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