- This week’s aims
- Check-in Badge
- If you only do one thing…
- TEL One Badge
- Come and join the live webinar
- Webinar Badge
- Activities for this week
- Resources and more to watch, read and research
- Be a TEL Explorer
- TEL Explorer Badge
This week’s aims
By the end of this week, we aim for you to:
- review a range of concepts and approaches relevant to TEL (activity 1.3, explorer activities)
- start reflecting on how different approaches could be applied with your learners or to your own learning (activity 1.1)
- reflect on a strategy relevant to your own context (activity 1.2 and webinar)
Click on this badge link to 'check-in' and see who else is also active in this topic.
If you only do one thing…
Share your thoughts on practice and strategy from the first of this week’s activities (choose from activity 1) and join the small group discussion forum on strategies for Learning Technology. Comment on or contribute to at least three posts made by other participants, examining or comparing how your practice relates to theirs.
Each week we award a TEL One badge for completing 'If you only do one thing…'. This week this badge will be awarded for commenting on or contributing to at least three posts made by other participants, examining or comparing how your practice relates to theirs. Click on the badge link for instructions on being awarded this badge.
Come and join the live webinar
Presenters: Kyriaki Anagnostopoulou, University of Bath and James Little, University of Leeds
This week’s webinar is about sharing approaches to and strategies for what we do and how we do it. We will have two short presentations, introducing examples of approaches to and strategies for Learning Technology. We will then facilitate a discussion with presenters and participants on how to share our approaches, identifying common issues. Following the webinar we invite you to join one of the small group discussion forums on strategies for Learning Technology.
View the live session recording in Blackboard Collaborate: http://go.alt.ac.uk/octel2014-week-1-recording
Watch live session recording of Blackboard Collaborate session on YouTube: http://www.youtube.com/watch?v=aHEeB4VKjog
Tune in or watch the weekly recording of each week's webinar to achieve the this badge. Click this badge link to view Instructions for getting this badge.
Activities for this week
There are three main activities for this week. You can choose one that is most relevant to you to get started and contribute to the group discussion.
Activity 1.1: My Practice (45 mins)
If you are a teacher, this is an activity for examining and reflecting on your methods of practice. If you are not currently teaching, or work in a teaching support role, think about the last learning situation you were involved with.
The purpose of this task is to examine the different dimensions that affect teaching and learning and to imagine what might happen if the dimensions were altered.
First, think about a learning activity (this can be anything from a written test to a discussion set), and think about which quadrant these activities would lie on the matrix below. For example a written test (in most circumstances) would fall into the individual/ directed quadrant or a lab experiment may be directed/ social if you conduct it in pairs. (Note the above examples are intended only for illustration)
Now try to imagine how you might shift the activities into another quadrant and what other factors would be affected if you did so (e.g. time, resources, physical location, virtual environments). For example if you decide that learning new vocabulary is best achieved more socially through greater opportunities for discussion rather than individually by rote and test, then it would change the dimensions of your practice, as you would need time to schedule these new opportunities into the curriculum, which would affect other activities and resources.
The aim of this activity is to open ourselves to doing things differently, and understand the components and dimensions of learning and teaching practice. It is when we lay the learning process out like this that we can see where technology can best expedite parts of the process or where a change of dimension could improve outcomes.
For yourself, reflect on:
- How you could achieve your learning outcomes if the activity were conducted differently?
- Whether this would be an improvement? If not, why not?
- What technology you would require if you did things differently?
For your learners, consider:
- At what points of your course are there opportunities to express opinions and instincts?
- At what point do you have to absorb information and how?
- At what points do you work with fellow learners?
- What percentage of the course is assessed individually or as a group?
As well as sharing your own ideas (on your blog or via Twitter, on this forum topic) please read others’ contributions and comment on them. It is really rewarding to receive comments on your blog post, so please do try to reply to others. If you are unsure what to write, a suggestion for framing your comments could be ‘something you like about the post’ and ‘something you would like to change’.
Activity 1.2: Reflecting on strategies for Learning Technology
This activity is about strategy and how you or someone in your role might contribute to a strategy for using Learning Technology in face to face, blended or online learning context. As an example, you can use a strategy you already have or work to, or a strategy you would like to have. Choose either part A or B.
A: If you have your own example, reflect on these questions:
- Did you contribute to the strategy, if so, in what capacity?
- Is the main focus of the strategy on Learning Technology, or if not, what is its main focus?
- How often is it reviewed and is it flexible enough to adapt as things change?
- Does the strategy impact on your practice and if so, how? If not, why?
- Finally, if you were to provide input to a new version, what, if any, changes would you make to it?
B: If you don’t have a strategy yet, consider the following questions:
- Who and what might your new strategy be for?
- What key issues could a strategy help with?
- If you were to contribute to or write a strategy document, what kind of input would you seek?
- If your strategy could only be 2 pages long, what main headings might you include?
- Finally, if you are feeling inspired, make an outline draft, no more than two pages.
If you aren’t sure where to start with Learning Technology strategies, don’t panic, just try to tune into the LIVE webinar by Kyriaki Anagnostopoulou, University of Bath and James Little, University of Leeds who will give examples of approaches to and strategies for Learning Technology.
As well as sharing your own reflections or strategies (on your blog or via Twitter, in small groups on this forum topic) please read others’ contributions and have a look at examples of strategies posted.
Activity 1.3: Champions and critics of teaching machines
Watch this six-minute video on Teaching Machines, presented by B.F. Skinner (exact date is unverified but believed to be in the 1950s). To put it in historical context, you may find it useful to skim this short history of instructional design, which is itself a historical artefact from the early years of the World Wide Web.
Pick one or two of the following thinkers or approaches and read a bit about them, starting with the resources linked. What would they like about the Teaching Machines approach? What would they oppose, and what alternatives would they propose? Explore the notes made by two or three of your fellow participants. What patterns do you detect?
- Socratic Method
- Communities of Practice
- Paulo Freire
- Ivan Illich
- Social Constructivism
- Actor Network Theory
- Emergent Learning Model
Please share your ideas on your blog or via Twitter (using #ocTEL tag), on this forum topic, or via the JiscMail list.
- Post your reflections and contributions #ocTEL via your blog, Twitter, the online forums or other channels
- Join the webinar/watch the recording
- Check out the TEL Explorer activities
- Tweet about your experience of #ocTEL and find other participants on Twitter
Resources and more to watch, read and research
- Scientific method to teaching/confessions of a professor: http://www.youtube.com/watch?v=rvw68sLlfF8
- Donald Clark Blogathon – influential thinkers for education: http://donaldclarkplanb.blogspot.de/2012/03/blog-marathon-50-blogs-on-learning.html
- Learning Theories Map – from the HoTEL (Holistic Approaches to Technology Enhanced Learning) project: http://hotel-project.eu/content/learning-theories-map-richard-millwood
- To what extent should learning design be supported computationally – A webinar discussion between Diana Laurillard and Stephen Downes (webinar recording made in Blackboard Collaborate): http://repository.alt.ac.uk/2209/
- Caroline Haythornthwaite – eLearning Theory and Practice http://www.amazon.co.uk/E-learning-Theory-Practice-Caroline-Haythornthwaite/dp/1849204713
- Learning Analytics: http://www.youtube.com/watch?v=KqETXdq68vY/ [first 12 mins of]
- SOLAR (SOciety for Learning Analytics Research) http://www.solaresearch.org/resources/
- Learning Theories http://www.learning-theories.com/
- Paths forward to a digital future for Further Education and Skills http://feltag.org.uk/
- Paths forward to a digital future for Further Education and Skills – Horizon scanning report http://feltag.org.uk/links/further-education-and-learning-technology-final-draft/
- UCISA TEL surveys http://www.ucisa.ac.uk/tel
- AoC Learning Technology Survey Report 2012 http://goo.gl/DcPguZ
- Scaling up: Achieving a breakthrough in adult learning with technology http://www.ufi.co.uk/reports/ufi-report-scaling-achieving-breakthrough-adult-learning-technology
- Technology in learning http://repository.alt.ac.uk/839/
Resources for online expectations and readiness
- Study of McVay Questionnaire http://www.westga.edu/~distance/ojdla/fall143/hall143.html
- JISC Learner Experience work, including the ‘In Their Own Words’ publication, and ‘Learner Voice’ videos http://www.jisc.ac.uk/intheirownwords
- HEFCE Study of UK Online Learning (Oct 2010) http://www.hefce.ac.uk/pubs/rereports/year/2010/ukonlinelearning/
Be a TEL Explorer
These activities are additional content, provided to enable you to explore topics that are really relevant to your own practice. Explorer activities are part of the course, so we’d like to encourage you to share your ideas on your blog or via Twitter (using #ocTEL tag), on this forum topic.
Explorer activity 1.4. What’s the theory?
Here are five stories about how technology has enhanced learning. Pick two that interest you. Review the evidence we’ve provided and decide which one you think is more powerful and relevant for you. Write down and share why you feel that way. Then find someone else who has argued for a different example. Discuss with them, and see if you can articulate and settle your differences.
- How Eric Mazur brought peer instruction into the lecture theatre using simple ‘clicker’ technology in his lectures – watch Mazur’s 2012 keynote from 18 min 25 sec for about three minutes
- How Sugata Mitra designed a physical and social environment around computers so that young children would self-organise and teach themselves new skills through peer interaction and ‘emergent learning’ – watch Mitra’s 2010 keynote
- from 6 min 56 sec for one minute,
- from 25 min 55 sec for three minutes, and
- from 46 min 35 sec for two minutes.
- How Stephen Downes and George Siemens pioneered the development of massive open online courses where the participants’ knowledge and understanding is developed and co-created by articulating ‘connectivist’ links between resources and people on the web – watch Howard Rheingold’s interview with George Siemens from 1 min 27 sec for 4 minutes 10 secs and from 17 min 47 secs for 1 minute 50 secs
- How Margaret Cox and colleagues developed technology that could simulate the tactile and visual experience of drilling a tooth, so that dentistry students can achieve mastery before they are set loose on our teeth – watch the HapTEL video from 25 seconds for four and a half minutes and the HapTEL booklet (PDF)
- How Helen Keegan devised a full Augmented Reality Game (ARG) with a fake identity that unsettled her Advanced Multimedia students and gave them a truly vivid experience of the power of social media and digital identity – watch Keegan’s spotlight talk from 12 min 2 sec for 25 minutes
(If you’re feeling ambitious, or have more time, you can either review three of the stories or, better, find more evidence about the two you have reviewed and see how it colours your original view.)
Explorer activity 1.5: Are you ready for online learning?
There are a range of questionnaires and instruments produced by universities and online learning providers which claim to predict whether you are ‘ready’ for online learning – see the sample list to be provided. e.g.
- Penn State University: Online Readiness Assessment
- San Diego Community College: Online Learning Readiness Assessment
- Illinois Online Network: Self Evaluation for Potential Online Students
- University of Houston: Test of Online Learning Success
Complete two or three of these questionnaires depending on the time you have available and make a list of the characteristics they have in common. Publish this list and add a short comment/reflection, considering how the questionnaires:
- If they can help us plan to introduce learners to online learning and TEL,
- accurately identify your readiness, and
- how you might use them with your own students.
- if you have come across other such questionnaires that you would recommend – please share these too via the communication and publication channels
There are two activities outlined in the Week 1 TEL Explorer section and this badge can be earned up to two times. Click on the badge to make your each of your submissions for Week 1's TEL Explorer badges.