‘ don’t look back’: history and the use of multiple learning technologies chris szejnmann...

‘Don’t Look Back’: History and The Use of Multiple Learning Technologies

Chris Szejnmann

Department of Politics, History & International

Relations

14 September 2010

some questions for you...

Internet use in the United Kingdom: How many users are there per 100 inhabitants in 2009? 1. 562. 653. 734. 845. 92


‘Don’t throw technology into the classroom and hope for good things. Focus on the change in pedagogy, not the technology.’ (Tapscott, Grown Up Digital)

1. Agree2. Disagree


‘Cut back on lecturing: You don’t have all the answers and “Broadcast Learning” does not work for this generation.’

1. Agree2. Disagree


‘Empower students to collaborate.’

1. Agree2. Disagree


‘Focus on lifelong learning, not teaching to the test.’ (Tapscott, Grown Up Digital)

1. Agree2. Disagree


‘Developments in ICT and e-learning will require me to reinvent myself as a teacher, professor, or educator.’ (Tapscott, Grown Up Digital)

1. Agree2. Disagree

background: Loughborough, History, ICT & e-learning

History at Loughborough

revolutionary developments in ICT and e-learning

background: Loughborough, History, ICT & e-learning

QAA Benchmark Statement for History (2007) new government: ‘renewed emphasis on teaching’ Martin Hall: lure of technology; focus on pedagogy Angela McFarlane: step back from technology; reflect

on how we want to use it; ‘techno-romanticism’ Marc Prensky (Teaching Digital Natives): pedagogy to

become a partnership between students and educators

Multiple Learning Technologies in History at Lboro

why did we introduce what, and what were the outcomes?;

activities: Lecture capture (Echo360); Audience Response System; Video Presentations and Video Feedback; SMS-texting;

objectives: improving student engagement, assessment, feedback;

overall: extremely positive feedback from students about teaching innovation


outcomes/findings: Lecture Capturing

offered students a level playing field in mastering complex content; allowed access of lecture material at any time, and was particular useful for revision; provided a useful facility for dyslexic students, those with hearing difficulties, and those who find it difficult to focus for 50 minutes;

Reflections about LC (including demo); see http://curve.coventry.ac.uk/cu/items/e27e76ac-f3cc-2ceb-597b-1b7acb84cdaf/1/Chris%20Szejnmann%20and%20Marcus%20Collins%20CG%20Exemplar_HTML.zip/chris_marcus_loughborough_cg0_01.htm?tempwn.b=access%2Fcontribute.do


outcomes/findings: Audience Response System

enhanced student interaction; improved attentiveness; brought some fun into teaching; engaged passive listeners; allowed immediate formative feedback; enabled us to identify weaknesses/lack of knowledge amongst students


outcomes/findings: SMS (text) messaging

allowed us to boost student morale, make them feel looked after, and allowed us to give tips for exam revision


outcomes/findings: Video Presentations and

Feedback

time saving & controlled assessment; creative alternative; presentation style can be assessed; presentations can be made available; video feedback offers a personal

and informal feedback


other initiatives

podcasting; History Timeline: interactive History Resource;

(BBC British History timeline: http://www.bbc.co.uk/history/british/launch_tl_british.shtml) Facebook group for incoming History students:

http://www.facebook.com/n/?group.php&gid=153403264671162&mid=2e1e913G5af32d22e963G7e04bfG6&bcode=gf77X&n_m=c.w.szejnmann%40lboro.ac.uk

part of a bigger project attempting to make use of time outside teaching term

conclusions and reflections...

‘Don’t throw technology into the classroom and hope for good things. Focus on the change in pedagogy, not the technology.’

‘Cut back on lecturing: You ‘don’t have all the answers and “broadcast learning” does not work for this generation.‘

conclusions and reflections...

Broadcast Learning versus Interactive Learning (Tapscott, Grown Up Digital)

Broadcast Learning Interactive Learning

Teacher-centred Learner-centred

One-size-fits-all One-size-fits-one

Instruction: learning about Discovery: learning to be

Individualistic learning Collaborative learning

‘Developments in ICT and e-learning will require me to reinvent

myself as a teacher, professor, or educator.’

questions?

[email protected]

‘ don’t look back’: history and the use of multiple learning technologies chris szejnmann...

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