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Active Learning with Technology


Open Workbook

Module UTL40190

Module Co-ordinator David Jennings

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

UCD Teaching and Learning

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Universal Design Considerations


The concept of universal design is to create a society that is inclusive and sustainable, one in which every person may contribute and participate to the fullest extent possible. This means one must embrace open and accessible learning design, to be cognisant of an individuals needs and requirements, to offer opportunity and choice to support their learning journey in its entirety. It is defined in Irish law as the design and composition of the environment so it can be accessed, understood and used to the greatest extent possible by all people regardless of age, size, ability or disability (Government of Ireland, Disability Act 2005).
You may wish to review the following: - - - - Universal Design for Learning Modules http://udlonline.cast.org/home Universal Design for Instruction http://www.facultyware.uconn.edu/files/udi2_fact_sheet.pdf Universal Design in Education http://www.washington.edu/doit/Brochures/Academics/ud_edu.html Inclusive Learning Design http://handbook.floeproject.org/index.php?title=Home (a very good online resource), Please note however that these are all examples of educational frameworks that have developed from the orignal concept of Universal Design. The latter arose from Mace, R North Carolina State University, School of Architecture1.

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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Preparing Learning Aids: Invoking the Senses To Promote Learning


Promote Perception Increase the potential for engaging the learning outcomes Make Effective Use of Time Improving engagement for the lecturer & learner Promote Understanding Greater perception should lead to greater understanding

Provide Variety in Learning Provides opportunity and choice for engagement

Help Reinforcement Supplementing a session, connecting learning

Motivate & Arouse Interest Stimulating different senses will help focus and maintain interest

Aid Retention Providing an opportunity for re:lection and revision

Principles of Universal Design (Applicable to Teaching (4 from 7)


Equitable Use The design is useful and marketable to people with diverse abilities.

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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Introducing Educational Theory


The concept of educational theory is the embodiment of its purpose, application and the interpretation of education and learning. It is an umbrella term, comprised of a number of theories, rather than any single all encompassing explanation - of how we learn, and how we should teach. And as such it is affected by several factors, including theoretical perspectives and epistemological positions. There is no one clear universal explanation of how we learn and a subsequent guidebook as to how we should teach. Rather there are a range of theories, each with their own background in a different psychological and epistemological tradition. To begin to understand learning, we have to understand the theories, and the rationale behind them

Overview of Key Learning Theories and Paradigms Theories Behaviourism


Watson Thorndike Pavlov Skinner Law of Effect Classical Conditioning Operant Conditioning

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

Instructional Communities Paradigms Design of Practice


Gagne Reigeluth Spiro

Learning Styles & Approaches


Kolb Honey & Mumford Fleming Gardener

Lifelong Learning

Transformational Learning

VIPs

Lave Wenger

Knowles Jarvis

Mezirow Freire

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Learning Opportunities for Active Engagement


Teaching with Primary Sources Hypotheticals, ask the learner What If the source did not exist, it was written a year later / earlier? Reading Rounds, invite learners to read a text, the next learner comments and/or interprets Caption Gap, present a source with its caption edited out, invite new captions CCC, using groups of three, invite students to discuss the Context, Content and Consequence of the source materials Teaching Abstract Concepts Utilise graphical representations (art, diagrams, even sculpture), invite learners to explore relationships via their own diagrams. Teaching with Numerical Data Bogus data, invite learners to identify and explain why certain data is not admissible Predictions, provide partial data, invite learners to interpret and extrapolate real figures Market Translation, invite learners to represent the meaning of figures in another form Based on Davies, 2001 Manifesto writing, invite learners to apply the theoretical to practice Wall of Post-its, invite learners to respond emotionally and intellectually discuss the divergence and its impact on the nature of the concept

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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

Terminology and History


The World Wide Web (WWW) is an interface for browsing and searching the information and services available on the Internet, ostensibly it equates to a collection of inter- connected documents that are accessible using the Internet. Origin point: 1989, MIT, Tim Berners-Lee .html [see W3C] The Internet interconnects millions of computers, each of which is a part of thousands of separate, individual networks. This provides a simple means of rapid communication for a global community of network users. Origin point: US 1958 Defense Advanced Research Projects Agency (DARPA) 1966 evoled into the ARPANETwork Many other series of networks now exist (governmental, commercial etc): here are some examples in the realms of academic and research: JANET (UK), SUNET (Sweden), DFN (Germany), SURFnet (Netherlands), ARIADNE (Greece), HEANet (Ireland) For a complete (technical) history of the development of the internet view the Picol Video at http://vimeo.com/2696386

Clickers

P2P LAMS WWW CMC SMS Grid-computing


e-

RLOs OERs CAL slidehare CAA VLEs CMS SNs VOIP Googlejockeying coursera OSS Blogs
Wikis

journals Podcasting VidCasting Folksonomy Streaming Virtual meetings Prezi Simulations


MoBlogs

RLRs Mash-ups Collaborative docs Tag Clouds Geo-tagging EGLOs Presentation tools Twitter

portfolios Web-trails Social-bookmarking

Repositories Chalk and talk White-board CBL OHP


35mm slide

Screencasting Archify VideoTV DRM


CATs

Wikispaces Generic software applications

Analog audio iWhite-Board Open journals PRS


Internet

RSS Video-blogging Augmented reality Creative


Bodington
Audacity Bubbl_us

Commoms Haptics Open source software Drupal Sakai Moodle


LearnWise Elgg Zoho

Clipmarks Grupthink Pbwiki Slideshare Vanilla Colloquia

What to use and when


Activity: Tools Explore the tag-cloud (on the previous page), decipher any acronyms and define terms you do not understand [e.g. what is a tag-cloud?, what is the difference between the www and the Internet etc.), use the embedded links to visit examples and explanations. Task: Independantly catalogue the kinds of technology you are using in your teaching, research and in your homelife. Use the colour coded post-its to capture each area, post them to the board Dicuss why it is you use these particular technologies, and can any be transferred from one realm to another (e.g. home to teaching)? Be prepared to share your discussion with the group.

Integrating Technology Effectively


In a higher education setting there are a number of opportunities to implement technology for the benefit of teaching, learning and research. These include the ability to deliver teaching materials in a flexible and accessible way, emphasising and promoting the potential for student-centred learning and the existence of an open and collaborative environment for research activities3. Education needs to be the driver dictating what, how and when technology should be integrated and implemented in our daily practice. There are many challenges we face within our teaching and learning; the personalisation of learning materials and the educational environment, (enabling autonomous and self directed learning) the provision of flexible opportunities to assist learners (creating knowledge pathways and adaptive assessment) and the ability to offer inclusive access (overcoming social issues, disability (physical or cognitive) and logistical). Technology and elearning will work most effectively when addressing a real need (a need to support the learner), enabling the academic community to embrace a transformative approach to their module and programme design. Task: Tech Review From the following scenarios identify one ot two that you may avail of in your own teaching. How might you integrate or build upon these examples? Create a visual represenation

Jennings, D. 2010 http://www.ucd.ie/teaching/resources/e-learning/

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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Task: Visual Map/Plan of Technology Integration

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UCD Teaching and Learning

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Engaging in Online Activities


Rather than creating a series of separate tasks with specific outcomes, it can often be helpful to consider a more strategic approach, where each activity builds on the previous one to achieve the learning goals Collis and Moonen (2001) Approaches to e-Learning Constructivist / Instructivist approaches:

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.
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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:
4

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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