Workshop 2: technologies

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?

aims

• Develop understanding
• Examples from JGU Mainz
• Examples from elsewhere 
• Student perspectives 
• Hands-on experience

plan

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

Throughout

• 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

dl

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2014: year of code

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

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

e-learning principles

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

constructive alignment

• alignment of...
• ...aims and outcomes
• ...activities
• ...assessments

planning, testing, playing

technology aligned with pedagogy

- 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

Landscape

presenting information
top-down
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

familiar - visual - usable

moocs

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

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.

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

Benedict and stefan

Lunchtime activity

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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

feedback on lunch activity

FC

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from 'sage on the stage' to 'guide on the side'

e-learning

READING

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

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WRITING

some of my students struggle to write coherent sentences, so it’s no surprise that they can’t hold together a coherent essay

ONLINE LEARNING CAN HELP

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

+ find writing advice +

RESEARCHing

=developing skills in searching for and evaluating information =

=asking questions =

=presenting and sharing work (dissemination/ producing) =

e-learning and...

reflections

OERs

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.

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summary

conclusions

• 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

PRACTICAL points:
1. not too time consuming (ask the Internet for help)
2. can support research (e.g. social BM)
3. consider students as producers

Feedback

for more resources

Coaching mainz