shans e learning presentation

CAPITAL: 

CAPITAL e-learning session 18th February 2005

Session outline: 

Session outline 10.00-11.00 Overview presentation 11.00-11.45 Group discussions 11.45-12.00 Plenary Support materials Handout References Lecture will be available on the EDC web site Links will be live Access to PHPBB/LearnWise instructions on EDC website from Martin King: martin.king@rhul.ac.uk /4371

Slide3: 

Course Information Teaching materials Study guidance Access to resources

Course information: 

Course information examples Economics http://www.rhul.ac.uk/Economics/For-Students/ Management http://www.rhul.ac.uk/Restricted/Management/Studying/undercourses/MN211/ Computer Science http://www.cs.rhul.ac.uk/CompSci/For-Students/Undergrads/year3/CS3470/info.html Info re. the course experience questionnaire http://www.itl.usyd.edu.au/CEQ/faq.htm

Teaching materials: 

Teaching materials examples Biological Sciences http://www.rhul.ac.uk/Biological-Sciences/TeachingMaterials/index.html English http://www.rhul.ac.uk/Educational-Development/Centre/learnwise.htm Management http://www.rhul.ac.uk/Restricted/Management/Studying/postcourses/MSCSusMan/MN5315/lecturenotes/MN531%20Qual%20Lecture%202%202004-5.ppt#1

Study guidance: 

Study guidance examples Physics http://www.ph.rhul.ac.uk/course_materials/skills.pdf Management http://www.rhul.ac.uk/Management/Studying/study.html Computer Science http://www.cs.rhul.ac.uk/CompSci/For-Students/Undergrads/year1/CS121/index.html#Ceil External links: http://lis.newport.ac.uk/sz/publications/Skills_for_essay_writing.pdf http://www.kingston.ac.uk/LTDU/exams.htm

Access to resources: 

Access to resources examples RHUL library access, inc. online reading lists in LearnWise E.g. CAPITAL; Ewan Fernie’s Shakespeare course; Services; e.g. plagiarism detection service http://www.rhul.ac.uk/Educational-Development/Centre/anti_plagiarism/index.htm Links to external resources e.g. Music http://www2.rhbnc.ac.uk/Music/Links/index.html which include specific databases of information http://www2.sjsu.edu/depts/beethoven/database/database.html Further e.g. Early English Books Online (EEBO) http://www.jisc.ac.uk/coll_eebo.html

Early English Books Online: 

Early English Books Online Now all students can have the resources of the British Library, of the Oxford and Cambridge University Libraries, and of some of the great North American collections of their desktop. Students in Hull, or Durham, Penzance or Hastings, can be examining some of the rarest and most impressive works of a global collection by a few clicks of the mouse Champion, Justin (2005) ‘Discovering the past online’ JISC inform: Preparing for the Future: providing leadership in the use of technology Issue 8 pp8-10 p7

C&IT: 

C&IT Communications and Information Technology A phrase made commonplace by the Dearing Report 1997, published on the Higher Education Research Opportunities (HERO) website: http://www.hero.ac.uk/uk/inside_he/government_and_higher_education/major_education_reports4024.cfm

Slide10: 

Recommendation 9 We recommend that all institutions should, over the medium term, review the changing role of staff as a result of Communications and Information Technology, and ensure that staff and students receive appropriate training and support to enable them to realise its full potential.

Slide11: 

Diana Laurillard Head of the e-Learning Strategy Unit at the UK Government’s Department for Education and Skills http://asp2.wlv.ac.uk/celt/helfvid1.html (you can see the back of Shân’s head in this video!)

Communications Technology: 

Communications Technology email - asynchronous discussion fora / bulletin boards – asynchronous chat rooms - synchronous blogs - asynchronous e.g. http://www.forumblog.org/blog/2005/01/do_us_troops_ta.html http://www.gavinsblog.com/index.php?p=1928 ) wikis – asynchronous e.g. http://en.wikipedia.org/wiki/Wiki) video conferencing - synchronous Software which mixes these media.

Why is the ‘C’ of C&IT so exciting?: 

Why is the ‘C’ of C&IT so exciting? Wider access to higher education timetable flexibility - suits carers and breadwinners space flexibility: at home, at College, in residences, in the library, in community centres and supermarkets control over screen appearance/screen readers (for blind & partially sighted; for specific learning difficulties) Control over reading/participation speed; time for reflection and using additional resources (for speakers of other languages; gender & cultural differences in participation behaviour; for kinds of autism; for different levels of prior learning)

Skills development : 

Skills development writing skills argument analysis argument construction judgement skills See Mary Dengler’s MSc student debates on PHPBB: http://discussion.rhul.ac.uk/viewforum.php?f=13

It supports ‘deep’ approaches to learning: 

It supports ‘deep’ approaches to learning Students have time to reflect on each others’ comments and prepare their own questions and statements; they can retrace their discussions to improve their understanding of different opinions and to monitor their own development Ewan Fernie reported student assignments on Shakespeare improved last year as a result of active discussions in LearnWise

Slide16: 

It allows student to learn socially – a tenet of social constructivism Marton, F. and Booth, S. (1997) Learning and Awareness, Marwah, NJ: Lawrence Erlbaum Associates

3 examples: 

3 examples The cake trajectory Newton’s 3rd Law Probability, the goat and the jaguar

Plot the trajectory of the dropped cake…: 

Plot the trajectory of the dropped cake…

Plot the trajectory of the dropped cake…: 

Plot the trajectory of the dropped cake…

Plot the trajectory of the dropped cake…: 

Plot the trajectory of the dropped cake…

Plot the trajectory of the dropped cake…: 

Plot the trajectory of the dropped cake…

Reference to this study & related references: 

Reference to this study & related references Anderson, A., Tolmie, A., McAteer, E. and Demissie, A. (1993). "Software style and interaction around the microcomputer". Computers & Education , Vol. 20, 235-250 McAteer, E., Anderson, A., Demissie, A., Orr, M. and Woherem, E. (1991). "Computer-assisted learning and groupwork: the design of an evaluation". Computers and Education, 1, 17, 41-48. MacDonald, J. and McAteer, E. (2003) New Approaches to Supporting Students; strategies for blended learning in distance and campus based environments. Journal of Educational Media Vol 28 Nos 2-3 October 2003 pp 130-146 Musselbrook, K., McAteer, E., .Crook, C., Macleod, H. and Tolmie, A. (2000) 'Learning networks and communication skills' in Association for Learning Technology Journal Vol 8, No 1 pp63-70 Anderson, A., McAteer, E., Tolmie, A. and Demmissie A.(1999)‘The effect of software type on the quality of talk’ in Journal of Computer Assisted Learning, Vol 15, pp 28-40 . Sutcliffe, R.G., Cogdell, B., Hansell, M. and McAteer E. (1999)‘Active learning in a large first year biology class: a collaborative resource-based study project on AIDS in science and society’ in Innovations in Education and Training International, February, Vol 36, No. 1 pp 53-64 McAteer, E. Tolmie, A., Duffy, C. and Corbett, J. (1997) "Computer-mediated communication as a learning resource" Journal of Computer Assisted Learning, Vol. 13, No. 4, pp 219-27. McAteer, E. Neil, D. Barr, N., Brown, M., Draper, S. and Henderson, F. (1996). "Simulation software in a Life Sciences practical course". Computers and Education, Vol. 26, No. 1-3 , 101-112. Pollock, M., McAteer, E., Doughty, G., and Turner, I. (1996). "Rapid conversion of a mathematics course to CAL: a case study of a large-scale change of resources and organisation". Association for Learning Technology Journal Vol. 4 No. 1, 28-34.

Slide25: 

Probability: the goat, the Jaguar and what happens when the maths isn’t intuitive http://math.ucsd.edu/~crypto/Monty/Montytitle.html

Newton’s 3rd Law: 

Every force has an equal and opposite reaction Diana Laurillard (2002) Rethinking University Teaching London: RoutledgeFarmer p32-36 Newton’s 3rd Law

Slide27: 

If students regularly make the same kinds of mistakes and pass through the same stages of sophistication of understanding of particular concepts, this is invaluable for teachers to know Graham Gibbs (2000) p43

Community: 

Community National & international communities http://mathforum.org/ http://mathforum.org/epigone/alt.math.undergrad/frixphousor/1108519267.394315.111120@c13g2000cwb.googlegroups.com French year abroad: http://discussion.rhul.ac.uk/index.php?c=12 Geology Fieldwork (Geoff Batt’s course in LearnWise)

Is e-learning radical?: 

Is e-learning radical? Yes Upsets power relations between ‘authority’ and ‘supplicant’ (e.g. education & medicine) by changing the space interaction patterns access to information Enables us to question our practice and move towards more student-centred methods of education Speed and ease of access create opportunities for the excluded (see Tim Unwin’s work: http://imfundo.digitalbrain.com/imfundo/ )

Is e-learning radical?: 

Is e-learning radical? No There are still restrictions on access The radical elements are a result of changing philosophies and practices, which can be employed in any medium Bad e-learning (typically ‘shovelware’) is at least as bad as bad face-to-face teaching. Maybe a lot worse.

Conclusions: 

Conclusions Feasibility ‘Reusable learning objects’ see Littlejohn 2004 Curriculum planning informed by scholarship