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The knows knowns, known unknowns and unknown knowns – Liam Sammon (from OCR)

Two projects:

  1. Cambridge GCSE Computing – first GCSE MOOC. Built for 14 to 16 year olds 36,00 registrations..
  1. TIME (Training in Maths and English) – blended learning course for students who don’t have a C grade in Maths and English

Simple model for elearning. (That underpins both projects)  PLATFORM – CONTENT (creative engaging content)- CURRICULUM (Structure).

Platforms: Its like TV’….its the awe factor…then why doesn’t it do this? Platforms should be in the background  – it should be invisibleLearning analytics. SoLar Dec 2013 Aware…Experimentation…’Don’t drench me in data’

Content. We are interested in what works. Guo ert al 2014. What video format works best? Top 4 videos (technically complicated) . Personalisation of content – give the students choise about contextualised learning.

Curriculum. Porter. A and Smithson. J 2001. Intended v enacted. What actually happens in the learning experience.

Blended Learning Essentials: a new open course for Vocational Education and Training 

Authors: Rachel ChallenDiana Laurillard, and Neil Morris

Course will start on 2nd November 2015 –  4000 students alredy enroled.- aimed at those working in vocational education.

Course will run on the Future Learn platform. Designed with a contructivist pedagogy. % weeks duration. 4 hpw. Certicates available.

Project led by Uni of leads and UVL Institute of Ed plus many other project partners.

Having a social contructivist approach is very important in the way the course was set up. Course objective is to enable all the VET workforce to become ‘digital practitioners’. Help vocational teachers prepare their students for the world of work. Also to foster a sustainable community of professional practice.

First course 5 weeks Intro followed by 3 activities and a summary. Course materials and activities will introduce new technologies and tools (Crib sheets includes exampkles of how they are used)

https://www.futurelearn.com/

Accreditation – course will be mapped to CMALT (Certified Membership of ALT.

Second part of the course starts in Feb 2016. Enbedding practice. Learning from experience, What can learning technology do for the most difficult challenges? Planning for a challenging future.

LUNCH…will be back

Blended Learning Essentials: a new open course for Vocational Education and Training
Authors: Rachel ChallenDiana Laurillard, and Neil Morris

Course will start on 2nd November 2015 –  4000 students alredy enroled.- aimed at those working in vocational education.

Course will run on the Future Learn platform. Designed with a contructivist pedagogy. % weeks duration. 4 hpw. Certicates available.

Project led by Uni of leads and UVL Institute of Ed plus many other project partners.

Having a social contructivist approach is very important in the way the course was set up. Course objective is to enable all the VET workforce to become ‘digital practitioners’. Help vocational teachers prepare their students for the world of work. Also to foster a sustainable community of professional practice.

First course 5 weeks Intro followed by 3 activities and a summary. Course materials and activities will introduce new technologies and tools (Crib sheets includes exampkles of how they are used)

.

https://www.futurelearn.com/

Accreditation – course will be mapped to CMALT (Certified Membership of ALT.

Second part of the course starts in Feb 2016. Enbedding practice. Learning from experience, What can learning technology do for the most difficult challenges? Planning for a challenging future.

Technology for Academic Practice – Warick University

‘Digital tools for researchers’ course is available but not what they wanted.

Wanted to develop some drop in support :

Technologies for Academic Practice (TAP) – not just a list of tools but how could they be related to pedagogy ie how could they be used in practice.

Set up as an ePortfolio (Mahara) so that pedogogical questions and answers are written by the lecturers. They have used them in lots of different ways. This in turn creates a support network around the specific technology.

Workshops were set up to write pages and make ‘pledges’ on what they would like to create in the future.

Future plans: like to see develop in a more ’organic’ way and more creatively. Also would like to add student contributions.

Learning with a crowd and with a crowd outside.

Rural clinical schools address a workforce need . 6 of the 14 sites classed as ‘very remote’

Wanted to make a level playing field for communications.

What is the Rural Clinical School? – 85 students over 14 sites working in remote sites in Australia. Based around video learning.

With technology much greater opprtunities for peer assessment.

An attempt was made to relate this to Connectivism..

Exploring ePortfolios in a discipline specific context – Huderfield uni.

Tradition of design portfolio. Recently this refered to as the ‘Exit Portfolio’

Project aim – investigate and share current practice in other arts based unis.

Method, questionnaire school event, focus groups.

School event: found there were very different definitions.wanted a visual showcase.open source solutions.Module v course level. (many tools being used, Mahara, oneNote, issuu, goggle sites)

Themes:

Integrated into uni systems

Privacy

Copyright

Multi pupoes

Ease of use

2 Focus groups with academic staff…various themes emerged:

Characteristic:

Differentiation

Tensions

Motivation

Model of ePortfolios – based on the student jouney – portfolio changes over time. Goes from private to public. Reflective summary at end of year. Make content available to peers. Linked to placement Final year portfolio becomes more public. Refletion develops throughout all years. Awarenes of copyright and IP.

Conclusion. Raise potentioal of ePortfolio potential amongst staff

Capture student perceptions. Pilot the journey model. Connect and combine ePortfolio across the university

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