Lesley's Group A Presentation

H808 Activity 6.3

It is important that there is a clear purpose for the use of technology and that it is only utilised when it appropriately supports the learning outcomes for the course. Therefore sound pedagogical reasoning should always be the primary driver.

Rick Humphries

1. Appropriate use of technology

Appropriate use in Action

"Neuroscience for kids is a resource...."

"The site is intended to be used as a supplement to class instruction"

Example 1 Example 2

Teaching purpose: "to make learning more active"

Rick Humphries

2.  Format and Structure

Material for elearning should have a well considered format that enables easy interaction with the material and has a clear purpose*. This applies both to the creator and end user.  When creating a block of resources a template is useful for consistency and to ensure that required topics have been addressed*The format needs to be appropriate for the end user - e.g. child, adult, expert, novice, special needs.Poor examples of this principle are illustrated by excessive use of headings* and large blocks of text*.

* denotes illustrations on next slide.

Isabella Brown

Format and Structure in Action

Isabella Brown

3. Designing for a range of learner needsThe design needs to be appropriate for the target group. In conjuction with the ability for personalisation and the ability to encourage independent learning.  If the website is aimed at the younger reader for example, the design should be simple with lots of helpful pictures or diagrams. For any design, information needs to be easy to find and understand.

                                                                                     Debra  Lane

 

Debra Lane

'Neuroscience for Kids' - images designed to appeal to children

Designing for a range of needs in Action

4. Variety

 Walker uses a good variety of mediums to best suit the learning outcomes  • Simulations and computer animations (to explain complex issues)• Interactive lectures (to engage the learner)• Images and Video Clips (to appeal to various learning styles)• Community of learners ( to learn from peers, increase knowledge

and share best practice)• Journal club (to promote reflection for deeper learning)

 Here are two examples of choosing appropriate technology for learning outcomes                                                                               Cath Mochan

Animations to Explain Basic Biology

One of the immediate uses of our Hierarchical Biology Concept Framework has been that it has enabled us to see where some simple animations would be especially useful in helping students understand particular concepts. Four animations have been produced so far, two dealing with aspects of gene regulation, one with nucleic acid hybridization, and one with translation.

The Use of Interactive Lectures to Enhance Learning effort led by Melissa Kosinski-CollinsThe lectures will be enhanced with the addition of links that allow students to access short 3D manipulation exercises. The students will not only be given the opportunity to see these exercises in class, but they will also be encouraged to access these images and programs on their own outside of class, too. In this way, the class can ask their own questions of the structures during class and then answer anything beyond the scope of the lecture themselves interactively.                                                         Cath Mochan 

Variety in Action

5.  Collaboration

Collaboration involves two or more people, developing and sharing knowledge and/or skills to achieve the same goal. It involves sharing authority, accountability, resources and rewards. (Chapman 2009) In terms of elearning, this includes collaboration by:1. professionals; and/or 2. learners

Both of the case studies chosen illustrate how professionals can collaborate together to improve or develop elearning interventions.

The Walker case study illustrates how elearning can enable learners to collaborate.

 Heidi Walsh

Collaboration in Action

1. Collaboration by professionals • Walker brought together a group of people including young

scientists interested in teaching and research to provide training, support and mentoring. ' The diversity of interests and talents could lead to a whole that is greater than the sum of its parts.'

• Chudler's 'Neuroscience for Kids is a collaborative effort between neuroscientists and K-12 educators. Neuroscientists bring the content knowledge to the project while educators are aware of the best practices that make learning enjoyable.' 

 2. Collaboration by learners• Walker's education group developed personalised learning sets

that enabled collaboration but not copying.

Heidi Walsh

6. Evaluation

• Identify the impact of the material on learningo new techniques/materialo delivery methodso implementation

•  Learnerso provide feedback

• Educatorso reflect on effectivenesso facilitate programme reform

                   Amanda Bryan

Spring 2005 End of Term Survey"Most noteably, however, almost all students were able to recall video of a macrophage chasing a bacterium, a gecko climbing up walls using van der Waals interactions, and DNA division during mitosis."

Spring 2004 Focus GroupsThe good points:- mitosis videos helped to picture what was going on - also to show that the cartoons we draw are 'really close to what's actually happening' and not just cartoons.The things to watch out for:- be SURE to have an explanatory caption - in case the students didn't catch the explanation

Spring 2005 One-Minute Responses"What made you interested in taking 7.014?""Seeing the interesting slides and videos the professor displayed while introducing the subject."  

Amanda Bryan

Evaluation in Action

References

Chapman, D. (2009) ‘What Is Collaboration?’, [online] Available from: http://www.educause.edu/Resources/WhatIsCollaboration/180349 (Accessed 26 November 2010). Chudler, E. H. (n.d.) ‘Neuroscience for Kids’, [online] Available from: http://cms.carnegiefoundation.org/collections/keep/merlot/merlotOne.html (Accessed 26 November 2010). Gibbs, L. (n.d.) 'Fabulae Vulgatae: Latin Vulgate Bible Stories', [online] Available from: http://cms.carnegiefoundation.org/collections/keep/merlot/merlotThree.html (Accessed 27 November 2010)  Mischke, M. and Klopfer, E. (n.d.) 'Wearable Computer Genetics Game', [online] Available from: http://www.cfkeep.org/html/snapshot.php?id=71466637 (Accessed 26 November 2010)  Walker, G. (n.d.) ‘Graham Walker's Howard Hughes Medical Institute Education Group’, HHMI Ed Group Snapshot, [online] Available from: http://cms.carnegiefoundation.org/collections/keep/hhmi/hhmiOne.html (Accessed 26 November 2010). 

 

Contributors

• Keith Aquilina

 • Isabella Brown

 • Amanda Bryan

 • Rick Humphries

• Debra Lane

 • Catherine Mochan

 • Alice Shepherd

 • Heidi Walsh