HERODOT103700-CP-1-2002-1-UK-ERASMUS-TN

Karl Donert, Project coordinator

Liverpool Hope University College

donertk@hope.ac.uk

Thematic Network ofGeography Teaching and

Training in Higher Education

Using ICTto developpupils aslearners;

ImprovingICT:pupil

ratios

Placing ICT atthe centre of

pupils’ learning

Developingflexibility as

learners

Developingindependence

and/or collaboration

Having awhiteboard inevery class

Transformedlearning,

pedagogy andcurriculum

Anywhereanytimelearning

Learning ICTskills

Visionfor ICT?

Developingcreativity

Technology pros andcons

Access to wealth of resources Information overload, quality issues

New forms of dialogue Literacy skills issues

New forms of community Learner identity and confusion

Speed of access, immediacy Lack of permanency, surface

Virtual representations Lack of reality, real is fake

Learning bydoing

In the companyof others

Throughexperience

Throughdialogue

Sociallysituated

Throughreflection

Mercer

VygotskyLaurillard

Papart

Kolb

Dewey

LaveJarvis

Paiget

WengerTheories of

learning

Keycharacteristics

of learning

Reality check… repackaging the box

• Passive learning• Pedagogical bias• Mismatch of resources to tasks

• Learner and tutor confusion!– Identity and roles– Plethora of resources and tools– Lack of clarity of what is important and when

The missing link

Plethora of tools and resourcesEnormous potential but underused

Wealth of knowledge about learningDidactic/behaviourists models predominate

Gap between thepotential of the technologies

(confusion over how they can be used)and

application of good pedagogical principles(confusion over which models to use)

Creating a Knowledge Ecology

LearningCulture

Responsibility for future

KnowledgeManagement

Sustainable change

Learning PlatformStudent Success

ContinuousImprovement

Future Growth

LearningCommunity

Cooperation

Information and Communication TechnologyChange Agent

ePedagogy: Principles &Practice

Professor Lachlan M. MacKinnon,Head of School of Computing &

Creative Technologies,University of Abertay Dundee

Overview• Why ePedagogy?• Changing face of classroom teaching• Personalisation of learning• Social Constructivism• Formative assessment as a path to formal

examination• The big picture – lifelong and workplace

learning• Conclusions and references

Why ePedagogy?

• Existing pedagogy based on human interaction

• Learning environments introduce new opportunities:– Not shovelware– Not course administration– Virtual communities, human computer interaction

• Need formal underpinning for future development

Chinese Proverb: Tell me and I will forget,

Show me and I may remember,

Involve me and I will understand!

Changing face of classroomteaching• Search for resources now a task of

filtering, not of finding.

• Potential for external influence

• Ever-growing curriculum, need to cover morematerial, so: more information-giving => less addedvalue

• Administrative burden => more pupil-led activity

Personalisation of learning• Potential for multi-modal information

representation to meet personal learningneeds

• Material structured around assessmentpoints as learning objects, rather thaninstructivist linear path, gives pupils morefreedom to explore

• Availability of technology and resourcessupports “whenever, wherever” learning

• Can this be accommodated within a highschool learning situation?

SocialConstructivism

• Based on the work of Piaget and others, learningembedded in social experience

• Constructivism is wrongly often seen as ill-structured,but the basic concepts of “discovery learning” require aclear and well-structured learning model

• Learning is a social activity:– Learning from the actions of others (vicarious)– Learning from the experiences of others (oral tradition)– Learning from personal interaction (active learning)– So it must be embedded in social context!!

Social Constructivism• Role of the teacher is in “scaffolding” and “fading”• Role of the pupil is in constructing their own

understanding through interaction with peers, tutors,virtual communities and learning objects

• Role of the technology is to provide the mechanismsfor interaction, the learning objects constructed andrepresented in different formats, and the report andfeedback mechanisms.

We need to encourage pupils andteachers to see the technology as anenabling tool in a social and learningcontext.

Formative assessment as apath to formal examination

• Fundamental to the concept of learningobjects, provides:– Motivation: pupils get regular feedback on

performance– Engagement: use of dynamic media engages, use

of static media for retention– Structure: allows the freedom to construct

understanding and then test it out as part ofteaching plan

• Will be ignored if not validated by teacher!!!

The big picture – lifelongand workplace learning

• Schools need to prepare pupils for a lifetime oflearning, the world we now live in demands it.

• eLearning is one of the most important areas ofresearch and development, now on a globalbasis:– In Europe, the K2 project– In USA, the MIT OpenCourseware project– International standards, IEEE LOM, SCORM– In Schools, Edugames, ScholarCards, BBC

Bitesize and many, many more, and, of course,SCHOLAR

Conclusions• The availability of information and resources is now

greater than it has ever been, and as a result the role ofthe teacher is changing.

• Pupils need to learn how to explore these resourcesand construct their own understanding, guided ratherthan taught, but structure is vitally important.

• Tools like SCHOLAR offer a reliable and consistentstandard of leaning objects, linkedwith formative assessment, to aid this.

• Pupil-led study MUST be planned

Conclusions• Planning and use of formative assessment will support

achievement in content-based examination.• Preparation of pupils for the world of work or for

further study should address the key concepts oflifelong learning and continuous development.

• The ultimate goal of the teaching process should be“metacognition”, the pupils learn how to learn,specifically understanding their own learning process.

References• Ferreira, J,M, MacKinnon, L & Ra, Ø, et al “The ASTEP distributed framework for

teaching and learning”, 4th European Forum for Continuing Engineering Education(EFCEE99), June 1999

• Boyle, T, “Towards a theoretical base for educational multimedia design” Journal ofInteractive media in Education Vol 2, July 2002

• Khalifa, M, & Lam, R “Web-based Learning: Effects on learning process andoutcome.” IEEE Transaction on education Vol 45, 2002, 350-356

• Rovai, A,P “Sense of community, perceived cognitive learning, and persistence inasynchronous learning networks.” The Internet and Higher education Vol 5, 2002,319-332

• Hamid, A, A “E-Learning Is it the e or the learning that matters?” The Internet andHigher education Vol 4, 2001, 311-316

• Arbaugh, J,B, “Learning to learn online: A study of perceptual changes betweenmultiple online course experiences”, The internet and higher education, Vol 7, 2004,169-182

• Woods, R, Baker, J,D, & Hopper, D, “Hybrid structures: Faculty use and perception ofweb-based courseware as a supplement to face-to-face instruction” Internet andHigher Education Vol 7, 2004, 281–297

• Bluemink, J & Järvelä, S “Face-to.face encounters as contextual support for Web-based discussions in a teacher education course” The internet and higher education,“Vol 7, 2004, 199-215.

• Mayes, J, T, Dineen, F, McKendree, J, & Lee, J., “Learning from watching otherslearn.” In C.Steeples & C.Jones (Eds) Networked Learning: Perspectives and Issues.Springer 2001

• Govindasamy, T, “Successful implementation of e-Learning Pedagogical considerations” The

Constructivistsocial /cultural/

situationalVygotsky Wenger Laurillard

What is e-Learning?

• There are many definitions, DfES (2003)suggest

“If someone is learning in a way that usesinformation and communication technologies,they are using e-learning.”

(“Towards a unified e-learningstrategy”)

Positive and NegativeStudents’ Perceptions of

On-line Learning• Top five negative

aspects of on-line

• Top five positive aspects ofon-line learning

Absence of face-to-faceopportunities (14%)

Lack of student interaction(14%)

Lack of support (16%)

Isolation (20%)

Technical problems (29%)

Opportunities to interactwith tutors (6%)

Effective mode of learning(7%)

Access to wide resources(11%)

Opportunities to interactwith peers (17%)

Flexibility (89%)

Key Benefitsü Widening access

ü Aiding equal opportunities

ü Assisting those with specific needs

ü Improving quality of delivery

ü Immediate access to information

ü Global collaboration

ü Simulations and games

ü Computer mediated conferences

ü Learning Communities

Towards Digital Fluency

A presentation to theDundee University eLearning SummitBy

Allison Littlejohn

Professor of Learning TechnologyFaculty of Education and Social WorkUniversity of Dundee

Towards Digital Fluency – Allison Littlejohn

Extending reputation

virtual

informal

formal

face-to-face

Digital natives

Extending reputationDigital natives

Focus on learningnot teaching

Mayes and de Frietas (2004)JISC ePedagogy Review

§ Instructivist:focus on teaching

§ Dialogic:emphasises discussion

§ Constructivist:based on knowledgeconstruction

Extending reputationDigital natives

Littlejohn (2003) ASCILITE

Dialogic: learning through discussion and feedback

During a teaching session,students are asked toanswer a MC question.

Students justify theiranswers to their peers

Discussion of conflictingideas leads to learning

Extending reputationDigital natives

Nicol, Littlejohn, Grierson (2005) BJET

Constructivist: learning by constructing new ideas

1. Resources sourced bystudents are uploadedto a shared workspace

2. These can be sharedacross project teams

3. Resources combined toconstruct new designs

4. Concept generationdocumented as a map

Scenario 3

Scenario 4Constructivist: learning by constructing new ideas

Scenario 3

Scenario 4Towards digital fluency

Scenario 3

Scenario 4Towards digital fluency

Scenario 3

Scenario 4Towards digital fluency

Scenario 3

Scenario 4Institute for Learning Technology

Mission

A focal point forinternational, eLearningresearch at the Universityand beyond

Aims

§ interdisciplinary

§across all sectors

§ international in focus

Scenario 3

Scenario 4

Medium term strategy1. Ensure long-term

sustainabiity2. Establish cross-sector

research3. Develop a cross-faculty

presence and4. Nurture international

reputation5. Impact on practice

Institute for Learning Technology

Short term strategy1. Establish critical mass2. Develop partnerships3. Link with Universitysupport structures

* The student plays a role in mediatingand controlling learning.

*Multiple perspectives andrepresentations of conceptsAnd content are presentedand encouraged.

* Goals and objectives aredriven by the student or inthe negotiation with theteacher or system.

*Teachers serve in theroles of guides,monitors, coaches,tutors and facilitators. *Activists, opportunities, tools and

environments are provided toencourage metacognition,

self-analysis- regulation- reflectionand awareness.

* The learner’s previous knowledgeconstructions, beliefs and attitudes areconsidered in the knowledge constructionprocess.

*Learning situations, environments,skills content and tasks arerelevant, realistic, authentic, andrepresent the natural complexitiesof the “real world”.

* Primary sources dataare used in order toensure authenticity andreal-world complexity

* Knowledge constructionand reproduction isemphasized.

* This construction takes place inindividual contexts and throughsocial negotiation, collaboration,and experience.

* Problem-solving,higher-order thinkingskills and deepunderstanding areemphasized.

* Errors provide theopportunity for insightinto students’ previousknowledgeconstructions.

*Exploration is a favored approachin order to encourage students toseek knowledge independently andto manage the pursuit of their goals.

*Learners are provided withthe opportunity forapprenticeship learning inwhich there is an increasingcomplexity of tasks, skills,and knowledge acquisition.

*Knowledge complexity isreflected in an emphasis onconceptual interrelatedness andinterdisciplinary learning.

Exploration is a favored approach in orderto encourage students to seek knowledge independently

and to manage the pursuit to goals.

•GUIDES

•MONITORS

•COACHES

•TUTORS

•FACILITATORS

Constructivist LearningSummary

References

Chen, P., Cran, A., Hlavach, L., Pierce, J., Deborah, S., and Viall, E. Pedagogy UnderConstruction: Learning to Teach Collaboratively. Journalism and Mass CommunicationEducator 2, 25.

Davidson, Francis W. (Producer). (1996). Scaffolding Self-regulated Learning in thePrimary Grades [video recording]. Davis, CA: Davidson Films.

Funderstanding. (2001). Constructivism. Retrieved June 10, 2004, fromhttp://www.funderstandin.com/constuctivism.cfm.

Hyerle, David. (Author). (1999). Visual Tools [video recording]. Sandy, Utah: LPD.

Learning Styles and CAE. Constructivism. Retrieved June 10, 2004, fromhttp://hagar.up.ac.za/catts/learner/lindavr/home.htm.

Pierce, J. W., (2001). Applying Learner-Centered Principles in Teacher Education. TheoryInto Practice. Retrieved June 9, 2004 from the World Wide Web:htp://web22.epnet.com/citation.asp

Thirteen ed online. (2004). Constructivism as a Paradigm for Teaching and Learning.Workshop Month2. Retrieved June 10, 2004 fromhttp://www.thirteen.org/edonline/concept2class/month2index_sub6.html.

•GUIDES

•MONITORS

•COACHES

•TUTORS

•FACILITATORS

A teacher leads anddirects. They exhibit andexplain to the studentswhat they need to know

When aTeachermonitorsthey watchand keeptrack ofwhat thestudents aredoing.

A coachinstructsanddirectsstudents.

A tutor teachesand guidesusuallyindividuallyand in a specialsubject.

A teacherhelps to makethe studenthave a betterunderstandingand to learneasier.

Effectivelearning

IneffectivelearningAccessibleresources

Inaccessibleresources

Noteasy

Blended

Distant

Significant

Trivial

Active Passive

Notimportant

Notinteresting

Most advice

Most need

Shades of grey:

Domains of e-learning

Understandingthe atmosphere

Understandinghair

•Temperature changes with height

•Ozone layer influences temperature change

•Three atmospheric layers, each with differentproperties

•The structure of hair

•Hair types

•The growth of hair and the hair cycle

What I want my students to understand

Raw material

Raw material

What I want my students to practice

Sample 1

Understandingthe atmosphere

Sample 2

Understandinghair

Observation/recall compare/evaluate/synthesise

Word drag& drop

Word drag& drop

Powerpointanimation

Powerpointanimation

Excelsimulation

Excelsimulation

Word dropdown

Word dropdown

Drag and drop resources.

Blind Visual imp'd Motor imp'd Aural imp'd Dyslexic

Software fix: use mouse keys for motor impaired.Use windows magnifier for visually impaired.

Hardware fix: use mouse emulator for motorimpaired. Tactile pad for blind?

Pedagogical fix: games, simple models or tactilematerials (fuzzy felt / lego) for blind.

Sample alternative: offline drag and drop:

9 volunteers

AberdeenCardiffColchesterDundeeExeterGlasgowManchesterPembrokeSwansea

Drop down menus.

Blind Visual imp'd Motor imp'd Aural imp'd Dyslexic

Software fix: use mouse keys (Alt+Arrow) formotor impaired. Use windows magnifier for visuallyimpaired.

Hardware fix: text reader (some struggle withforms)

Pedagogical fix: blind students work in pairs withsighted peers.

Powerpoint

Blind Visual imp'd Motor imp'd Aural imp'd Dyslexic

Software fix: use notes field for blind users.

Hardware fix: Magnifier software for visuallyimpaired.

Pedagogical fix: audio tape or practical simulationwith plasticine (ozone formation) or pipe-cleanersand rolled up paper (split ends).

Excel

Blind Visual imp'd Motor imp'd Aural imp'd Dyslexic

Software fix: Change cell or text colour to suitcolour blind users or dyslexics. Make slider barfatter for motor impaired users. Use zoom tool forvisually impaired.

Hardware fix: Mouse emulator for slider bar

Pedagogical fix: blind students could work withtactile graph (eg fuzzy felt string) for atmosphereor tactile models for the hair growth.

Accessible for whom?Facets of accessibility:

Physiological I can’t see it

Psychological I can’t do it

Learning style It would make more sense in pictures

Perceptual They look the same to me

Cognitive I can’t get my head round it

Linguistic What does that actually mean?

Types of “Fixes”Software fixes – using keyboard shortcuts for motorimpaired or visually impaired students; using ALT tags anddescriptive captions in web pages; using notes fields inPowerpoint. May involve third party software – screenmagnifiers, screen readers.

Hardware fixes – using mouse emulators or tactile pads,minidisc recorders, daisybook readers.

Pedagogical fixes – using other teaching methods (usuallynon-ILT) to deliver equivalent learning experiences. Theequivalent experience of an interactive drag and drop onscreen in NOT a screen-readable linear text. It is more likely tobe a practical experience or tactile version using fuzzy felt orbraille cards.

Hardware

Software Pedagogy

Work in apairs/groups1:1 learner

support

Tactilealternatives

Videos/animation

Trackerballs

Conceptkeyboard

Brailleprinter

Mouseemulator

Tactiletablet

Speech to text /text to speech

Font or colouradjustments

Alt tags andtranscripts

Simplenavigation

Staff training implicationsCom

pet

ence

Time since training

Regular useof new skills

No use ofnew skills

Hardware

Software Pedagogy

Who gets whattraining?

Teacher – specialist college/unitTeacher – mainstream FELearning support assistantWeb developerLibrarian

Accessibility – myth or magic?

Myths –

• You can’t use “inaccessible” resources online

Not true….. Resource can be highly accessible to onestudent but inaccessible to another. The key is that nostudent should be unable to access understanding orlearning experiences. Good design practice can makematerials more widely accessible

• You have to have multiple versions of everything you do incase you ever come across a disability

Not true…. but you need to know how you will adapt tomeet any particular disability.

• You should design resources so they are accessible to all

Nothing is accessible to all (except telepathy!)