[Anortcliffe]

I am revisiting webinars as have time and access to PC finally. Week 2 activity not only digital fluency that is the issue, but also technology.

Good technology should be enabler and inhibitor. We are still in the case of this MOOC has been inhibitor, for example in my experience;

– email overload
– PC for webinar, not tablet compatible
– webinar technology not always been straight forward for speaker and audience
– ocTEL forum logs you times out as you prepare your forum comment
– array technology to engage positive, but also overwhelming
– bandwidth required to support the technology

We need to note Tech’ press recommend to our learners for home use and learning invest in tablets not PC, Brehen (2013). Tablets sales out sells Bradley (2013). We need to ensure technology we use is compatible with our users, so they can use in their own context and technology seamless, or work with as well as challenge their horizons.

Brehen, D. (2013) Tech Talk: Microsoft would do well to look to history, Yorshire Post 26th May 2013, last accessed 29th May 2013 at http://www.yorkshirepost.co.uk/lifestyle/indoors/gadgets-and-tech/tech-talk-microsoft-would-do-well-to-look-to-history-1-5700822

Bradley, T. (2013). R.I.P. PC? A Closer Look At Gloomy IDC Forecast, Forbes 28th May 2013, last accessed 29th May 2013 at http://www.forbes.com/sites/tonybradley/2013/05/28/r-i-p-pc-a-closer-look-at-gloomy-idc-forecast/

[Anortcliffe]

I think any quiz would be helpful if the questionnaires afterwards pointed out to the learner where they can seek the learning to improve in the areas of weakness, i.e. reading sources, You Tube lesson videos, hyperlink to digital delivered courses, etc.

Though as computing academic it is little difficult to score higher in computing sceptic in this questionnaire, when technology is core part of job.  Though I use blend of digital and analogue approaches.  Maybe question should be asked do you use technology where it is appropaite in personal and worklife, I still prefer to draw on board to explain code and design concpets, post it notes as reminders, analogue notebook (but on my iPad always use to have tradional log book and iPad, but back damage means lighter handbag).  I prefer communicating with friends by letter (snail mail).  So not quite the sceptic.

[Anortcliffe]

I agree with Imogen orginal assessment and addressing in their skills to search.

Ideally world we need to be able to assess all students digital literacy whether face or DL, from the results point them in the right direction of areas they need to learn before embarking or whilst doing their studies, emphasising this will assist their learning overall.  Not just backup, where to backup i.e. if using Cloud it needs to be on Cloud where you still retain copyright, as personal Google you don’t, flicker, instrgram, etc.   in addition need for file management, constuctive file naming and file version control.

Taught class this morning who in second year on technology related degree who don’t know how to use basic word processing formating, they have been sent away to go and learn and why they need to learn, i.e. they are submitting CV for technology job, in digital format you can’t work word it will show, raise questions about your technical abilties in operating basic software systems.

[Anortcliffe]

Skinner (1958) proposed an educational approach of asking students MCQ questions, text box fill questions and let them to work through at their own pace and receives timely feedback, if answer correct can proceed, if wrong the student is required to repeat the question. This approach is the fore-runner of multi-attempt VLE phase test assessment which be designed with MCQ, true/false, and fill in text box questions. Both technologies provide VLE provide timely feedback after each question. However whereas Skinner (1961) advocated the opportunity for students to work through the learning material at their own pace, we tend to now time bound the activity. One could argue that teaching machine, ibid, was designed for assessment for learning, whereas today the approach with VLE MCQ is typically used as an assessment of learning. Is this progress? I personally think we may have made retrograde step.

Mazur (2012) Clickers (note can be achieved now using iPhone/Android clicker app Socrative) is the modern day equivalent to Skinner (1958) teaching machine. Use of in class quiz and peer assessment enables a flip class approach, Mazur (1997), and provide timely feedback both for tutor and students on the students understanding and learning, and enable students to reconnect the with the learning. Personally Mazur (2012) approach is more in spirit of Skinner (1958) approach, an assessment for learning.

References

Skinner, B. F. (1958). Teaching machines. Science. 128(3330), 969-977

Mazur, E. (1997, March). Peer instruction: getting students to think in class. In AIP Conference Proceedings 399, 981-988

Mazur, E. (2012) The scientific approach to teaching… – Eric Mazur at ALT-C 2012, Keynote 4 at ALT-C Conference, [on-line] http://www.youtube.com/watch?v=aYiI2Hvg5LE&feature=share&list=UUAF9f1EcwVDM0_QkkAjeN3g, last accessed at 16th April 2013

[Anortcliffe]

Sorry error ref[3]

[3] Connelly V. (2006 ) Contribution of lower order skills to the written composition of college students with and without dyslexia, Development Neuropsychology, 29(1), 175–196, last accessed 14th April 2013 at http://www.academia.edu/3108240/Contribution_of_lower_order_skills_to_the_written_composition_of_college_students_with_and_without_dyslexia

[Anortcliffe]

My thoughts on the case studies (all five proved to be educational experience for Early Sunday morning watching (reading)).

Mitra’s keynote conclusion that the key is for primary education to develop primary pupils reading literacy and the ability to search and analysis information. My thoughts are three fold:

1. As an engineer and scientists where does numeracy and mathematical literacy falls in this equation. After all TEL is dependent upon the developers of learning technology the ability to design and develop in the binary world. Therefore if our future dependent on the technology we equally dependent on future generation being wordily, mathematically and digitally literate.

2. However as Mazur 2012 keynote highlights that there is danger of this TEL approach only encourages learners to review and conclude from observing and reading TEL learning resources, therefore only gain a theoretical understanding of a subject through observation and reading written material, neglecting the opportunity for the learner to plan and apply the learning, remaining Kolb’s learning cycle, [2]. This is important for learning any subject, however for example science and engineering subjects it is imperative that the learner gains opportunity to plan to apply the learning practically and experience of actual practical application to assist the learner’s to assimilate a deeper understanding and knowledge of the subject. Whereas;

2a. Mazur’s approach of encouraging the learners; pre lecture to observe/read and review the lecture learning material, in class respond to a question using a clicker, to interact with their peers and respond again to the question encourages the learner to review, think, plan and apply their learning, therefore the learner works through all four Kolb’s learning cycle quadrants, [1]. This self assessment, peer interaction and collaborative learning in class provides same multi-faceted complex layers of timely learning through assessment (in class clicker Q&A) and (self, tutor & peer) feedback as using supplementary assessment approach, [2].

2b. HapTEL is a great TEL solution to provide the practical learning experience, providing the learner with immediate learning feedback (self diagnose and interpret the results of their performance from the system, i.e. the measured pressure reading results) on their dentistry skills on the tooth extraction and drilling, whereas previously example they would have to wait for tutor examination of their drilling to diagnosis appropriate drilling pressure was applied. Also, provides learner opportunity to repeat, and repeat experiment to self improve their learning and skills.

2b. Rufi Franzen Argument Reality Game TEL resulted in students applying self directed learning in how to make quality edited media and practically applying in response the to the Rufi’s riddle.

2. As we are become a reading literacy dependent society, the need to be able to ensure this accessible to all, as dyslexic approaching written word as always ladened with fear of being ridiculed and judged everyday on my written communication and understanding. Even in day and age experience one line manager frequently declaring in public emails that he does not understand the messages I am trying to convey, whereas others have no problem understanding my nuances. The written commutation comprehension is a challenge we do need to address, [3]. One where TEL could be help or hindrance? Particularly as the Howard Rheingold’s interview with George Siemens, highlights MOOC approach of delegate cross communication is forums, blogs and email delegate therefore dependent upon the delegates literacy, search and analysis skills.

3. Searching need to assist all learners in how to validate the sources, assist them to be able sift to find the good amongst the mediocre and factually incorrect. However, as I highlighted in an email (10th April, 22:09 BST) our learners today have access to a far richer set resources and less controlled agenda of a few, days Lord Nortcliffe printed medium.

On the issue of controlled agenda, Rufi Franzen Argument Reality Game reinstates an underlined hidden agenda by the module team, the learning outcomes of the module, this only becomes apparent to the students until the end. There is Ethical issues with this approach; the controlled agenda nearly back firing as induced student paranoia. Equally one questions the sustainability this approach in the first year operation no one was expecting ARG learning experience, a new and different ARG would need to be created each year, but also students with their blogs and twitter accounts will inform the students in subsequent years to expect ARG may reduce spontaneity, student engagement, and the deep self-directed learning that 2011 ARG induced.

Reference

[1] Kolb, D. A. (1984). Experiential Learning: Experience as the source of learning and development. New Jersey: Prentice Hall.

[2] Nortcliffe, A.L., Featherstone, S., Garrick, R. and Swift, G. (2003) Supplemental instruction: a higher level learning? In: Aung, W., Hoffmann, M., King, R. W., Ng, W.J. and Ruiz, L. M. S. (eds.) Engineering education and research – 2002: A Chronicle of Worldwide Innovations. Arlington, VA: iNEER.

[3] Connelly V. ( ) Contribution of lower order skills to the written composition of college students with and without dyslexia, Development Neuropsychology, 29(1), 175–196, last accessed 14th April 2013 at http://www.academia.edu/3108240/Contribution_of_lower_order_skills_to_the_written_composition_of_college_students_with_and_without_dyslexia

[Anortcliffe]

The advantage if you already make the files PDF, how distribute the files will be key as all tablets cope with PDFs.  If I recieve PDF files in an email, I’ll open in iBook and store in iBook.  I can create folders and organise the files.  Personal library.  Reality most people who are familar with their device will have prefered method of reading and storing their files.   It is more often not distributing is the problem, in Bb if you embed file attachments in the item text, the files are locked to Bb app or web browser to. Which user accessing Blackboard.  However if the files are attached as an attachment to an item in Bb item tool, then files can be opened using which app the user prefers.
 It is distributing time bound loaned PDF (e-books) our library has problem with distributing, you can download ebook to read on the desktop at home or at work for the period loan, read in any PDF reader.  However you can’t on a tablet, you have read PDF using on-line reader in library website, which is so unusable and nightmare to read ebooks from.

[Anortcliffe]

I think we should keep discussion should be open to any smart device, the reality is one has invested in iPhone you will go down iPad route as you have already invested in apps that can be downloaded onto to your device, so you only pay once.

Ditto is likely if you have android phone you will moe likely go down android tablet.

Reality commercial world many gone down Blackberry or iOS for both can be managed more securely, therefore their decisions are pure security reasons. As IT professional I can appreciate.

As an educational professional BOYD where we have been for years, students have brought in laptops for years some iOS, MS OS or Linux OS. We had to learn to cope, ie remind students unfortunately OS we are using therefore they must ensure their e-submission must be in x file format. Vice a versa if we produce anything electronic it needs to be accessible across a variety of platforms, at simple level written doc a PDF.

So in terms of apps I think the key is apps that will enable students and academics to share our outputs regardless of which BOYD.

[Anortcliffe]

We are trying socrative next week app for class lecture interaction phase type questions.

[Anortcliffe]

No your right due to fact gradecentre submissions viewed in browser mode in Bb you can’t import to notability, but I do import assessment rubric that is attached attachment Bb site into notability to provide written and audio feedback in the assessment rubric this can be uploaded to google drive and shared.  However an app trailed yesterday EAW by MorrisCooke you can view student work at Bb web address in gradecentre or turnitIn provide screencast feedback, though no more than four minutes otherwise file size issues this can be shared via dropbox Or email.

[Anortcliffe]

Bb app on iPad is far more intuitive than the desktop version and you can access students on-line submissions. Open them in notability to assess, and feedback, you can provide audio and written feedback, you can return work to google drive, share with the student.

[Author]

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