Download - Making a difference with technology-enhanced learning - Chris Thomson and Sarah Honeychurch
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Making a difference with technology-enhanced learningChris Thomson, Subject specialist
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Making a difference with technology-enhanced learning
Making a difference with technology-enhanced learning
»What kind of difference can technology enhanced learning make?
»What’s the current state of play?»What are students saying?»What’s the challenge?
16/6/16
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Making a difference with technology-enhanced learning
Making a difference in what way?
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Making a difference with technology-enhanced learning
What’s the current state of play?
» Increased focus on getting the basics right»Lots of pockets of innovative technology-enhanced
practice – often led by individuals or course teams»Some examples of large-scale institutional moves to
change delivery models› Flipped learning› Online modules or regular online sessions
Looking at strategic, institution-wide use of technology…
16/6/16
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Making a difference with technology-enhanced learning
Broad brush TEL environment in HE and FE
16/6/16
More variation
Gaining fast
Widely used
Underpinning
» e-portfolio» Social media, collaborative
spaces» Online assessment» Online learning resources» Lecture capture» Online submission and
feedback» VLE
» Network» Wi-Fi» Devices and
printers
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Making a difference with technology-enhanced learning
What are students doing and saying?
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CC-BY 2.0 https://flic.kr/p/mUyyEN
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Making a difference with technology-enhanced learning
Jisc student digital experience tracker data
»Data from the pilot of the Jisc student digital experience tracker
»Designed to provide a snapshot of students' digital experience
»Feb-April 2016»10,753 students across HE, FE and skills»http://bit.ly/student-tracker-report
16/6/16
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Making a difference with technology-enhanced learning
What are students doing and saying?
16/6/16
1 in 7students believe that when
technology is used by teaching staff it helps their learning experience
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Making a difference with technology-enhanced learning
In the previous six weeks of their course…
16/6/16
9 in 10students found
information online
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Making a difference with technology-enhanced learning
In the previous six weeks of their course…
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7 in 10produced work ina digital format
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Making a difference with technology-enhanced learning
In the previous six weeks of their course…
16/6/16
5 in 10students worked
online with others
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Making a difference with technology-enhanced learning
In the previous six weeks of their course…
16/6/16
3 in 10of students created a
personal record oftheir learning
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Making a difference with technology-enhanced learning
Broad brush TEL environment in HE and FE
16/6/16
Morevariation
Gaining fast
Widely used
Underpinning
» e-portfolio» Social media, collaborative
spaces» Online assessment» Online learning resources» Lecture capture (HE)» Online submission and
feedback (HE)» VLE
» Network» Wifi» Devices and
printers
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Making a difference with technology-enhanced learning
Mainstreaming technology-enhanced learning
»Staff and student digital capabilities»Moving from pilots and projects to large scale service»Holistic and wholesale embedding»Planning for both innovation and service delivery»Evidencing impact and value
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Making a difference with technology-enhanced learning
So how do we get there?
Click to icon to add image
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Technology that works
Leadership
Strategic approach
Review current support Time, CPD,
recognition
Embed in curriculum
Students as partners
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Making a difference with technology-enhanced learning
Sources of guidance and inspiration
Click to icon to add image
http://bit.ly/telconnectmore 16/6/16
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jisc.ac.uk
Making a difference with technology-enhanced learning
Chris ThomsonSubject [email protected]
16/6/16
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Finding a happy medium in the delivery of core and bespoke supportUniversity of Glasgow Learning Technology Unit
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Introduction
» Who we are:› 3 x Learning technologists› 3 x Developers
» What we support:› Core services› Bespoke technologies
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Moodle
» First used in 2004» 54 instances » Moved to 2.x in 2012» 44,521 users active in the last year» 7,135 live courses
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Mahara
» 24,866 registered users
» 341 active users
» 66,356 pages
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Customising Moodle
» Moodle reports
» Moodle-MyCampus-CORE Integration
» Inspector
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Going beyond Moodle: LTI
» QTI Works› Provides more complex questions than Moodle Quiz
– Self-paced maths– Sequencing questions
» ACJ› An alternative approach to peer reviewing› A quick solution, but easy to integrate
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Bespoke solutions
» YACRS› Replacing existing clicker systems
– Student use their own device (web browser)– Staff can use Windows or Mac, works with all presentation software
› Being home grown means it fits our needs– Class list import– Integrated with University identity system
› Collaboration between teacher and LTU – Teacher driven design
› Open source ☺
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Pilots and scoping exercises
» Urkund» Open Badges
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Managing expectations
» Xerte» BBB
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Discussion
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jisc.ac.uk
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Niall Barr: [email protected] Craig Brown: [email protected] Sarah Honeychurch: [email protected] John Maguire: [email protected]