- Students value their privacy, and using technology to connect with them has its limits.
Many of us have talked and written about the benefits of part-time learning, either online and at a distance or in the classroom. Now we have something to reference that can give our own views credibility, or something to argue against (whichever your standpoint).
“This report has been developed as part of Flexible pedagogies research project. Part-time learners and learning is one of five main focus strands embedded within the theme of flexible learning.”
Authored by Michael McLinden the report focuses on the types of flexibility that can enhance part-time study, including:
- identifying drivers for an increase in part-time learning,
- literature review to highlight the challenges and opportunities created by part-time learning,
- current activities, relating to pedagogical theory and practice, are surveyed, collated and evaluated with the focus on part-time learners,
- relevant pedagogies and approaches identified and analysed within the context of flexible learning and delivery for part-time learning,
- a selection of case studies presented which illustrate and support part-time learning pedagogies, and
- recommendations made about why, and how, institutions “might work towards the implementation of these pedagogies and approaches within the context of flexible delivery.”
Read the full report here: Flexible pedagogies: part-time learners and learning in higher education
With the new academic year upon us I regularly hear and read about the flipped classroom, and how people are going to use it. I was disheartened to read from Alan Cann (@AJCann) in his “Condensed Milk And The Flipped Classroom” post that his lengthy preparation for a flipped approach was not going to taken forward and implemented. While Alan is already planning an alternative approach, no doubt using techniques and technology he’s already invested a great deal of time in, the post he referenced on The Atlantic website (“The Condensed Classroom”) had this great image.
For first-timers who want to understand the flipped classroom approach, this is an ideal introduction: Continue reading
Date: July 3rd, 2013
Location: Loughborough University
Details: “Pedagogy, policy and support: taking lecture capture to the next level”
Twitter hashtag: #lborolc13
With discussions taking place around the College and University about the merits and technicalities of providing students with recorded materials, the timing couldn’t have been better for this workshop.
Hosted by Loughborough University with keynotes and sessions from leading users and supporters of lecture capture technology, the event was a good introduction to what experienced users are doing with he established technology, and how these enhancements are being vowed and used by students.
What do I want to get from today? I’ve used and been a supporter of lecture capture for many years now, and am enthusiastic for its introduction at Leicester. I want to build on my existing knowledge and understanding, how this has changed in the year or so since I moved to Leicester, and how established users of lecture capture technology are taking things forward and developing the techniques and pedagogy surrounding the technology.
We also need to be careful we do not ignore the ‘other’ questions that need asking: it’s not only about the students and pedagogic use of the technology, it’s also about how it’s implemented. We need to be sure to address the resources and resourcing, the implementation, the strategy surrounding its installation and use, the pedagogy, the support, etc. It is not about how we use it, it’s about how well we use it.
Read the full report on the College’s TEL blog: staffblogs.le.ac.uk/telsocsci/report/report-pedagogy-policy-and-support-taking-lecture-capture-to-the-next-level/
I will not copy the whole post from Joshua Kim but strongly recommend you read his original article for the whole picture, not just my interpretation – ‘10 dubious claims about Technology and Learning‘.
Here are Joshua’s claims he wants to refute:
- The quality of courses has remained more or less constant over the past decade. Untrue.
- Campus investments on technology have been focused on equipment or software rather than teaching and learning. Misleading.
- People who work in academic technology are primarily technologists. Untrue.
- Tenured faculty are not innovative in integrating technology into their teaching. Untrue.
- Non-tenure track, part-time, adjunct and visiting faculty are less innovative in integrating technology into their teaching. Untrue.
- The demand for new methods of teaching, such as flipped classrooms and blended learning, is coming from the students. Untrue. Continue reading
This is a great free eBook / iBook, for the iPad, from The Open University: ”Advances in Technology Enhanced Learning”.
The eBook aims to present a “range of research projects which aim to explore how to make engagement in learning (and teaching) more passionate” and to introduce “methodological and technological breakthroughs” to learners, instructors, and decision-makers in schools, universities, and workplaces.
“The Open University’s Knowledge Media Institute and the EU TELMap project have brought together the luminaries from the European research area to showcase their vision of the future of learning with technology via their recent research project work. The projects discussed range widely over the Technology Enhanced Learning area from: environments for responsive open learning, work-based reflection, work-based social creativity, serious games and many more.”
Available, for free, from iTunes, it’s worth a look: “Advances in Technology Enhanced Learning”
Regular readers will know I’ve been writing about what I think it is to be a Learning Technologist in a series of posts I’ve been calling ‘What is a Learning Technologist?’. Welcome to part 10 in that series.
Part of my journey is the continuing exploration of the technology and of the role itself, and how it is received and perceived by people I come into contact with (academic, administrative, etc.). I made it clear in 2011, once I completed my PG Cert course, that I wanted to take my learning and teaching more seriously and gain a qualification that would reflect my abilities.
I have considered several Masters level courses since then but have finally settled on the MSc in Learning Innovation from the Institute of Learning Innovation here, at the University of Leicester.
Like many of my peers I read around my ‘subject’ a lot. Sometimes I print copies out and store them, other times I save to favourites (on Twitter mainly, very rarely to a browser), or to Delicious (when I remember to use it). The Australasian Journal of Educational Technology is always worth looking at as the papers are interesting and varied.
“Online learning in the workplace: A hybrid model of participation in networked, professional learning” from Mary Thorpe and Jean Gordon covers different aspects of ‘work-based’, or rather ‘work-related’ learning, with a need to understand online participation as a “hybrid concept” that is a “reflection of offline roles, opportunities and pressures, as well as the usefulness, usability and relevance of what is online.”
Do those who develop online materials for online students fully understand the importance of support, guidance, design, engagement, collaboration, assessment, timetable, social or professional pressures? Have they ever been on the receiving end of an expected 10-15 hours per week of study, on top of their already busy life? From my own experience it wasn’t until I took an online course in 2008 that I realised the difficulty in balancing work, home, and study – once I fell behind it was near impossible to catch-up, all due to the fast-paced activities that allowed little or no time for reflection or breathing space.