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Workshop 2: technologies

Published on Nov 18, 2015

This was the second workshop of the coaching programme in the Faculty of Protestant Theology at the University of Mainz, 18th March 2014.


Workshop 2: technologies

Jamie Wood, Stefan Höhn and Benedict Schöning

With the person next to you, discuss

1. What did you think of the materials I sent to you yesterday?

2. What would you like to come away from this workshop knowing?


  • Develop understanding
  • Examples from JGU Mainz
  • Examples from elsewhere 
  • Student perspectives 
  • Hands-on experience
Photo by Franco Folini


  • Defining key terms
  • Why e-learning is imp.
  • Show-&-tell (& try)
  • Active e-learning
  • Social media and learning


  • Examples (+ jargon-buster)
  • UK- (and US)-based assumptions
  • Text-based relevance?
  • Active vs. passive learning
  • Links are embedded in online version

Defining e-learning and blended learning

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In pairs, discuss briefly your experiences of using e-learning before (either as teacher or student)?

why e-learning?

  • Skills (not just use of technology)
  • Knowledge (reading, writing, interacting)
  • Engagement with learning process
  • Being active and thinking
  • Deeper learning


digital literacy/ literacies

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SCONUL's 7 Pillars of Information Literacy: http://www.sconul.ac.uk/tags/7-pillars

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Melissa Tarras (2011), 'Stats and the Digital Humanities': http://melissaterras.blogspot.de/2011/11/stats-and-digital-humanities.html
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2014: year of code

Year of Code - PR fiasco or vital mission? [BBC]: http://www.bbc.com/news/technology-26150717

Year of Code already needs a reboot [Guardian]: http://www.theguardian.com/technology/2014/feb/15/year-of-code-needs-reboot...

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why (some/ many) students like e-learning (i)

Lisa Neilsen, 10 Reasons Students Say They Prefer Learning Online, THE INNOVATIVE EDUCATOR, 18th November, 2010: http://theinnovativeeducator.blogspot.de/2010/11/10-reasons-students-say-th...

why (some/ many) students like e-learning (ii)

More on student experiences here:

Helen Beetham (2013), 'students' expectations and experiences of the digital environment': http://jiscdesignstudio.pbworks.com/w/page/69725309/students'%20expectation...

Helen Beetham (2014), 'Learning in the Digital University': http://www.slideshare.net/hbeetham/learning-in-the-digital-university

e-learning principles

  • focus on learning, not cuteness
  • planning, testing (playing?)
  • digital pedagogy 
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constructive alignment

  • alignment of...
  • ...aims and outcomes
  • ...activities
  • ...assessments
Steven Wheeler, Vygotsky, Piaget and YouTube, March 2014: http://steve-wheeler.blogspot.de/2014/03/vygotsky-piaget-and-youtube.html
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planning, testing, playing

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technology aligned with pedagogy

= digital pedagogy?
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- empower students to use the web (because they will anyway) in ways that support their learning

- digital pedagogy acknowledges ability of students to control + choose "containers for learning"

- vital to teach students not about particular tools, but about "how to" choose tools for use

Sean Morris (2014), 'What is Digital Pedagogy?': http://learning.instructure.com/2014/03/what-is-digital-pedagogy/


of e-learning
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presenting information
minimal interaction

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VLE:  + / -

  • controlled/ 'safe' environment
  • tracking students, ensuring consistency
  • sometimes poor interface/ functionality
  • inflexible?
  • often teacher-centred?

social media/ Web2.0

"the Read/Write web" ------"the Cloud"
Berners-Lee on the read/write web (BBC): http://news.bbc.co.uk/2/hi/technology/4132752.stm

Web2.0 (Wikipedia): http://en.wikipedia.org/wiki/Web_2.0
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familiar - visual - usable


massively open online courses

'superstar' lecturers?
free, open?
democratising learning?

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The past 2 years have seen rapid development of MOOCs. The scale of enrolment and participation in the earliest mainstream MOOC courses garnered a lot of media attention.

The average MOOC course enrolls around 43,000 students, 6.5% of whom complete the course. Completion rates are consistent across time, university rank, and total enrolment, but enrolment numbers decrease over time.

Jordan, Katy (2014). Initial trends in enrolment and completion of massive open online courses. International Review of Research in Open and Distance Learning, 15(1) pp. 133–160: http://oro.open.ac.uk/39592/

Leo Havemann and Javiera Atenas (2014), 'MOOCs must move beyond open enrolment and demonstrate a true commitment to reuse and long-term redistribution': http://blogs.lse.ac.uk/impactofsocialsciences/2014/03/07/is-it-time-for-moo...

Howard Rheingold (2014), 'Feminist Theory, Online Action, and Networked Learning': http://dmlcentral.net/blog/howard-rheingold/feminist-theory-online-action-a...

"The Revolution Is Not Being MOOC-ized - Students are educated, employed, and male"

Gayle Christensen and Brandon Alcorn (2014), 'The Revolution Is Not Being MOOC-ized: Students are educated, employed, and male': http://www.slate.com/articles/health_and_science/new_scientist/2014/03/mooc...

Benedict and stefan

JGU VLE in practice (see links)

Lunchtime activity

student perspectives on e-learning

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active e-learning

The problem: how to use the Internet to support learning constructively.

Get students to do things online so that they learn actively rather than passively (= deeper learning).

VLEs (ILIAS, Reader, Blackboard, Moodle):
- provide readings and lecture notes/ slides (as in the UK)
- summative assessments (at the end)

Active possibilities:
- formative assessment
- sharing materials between students
- discussion boards between students and with teachers
- building things together, like wikis
- students write and mark the questions

Social media:
(1) student explore knowledge online (e.g. Twitter)
(2) promote interaction, sharing
(3) making knowledge online: build websites, resource lists

Vicki Davis (2014), 'A Guidebook for Social Media in the Classroom': http://www.edutopia.org/blog/guidebook-social-media-in-classroom-vicki-davi...

feedback on lunch activity


flipped classroom
Nancy Caramanico (2013), 'Is slipped education worth flipping?': http://www.k12blueprint.com/content/flipped-education-worth-flipping

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E. Lam (2014), 'What Is The Role Of Content In Flipped Classrooms?': http://www.edudemic.com/content-in-flipped-classrooms/
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Jared Stein (2014), 'What “Flipping” is Really About': http://learning.instructure.com/2014/03/what-flipping-is-really-about/
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from 'sage on the stage' to 'guide on the side'

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Mary Beth Hertz (2014), 'Reading 2.0': http://www.edutopia.org/blog/reading-2.0-mary-beth-hertz
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Q: how/ why have some students done the reading but can't remember it?

A: They didn't think about it.

problem: how to foster ACTIVE reading (i.e. reading with a purpose)

my favorite tool

Jamie Wood (2011), 'Helping Students to Become Disciplinary Researchers Using Questioning, Social Bookmarking and Inquiry-Based Learning', Practice and Evidence of the Scholarship of Teaching and Learning in Higher Education 6.1: http://bit.ly/OJOcAi
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some of my students struggle to write coherent sentences, so it’s no surprise that they can’t hold together a coherent essay


=tagging websites = =twitter & facebook =
=blog posts =
=making blogs, wikis =

+ find writing advice +


and organising information

=developing skills in searching for and evaluating information =

=asking questions =

=presenting and sharing work (dissemination/ producing) =

Troy Hicks (2014), 'Feeding Our Students' Reading Interests with RSS': http://www.edutopia.org/blog/feeding-student-reading-interests-rss-troy-hic...

e-learning and...

...the zombie apocalypse


on what you found
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open educational resources

OERs are teaching, learning, and research resources released under an open license that permits their free use and repurposing by others.

OERs can be full courses, course materials, lesson plans, open textbooks, learning objects, videos, games, tests, software, or any other tool, material, or technique that supports access to knowledge.

Scholarly Publishing and Academic Resources Coalition: http://sparc.arl.org/issues/oer

OER research hub: http://oerresearchhub.org/oer/

How to Build an Open Learning Course: http://thepeople.p2pu.org/t/how-to-build-an-open-learning-course/400
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  • Variation = no single model
  • Can have positive learning impacts
  • Blended is best + coherence is vital
  • Digital literacies are v. important 
  • Internet =text so suits text-based courses
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1. not too time consuming (ask the Internet for help)
2. can support research (e.g. social BM)
3. consider students as producers


please fill in the forms
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for more resources

see notes attached to the slides online and the website
Richard Byrne (2014), 'Best of Web 2014': http://www.freetech4teachers.com/2014/03/best-of-web-2014.html (a presentation with links to long list of new learning technologies)

Josh Work (2014), '5 Tips to Help Teachers Who Struggle with Technology': http://www.edutopia.org/blog/help-teachers-struggling-with-technology-josh-...

J. V. Boettcher (2011), 'Ten Best Practices for Teaching Online. Quick Guide for New Online faculty': http://www.designingforlearning.info/services/writing/ecoach/tenbest.html