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Gwella people

Gwella people. Nick Potter, Head of Learning, Teaching and Assessment Steve Kennewell, Principal Lecturer in Education and TEL Coordinator Simon Gibbon, E-learning Officer Chris House, Lecturer in Built Environment. Gwella approach. Focus on three types of activity: Advertisement

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Gwella people

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  1. Gwella people • Nick Potter, Head of Learning, Teaching and Assessment • Steve Kennewell, Principal Lecturer in Education and TEL Coordinator • Simon Gibbon, E-learning Officer • Chris House, Lecturer in Built Environment

  2. Gwella approach Focus on three types of activity: • Advertisement • Encouragement • Management

  3. Sustaining and scaling TEL activity Our approach is designed to support: • continuation and development of activities beyond the initial stimulus • spreading of key ideas which will be implemented in many different forms across SMU • a culture of renewal and innovation which does not rely on external funding

  4. Encouragement to develop pedagogy Research suggests that: • ICT facilitates more interactive, dialogic and collaborative teaching, both face-to-face and online, which can improve learning outcomes • merely replacing traditional practice with a technological version may not improve student engagement and learning • pedagogical innovation is crucial in successfully exploiting TEL

  5. Pedagogical Guidelines for TEL This guidance for academic staff will: • provide help when designing courses and planning delivery • distil findings and recommendations from JISC-funded projects and other research • be in web format rather than a printed document in order to provide a graphic interface and both purposeful and serendipitous interaction • incorporate guidance on design of digital materials and on use of technology to support assessment into general pedagogical principles

  6. Benchmarking • Pockets of innovation • More going on than we knew about • How to disseminate • How to engage others

  7. Web 2.0 Collaborative Network A network to create a central area to: • stimulate and enhance the sharing of best practice • dissemination • communication • collaboration • innovation

  8. The collaborative Academic network is a central hub or source for staff to: • Post events • Start discussions within the Forums • Use Blogs to disseminate conference reviews/or ideas • Create groups

  9. iCAN usage • 6 months on: • 24 discussions, one has 86 replies • 22 blogs • 41 videos • 108 members http://ican.smu.ac.uk

  10. Case Study The Use of Audio and SRS in Assessment Feedback

  11. Background • Project Aim: • Assessment feedback • Digital mobile recorder • Dragon Naturally Speaking • Phase 1 Technical pilot study • Phase 2 Pedagogical assessment

  12. My Background

  13. Method • Two cohorts of students • 2 Level 4 modules (1a & 1b). • 2 Level 5 modules (2a & 2b) • Level 7 Dissertation draft feedback • Modules 1a and 2a assessment comments (traditional structured written format) • Modules 1b and 2b assessment comments (mp3 format, 3-5 minutes, approximately 250 words, 2mb, notified via face book) • Dragon Naturally Speaking software (SRS) (audio feedback was converted into text files for students) • Questionnaires and interviews

  14. Lessons learned

  15. Practical recommendations • Comments on script • Audio comments need to be clearly split into sections understood by students and staff. • Staff should consider the wider application of SRS if they are to invest their time • Use student webpage • Individually accessible • Staff drag and drop files • Can be accessed from smart phones and develop a bank of assignment comments. • Once linked accessible throughout their studies.

  16. Conclusion • Gribbin (BBC, radio 4, 2007) said this generation has sorted out the knowledge the challenge for the next generation is the manipulation of that knowledge.

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