Duncan Greenhill, eLearning Consultant28 Jan 2009 Learning and Teaching with Technology
Session Overview Some tools Facilitating online learning Aims and outcomes Bringing it all together
Some Tools Blogs Wikis Moodle Elgg CMS Podcasts
Blogs One or a few authors. Conversation mainly one-way. Sign up, host your own or use within other tools. Example: Brum RLO.
Wikis Many authors. Collaborative knowledge development through document construction. But may need to learn markup! Examples: Wikipedia, Moodle and Elgg documentation.
Moodle Virtual learning environment for collaborative learning. Student management features. Language support. Examples: Open University, Moodle.org, many schools and colleges.
Elgg Social networking software. Blogs, file sharing, newsfeeds. All with access controls. Examples: Elgg.org, Brighton University
Ning • Networking site. • Forums, videos, photos. • Can create private groups. • Workliteracy.ning.com
Podcasts Audio file, usually in mp3 format. Easy to produce, e.g using Audacity. Example: library audio tour.
Issues • Legal • https://www.wiki.ed.ac.uk/display/Web2wiki/Web+2.0+Guidelines
Five Stage Model Produced by Gilly Salmon.
Stage 1 – Access and Motivation Set up system. Technical support. Tutor welcoming and encouraging.
Stage 2 – Online Socialisation 'Build it and they will come‘ – No! Absolutely critical phase. Sense of community and connection.
Stage 3 – Information Exchange Searching, gathering information. Exchange with others.
Stage 4 – Knowledge Construction Help the process. Summarise, recap and provoke. Community more independent.
Stage 5 – Development Support and point to other resources.
Aims and Outcomes Aim: Statement of intent or purpose. Outcome: What learner should know, understand, or be able to do at the end of the learning.
Outcomes Verb. Subject (on what or with what is the learner acting?) Context. Example: “Within the context of a class situation, demonstrate and evaluate the use of appropriate examples of positive reinforcement for the purpose of the improvement of behaviour.”
The design ladder Define aims and learning outcomes. • How is it to be evaluated? • How is it to be assessed? • How is it to be taught? • Define core content. • Existing knowledge and skills.
Teaching Grid • Grid of teaching methods (or tools) and outcomes. • Are all the outcomes covered? • Is there a balance of teaching methods? • Do you have access to the tools or alternatives?
Assessment Grid Grid of outcomes against assessment methods. Is there a balance of assessment methods? Are any outcomes over-assessed? Not assessed?