teachers and technologists: it’s good to talk!
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teachers and technologists:it’s good to talk!
Dr Mark Stubbs
m.stubbs@mmu.ac.uk
Connecting Teachers & Technologists (Joint Enterprise & Pedagogy Meeting)Manchester Museum of Science & Industry, October 18, 2005
mechanics
creative dialogue
effect
case study
holistic redesign of a unitfor blended learning
unit re-design context
setting first year undergraduate “emerging technologies” unit
scale 200+ students
teaching team 3 technically-proficient innovators
change holistic re-design of term 2 for blended learning delivery
incentive pedagogic: demonstrate emerging technologies in practicepractical: team member seconded at short notice!
unit re-design principles
design principle 1pursue intended outcomes through careful attention to: communication | power | sanctions
design principle 2design IT and work routines with an acute sense of audience andbe ready to encourage/discourage unanticipated behaviour
unit re-design approach
focus on intended outcomescover approved learning outcomeslay first year foundations | reinforce intended academic behaviour / values
intended norms
1 tutor as expert of last resort
2 attention to detail
3 regular engagement
4 demonstrate learning outcomes
design supporting technology and work routines
unit re-design routines
communication power sanctions
lectures present tutorknow-how & demonstrate
e-materials & hit logs
hit logs enable tutorsto withhold support until
students try for themselves
tutors give timeto those engaging
with e-materials
tutor as expertof last resort
assignment briefspecifies precise
file naming criteria
tutors classifynon-compliant submissions
as ‘failures to submit’
late work regulationslimit non-compliant assignments to 40%
attentionto detail
tutors bookregular 1 hour labs &
maintain strict Q&A times
regular weekly lecturesprovide additional info
over slides in VLE
first year leadersummons poor engagers
to discuss progress
regularengagement
assignment grid specifiesrewards for levels of achievement
for each unit learning outcome
personal feedback explains achievement against grid
tutors mark strictly to publicised grid
tutors mark strictly to publicised grid
demonstratelearning
outcomes
unit re-design technology
web-based exercises and demonstrations for students
e-submission, assessment & feedback tools for tutors
e-submission navigation
similarity / requirements-breach alerts
personalised e-mail feedback
enable attention to detail despite 200+ students
enable attention to detail despite 200+ students
emphasise demonstrating learning outcomes
no discussion forum emphasise ‘precious’ face-to-face reward
hit logs inform ‘regular engagement’ actions
24x7 codified expertise enable ‘tutor as expert of last resort’
1. Students > VLE2. Content > VLE3. Control VLE features4. Review engagement by tut group5. Demo & monitor e-submission6. Send e-submissions for analysis7. Navigate analysed e-submissions8. Enter marks/comments9. Send personalised feedback
1. Students > VLE 2. Content > VLE3. Control VLE features4. Review engagement by tut group5. Demo & monitor e-submission6. Send e-submissions for analysis7. Navigate analysed e-submissions8. Enter marks/comments9. Send personalised feedback
DB snapshot*Edit VLE course#Edit VLE courseDB joinCustom LAMPCustom LAMPCustom LAMPCustom LAMPCustom LAMP
*Should have gone to IMS Enterprise#Could have gone to IMS Content Packaging
Crossing the chasm
Degree of Conservatism
Percentage of Population
Innovators
EarlyAdopters
Late Majority
EarlyMajority
Laggards
Enthusiastsimagine the benefits
tolerate ‘work-in-progress’fix / workaround usability flaws
Pragmatistswait for proven resultsexpect mature ‘total’ solutionsusability flaws = reason not to use
Source: Moore, G (1999) Crossing the Chasm
Connecting teachers & technologists
do right things do things right
creative dialogue
learner psychology
customs & practice
technological frames
Open Standards
Ahead
assumption-surfacing | spirit of inquiry
learning to network & networking to learn
thank you for listening
I’ll be back
Creating the concert performance
People
Groups
Resources
ContentAssessment
•define parts•appreciate arrangements•compose engaging pieces•perform anywhere•understand and make a difference to the audience
CoursesLIP
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