[MariusJugariu]

Hi Stephen/Phil,

I think it depends on the subject being taught. For example if you do a psychology course, you can pick a hot potato – the not very old case of Joseph Fritzl from Austria – and ask some tricky questions that would generate debates and arguments and perhaps that many would get the answer wrong, etc. This would involve their emotions, feelings, and it would be a different way of collection that info. But in a maths/statistics course I am not sure of how that would work.

[MariusJugariu]

I’ve been delivering some international training sessions and you can see the amazing difference of having two people: the presenter just talking and someone else doing the “admin” work  on the chat, microphones, etc. It is the usual webinar style but is quite effective. One useful bit that some platforms have is one speaker at a time  – which can be tricky but also can be very useful. Regarding to platforms, I’ve had the best experience so far with Adobe Connect.

[MariusJugariu]

I came across a while ago on activities based on video-blogs where they were drafts were both peer-reviewed, tutor-reviewed and the final assignments were presented in classroom. Perhaps this kind of approach would engage a mixture of learning styles?

[MariusJugariu]

Hi Diane,

I was recently watching again this very interesting recording – https://www.annotag.tv/learningtechnologies/play/18189 where Dr. Itiel was arguing that learning must be made memorable, at times perhaps to set “traps” for students.

I believe that through using the activities described by yourself and some others, the challenge is to make the learning “memorable” to cater all the learner styles.

[MariusJugariu]

Sancha,

“I think it might be true that design students are aleady geared towards technology and the next new thing.”

Some studies suggest that students with dyslexia tend to be attracted more towards art/design/performing arts courses. I would argue that for some, technology is a way of coping with difficulties they face.

How do you see this related to Kolb’s learning styles?

[MariusJugariu]

Hi Alice,

Thanks for sharing your thoughts. You mention “I like a fairly blank VLE template (sort of basics+)- which, happily, is what my institution goes for.  I find this leaves me with plenty of flexibility to enhance my VLE site to scaffold the uses I want to put it to during my courses.” in your blog post – I agree that the flexibility is good and a template should not limit teachers in any way. What about consistency across modules and overall student experience? What if you have an increasing number of students with dyslexia? Would the subject of your teaching influence in any way regarding your mention of “consistency/constraint”?

You mention screencating as an adaption to time and space constraints. Have you thought of doing webinar-type sesions that can be recorded so the students get more than your view, they also see potential questions interactions from those that were able to attend.

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