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Module
UTL40190
Teaching Resources
Task: Resource Review Review the info-graphic Are there any items / terms you are unfamiliar with? Which of the above resources have you used or been exposed too? What were your experiences of these? Identify resources you incooporate in your teaching that promote active engagement How may these be enhanced
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Developing Teaching Materials/Resources Learning resources may potentially use all of the five senses hearing (audio aids) and sight (visual aids) are the prime candidates, but also touch and smell (specimens, labs and models), and even taste (for example in cookery). The ideal is to provide a multi-faceted approach to our teaching, by recognising the need for alternative, innovative and inclusive methods and approaches. Furthermore it is essential to acknowledge and appreciate the immense diversity of the student cohort; their learning preferences, their abilities, their experiences, skills and their knowledge base. To do this we must be aware of how one learns (in theory2 and in practice)
1 2
http://www.universaldesign.ie/exploreampdiscover/the7principles http://www.scribd.com/doc/138670827/Exploring-Educational-Theory-2012-scd
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Motivate & Arouse Interest Stimulating different senses will help focus and maintain interest
Perceptible Information The design communicates necessary information effectively to the user, regardless of ambient conditions or the user's sensory abilities.
Flexibility in Use The design accommodates a wide range of individual preferences and abilities.
Simple and Intuitive Use Use of the design is easy to understand, regardless of the user's experience, knowledge, language skills, or current concentration level
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Cognitivism
Reigeluth
Gagne
Bruner...
Dual
Coding
Theory
Concept
Mapping
Information
Processing
Constructivism
Social Learning
Connectivism
VIPs
Approaches
Bruner Dewey Bandura Siemens Piaget Vygotsky Action Research Conversation Observational Theory Learning Self Direction PBL Modeling Network-directed Situated Cognitive Cognition Reinforcement
Lifelong Learning
Transformational Learning
VIPs
Lave Wenger
Knowles Jarvis
Mezirow Freire
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Miscellaneous ideas Active Reading, get learners to make note of questions before reading, the task then becomes reading with an agenda. Also stress the importance of creating summaries or synopses of the texts Card Groups, provide groups with a focused question on a card, ask them to answer on same card Segmented Presentations, invite learners todo a 3 minute presentation on an issue, question, theme etc, present for 1 minute, group response for 5 minutes, etc. Wikis, utlising laptops, invite students to brainstorm, contribute, debate etc in an active wiki Video, provide learners with duties (identified tasks) regarding the video, turn off the sound and ask for a commentary or narration. SMS, (98% of students have a mobile phone), invite responses to a mobile blog or text manager PRS / Clickers, utilise handheld quiz remotes to interact with the class, gaining opinion, consensus, level of understanding etc. Googlejockeying, utilise the students laptops in session, invite them to seek out information on a particular topic and present it back to their group or cohort Grafiti Puzzles, invite learners to annotate a map, diagram, image etc, and share notes with other learners
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Activity : What is e-learning? Definition 1: E-learning is an all-encompassing term generally used to refer to computer-enhanced learning, although it is often extended to include the use of mobile technologies such as PDAs and MP3 players. It may include the use of web-based teaching materials and hypermedia in general, multimedia CD-ROMs or web sites, discussion boards, collaborative software, e-mail, blogs, wikis, computer aided assessment, educational animation, simulations, games, learning management software, electronic voting systems and more, with possibly a combination of different methods being used. Wikipedia Definition 2: E-Learning is the use of digital technologies and media to deliver, support and enhance teaching, learning, assessment and evaluation A Guide for Learning Technologists LTSN Generic Centre 2003 Definition x2: http://tinyurl.com/dcrnyt Task: Take a look at the above list. In your group identify key themes from the noted defintions (or others that you find) Discuss wether there is any reason to distingush e-learning from learning
Clickers
RLOs OERs CAL slidehare CAA VLEs CMS SNs VOIP Googlejockeying coursera OSS Blogs
Wikis
RLRs Mash-ups Collaborative docs Tag Clouds Geo-tagging EGLOs Presentation tools Twitter
Lecture Presentation / Information Dissemination Issues: Presentations Visually Spartan, or too much text / info Static Content Possible IT Solutions: PPT, Web, PDF, Flash, Quicktime etc. Use clip art, digital photos, graphs, video, concept maps etc [Beware copyright issues] Utilise digital projector: include video and/or audio, interactive white-boards. Use live applications eg Excel, GIS, Concept Mapping, TagClouds Integrate the use of student laptops and/or mobile phones. Utilise PRS. Too much didactic teaching Provide online learning aids eg handouts, notes, case scenarios, reflective tools etc that support / direct learning Students writing not thinking Encourage and promote interaction Use online chat groups, collaborative projects, clickers, tweets etc Communication with and among students Issues: Communicating with large numbers Possible IT Solutions: Set up web page / Blackboard site with course info / Connect Programme page / Connect Group etc Enable pers comm through wikis, blogs, SMS etc Repetitive enquiries Set up Discussion Groups for course queries archive content and set up online FAQs and Question Banks Contacting students out of term Use asynchronous discussion boards and/or setup synchronous meetings via Blackboard or Web casting
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Assessment, Monitoring and Feedback Issues: Are students prepared for courses? Continuous feedback Possible IT Solutions: Set up diagnostic testing e.g. within Blackboards quiz tool and/or use group brain-storm e.g. Bubbl.us Provide self assessment tests online Offer opportunities for self and peer reflection e.g. blogs, wikis, SNs etc Are students reading the core material Track students online, monitor their progress through materials using Blackboards statistical tracking data. Offer shared and annotated bibliographies e.g. MyBibsonomy Use of web paths for research trails e.g. trail-blazer Labs and Tutorials Issues: Difficult to organise and repetitive Possible IT Solutions: Provide online study tasks use the learning units in Blackboard. Provide discussion threads to develop critical skills Provide group activities shared white-board, collaborative editing etc. Tutorials dominated by certain individuals Capturing student experiences/work Online discussions may offer a level playing field allowing all students the time and space to contribute Invite online development of materials eg pers home pages, projects, shared resources create a sense of shared space
Based on Young C and Essaka M (2003) How can IT help in teaching and learning? ELT Project http://www.elt.ac.uk
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Zone of Proximal Development (Vygotsky 1962) The Conceptualisation Cycle (Mayes 1995) The Conversational Framework (Laurillard 2002) E-Moderation (Salmon 2003)
Socio-Culturalism
The
concept
of
Socio-Cultural
ideals
springs
out
of
Vygotsky
(1978)
concept
of
proximal
development,
whereby
individual
development
is
a
casual
result
of
social
interaction.
In
effect
the
individual
internalizes
any
processes
whilst
party
to
social
interactions
and
brings
them
to
light
at
a
later
date
independently.
Notably
he
goes
further
to
state
that
instruction
is
most
efficient
when
students
engage
in
activities
within
a
supportive
environment
and
when
in
receipt
of
appropriate
guidance.
This
is
never
more
apparent
than
in
an
online
environment
where
it
is
essential
to
provide
an
identified
framework
(scaffold),
in
the
form
of
peer
support
/
mentoring
and
clear
instructional
design
and
learning
outcomes
to
enable
a
learner
to
engage
in
a
learning
process
whereby
they
may
attain
their
own
personal
learning
objective/s.
19 UCD Teaching and Learning
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The Conceptualisation Cycle (Mayes 1995) This model provides a support frame-work to student learning by means of access to; Students resources, Activities and Feedback. It does this through the opportunities for Dialogue with teachers and peers. Within his study of the interactivity within online programmes Mayes identifies three clear levels: primary, secondary and tertiary. His expectation was that learning would only occur at the tertiary level. 1. The primary courseware level is where one would find information being merely transmitted to the students (e.g. module outlines, online lecture notes, reading lists etc). 2. The secondary courseware level is where one would expect to find the opportunity to question students and encourage them to reflect upon their learning (e.g. online tests, learning units, quizzes etc). 3. The tertiary courseware level is where one would be able to engage in opportunities for dialogue (e.g. online discussions, simulations, collaborative documents etc). Query: How does the Conceptualisation Cycle compare to traditional teaching? How might it map to the NQAI / UCD / Bologna levels descriptors?
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The Conversational Framework (Laurillard 2002) Laurillard, basing her framework on the ideas of Vygotsky was keen to demonstrate the nature of dialogue when addressing critical thinking. To this end she suggests that when working towards higher level learning there must be an interaction of practical and theoretical dialogue, it is only within this zone, that the learner has the opportunity to explicitly link the two practice and theory. As a direct consequence the academic may be able to evaluate the process behind which the dialogue takes place and ascertain whether or not the tasks / activities match the designated learning outcomes. The fundamnetal premise of the five point framework is in its ability to caputure the raw and instinctual communication and interaction that happens in a real world environment and map it out as an iterative development for the online realm. 1. Narrative - teachers conceptions are made accessible to students and vice versa 2. Interactive - the teacher provides feedback to students based on the outcomes of tasks students undertake 3. Adaptive - the teacher uses this information to revise what learning has occurred and, if necessary, change the focus of dialogue 4. Communicative - the teacher supports processes where students discuss and reflect upon their learning 5. Productive - The teacher and student agree learning goals and task goals, which can be achieved using productive media, such as online presentations. Littlejohn et al (2003)
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E-Moderation
&
E-tivities
Gilly
Salmon
has
coined
a
rather
pithy
term
to
encapsulate
what
online
engagement
may
embrace
the
E-tivitiy
is
merely
an
ideal
protocol
that
aims
to
address
and
capitalise
on
key
functions
that
one
may
establish
in
an
online
environment,
its
universality
makes
it
easily
applicable
in
a
wide
range
of
instances
and
disciplines.
The
E-tivity
may
be
described
as:
In
some
respects
this
is
not
dis-similar
to
the
notion
of
a
reusable
learning
object,
though
there
are
many
differing
defintions4,
most
tie
in
the
element
of
an
activity
and
perhaps
assessment
that
are
lilnked
to
the
achievement
of
a
particular
learning
objective
or
goal.
By
making
use
of
these
one
can
build
iterative
tasks,
activities
and
discrete
elements
of
a
programme.
Salmons
5
Stage
Model
for
E-Moderation
There
follows
an
example
of
how
one
may
applu
Salmons
five
step
model
to
establish
a
task
/
activity
list
within
an
online
programme,
having
firstly
provided
an
outline
and
explanation
of
the
learning
outcomes
and
asessment
criteria,
one
may
then:
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motivating, engaging and purposeful based on interaction between learners designed and led by an e-moderator (see notes below) asynchronous and ideally cheap and easy to run.
"The main idea of 'learning objects' is to break educational content down into small chunks that can be
reused in various learning environments" (Wiley, D. A. 2004) A learning object is any grouping of materials that is structured in a meaningful way and is tied to an educational objective. Johnson, L. (June 2003). Elusive Vision: Challenges Impeding the Learning Object Economy [a white paper]. San Francisco: Macromedia Inc. http://www.nmc.org/pdf/Elusive_Vision.pdf
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1. Invite a Hello here I am message - access 2. Enable learners to Share experiences and expectations motivation 3. Provide opportunity to Send a Postcard Comment on someone who has a common contribution and some one who has a difference. socialisation 4. Set up time / session to Brainstorm topic x to bring learners up to the same level information sharing 5. Provide opportunity to Challenge info presented in x, enquire how it relates to other elements (e.g. practice or literarture) knowledge construction 7. Offer encouragment and clarity to learners own development needs Invite learners to create a Personal Development Plan or Learning Contract [identifying their needs, objectives, strategy, action & evaluation] - development
Establishing the group dynamic students need to feel at ease, and be encouraged to identify with the community of learners, thus enabling higher levels of motivation leading to attainment of required LOs. (Wenger, 1998; Salmon, 2000)
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Examples of Instructional Design Models ADDIE Analysis of the environment, learner and tasks Designing a plan for developing instruction Development of the instructional activities Implementation of the design Evaluation of learner performance and effectiveness of the design APT Analyse contains all readings related to the topic Practice includes relevant activities and exercises Talk provides opportunities for interaction LADR (Lecture, Application, Discussion, Reflection) I CARE (Introduction, Connect, Apply, Reflect, Extend) Task : Take a peak at the following: An exploration of the ADDIE model and its inherent weaknesses http://www.instructionaldesign.org/models/addie.html From Behaviorism to Social Learning Theory and much more inbetween http://carbon.cudenver.edu/~mryder/itc_data/idmodels.html
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Task: Choose a technology new to both of you, sketch out a development plan; Draw the plan on the provided poster pages. Identify the purpose of the (technological) intervention Identify its intended outcome/s Demonstrate how it will be implemented Question: will you be able to achieve this?
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Notes:
End of Workbook
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