To follow up from the IoE TEL SDD, here are the links to the keynote and free book offer.
Marie Stowell also circulated these links that you might like to explore:
Making Student Engagement a Reality: Turning Theory into Practice
Learning design has greatest impact on student satisfaction
Several individuals and subject teams in the Centre for Primary Education recently expressed an interest in setting up collaborative subject Pinterest boards as their TEL project this year.
Sue Scott has kindly taken this forward for Primary Computing and we have set up some collaborative boards- see https://icteducationsupport.wordpress.com/primary-subject-pinterest-boards/ for examples. We have also embedded these within our ICT Support website to collate them in one place for students. Our next step is to invite students to be part of the co-construction process- update to follow on that part.
Sue and I are now ready to start working with you on creating any subject Pinterest boards you would like to collaboratively create with your subject teams and students on our courses. If you would like join in this TEL initiative here is what you need to do:
- Decide on the title(s) for your Pinterest boards e.g.: Primary Computing: coding etc. or Primary PE: gymnastics etc. When you have a list of titles for boards email them directly to Sue.
- Decide which subject colleagues you would like to collaborate with and email Sue their names.
- Next Sue will create the boards in Pinterest and use your university email address to invite you to collaborate. This will keep everything separate from any personal Pinterest accounts you may have. You will need to login to/register with Pinterest using you university email address and accept Sue’s invitation in the alerts. These boards will then appear in your area and you can start pinning to them.
- Sue will then create you a subject page on our WordPress site and embed your Pinterest boards so they are visible.
- I am currently working with Sue to find a time efficient manner to invite students as collaborators. We will do this for you.
If none of the above makes any sense but you would like to get involved please do ask!
Not sure what Pinterest is https://www.youtube.com/watch?v=1QkMOdW0Kyc
Moira & Sue
The Primary Computing team are exploring the use of collaborative Pinterest boards between tutors and students to co-construct resource lists for further exploration. These are embedded within our general WordPress ICT Education Support website at https://icteducationsupport.wordpress.com/primary-subject-pinterest-boards/.
Sue Scott, our ICT Education Support Officer has created a fantastic WordPress site to keep all colleagues and students up to date on resources and software. Please see https://icteducationsupport.wordpress.com/. If you have any resources you would like Sue to look after and list please contact Sue directly.
Tel: 01905 855161
Working hours (Term time only):
Monday, Tuesday, Thursday and Friday: 7.45/8.00am-1.15/30pm
Wednesday 7.45/8.00am – 3.30pm
Technology Enhanced Learning
September 2015 sees the launch of our newly formed IoE TEL Team! The goal is to create a working group where academics, ASU colleagues, students and service representative collaborate to enrich the digital experiences our of community. We have a diverse range of exciting projects across the IoE and we will develop these pages to keep you all up to date and invite you to join us in embracing the UW TEL Strategy 2015-2019.
Moira Savage is the IoE Strategic TEL Lead, continues to represent the Primary Centre and has convened the IoE TEL group to ensure broad representation. Moira also sits on the UW TEL Working group for IoE, is a member of the UW Developing Staff Digital Literacy sub-group and chairs the UW Developing Student Digital Literacy Group. To ensure TEL is considered in as many contexts as possible Moira attends IoE Course Leader Forums, LTSEC and IQC. When appropriate Moira reports to IMT and IoE Learning and Teaching Leads on behalf of the group. Moira has been awarded UW Research and Project Leave this academic year to explore and establish a university-wide Student Digital Ambassador scheme- updates to follow!
Please feel free to contact me via
Michelle Rogers continues to be the Joint Co TEL lead for IoE and lead for the Centre for Early Childhood.
David Hunt is the TEL lead for the Centre for Secondary and post-compulsory education.
Gareth Dart is the TEL lead for the Centre for Education Studies and Inclusion.
We are delighted to have 3 TEL leads within IoE ASU:
Jennifer Dumbleton and Sarah Purcell are both key members of our group.
Dave Wager joins us from LTTU.
We are currently recruiting the most important members- students! Please get in touch if you are interested or know someone who might be.
Jennifer Joyce (ISES)
The flexibility and convenience of e-lectures as well as the reported control of learning students perceive (Brecht 2012) have played a part in the rising popularity of flipped classrooms and the use of e-lectures. While some studies report no difference in learning for either modality (Williams et al 2001), several studies have reported negative learning results and poorer attendance for e-lectures (Bell et al. 2001). Due to the diversity in results within the literature, it is plausible that the effectiveness of either method should be a case by case evaluation based on the student cohort and the content of the module involved (Demetriadis & Pombortsis 2007). The current study examined student learning (knowledge-acquisition post-test using turning point personal response system (PRS)), student satisfaction and student evaluation (questionnaires) of e-lectures versus traditional lecture delivery in a level 4 introductory motor learning and skill acquisition module. Statistical examination of the knowledge-acquisition test results will determine whether either modality was superior at helping students retain information 1 week after the content delivery while analysis of the qualitative comments and questionnaires will reveal useful information relating to student satisfaction and evaluation of both teaching methods and the use of PRS to aid learning.
A good starting point to thinking about the student’s expectations of a digital university is this JISC publication
‘Enhancing the student digital experience: a strategic approach’
Supporting institutions to develop digital environments which meet students’ expectations and help them to prepare for higher study and employment:
Defining ‘bring your own’ (BYO)
“ ‘Bring your own’ is the term used to describe the use of personal devices, services, data, apps and software in institutional settings. Many institutions manage this through a policy or set of policies” (http://www.jisc.ac.uk/guides/enhancing-the-digital-student-experience/develop-coherent-byo-policies )
I have found this document a really useful way to reflect on where we are with TEL and where we want to be with TEL by 2018. I have copied some of the suggested review questions across from the document.
QAA Higher Education Review Group themes 2015-2016 Student Employability and Digital Literacy
How providers manage and show leadership in their approach to digital literacy and enabling students to develop digital skills: Possible review questions from QAA
- How do you communicate your vision and position on enabling students to develop digital literacy?
- Can you cite any examples at provider level of how you have identified and removed barriers to enabling students to develop digital literacy?
- What steps have you taken to resource digital literacy?
How digital literacy is embedded in the curriculum: Possible review questions from QAA
- Can you cite any examples at provider level of how you have identified and responded to opportunities to embed digital literacy in the curriculum?
- How are students engaged in ongoing discussions and decision making about ICT, and the use of technology in their programmes of study?
- How do employers inform the use of technology in programmes?
- How do you ensure that your provision promotes students’ digital literacy?
- How do you promote the use of technology in learning and teaching?
- How do you use technology in assessment and feedback?
- How do you embed authentic technology-enhanced assessment tasks in discipline areas?
- How does assessment feedback support the development of students’ digital literacy?
- How do you showcase technology-enabled academic and professional practice through your teaching/
Staff development to support inclusive provision: Possible review questions from QAA
- How are staff informed of their responsibilities to promote digital literacy within their curriculum area?
- Can you cite any examples of how you have enabled your teaching staff to ensure students are supported to develop their digital literacy?
- Can you cite examples of opportunities for staff to develop their digital literacy in the curriculum and fully realise all that technology-enhanced learning has to offer?
- What resources and support do you have for staff to enhance their use of technology enhanced learning?
- How are staff supported to develop a professional online presence and engage in open online practice?
On my list of things to explore more with my students next year is how they engage with online portals, Blackboard and/or Pebblepad, using their mobile devices and applications.
Do you know about these? Are you using them? It would be great to hear your experiences. (Apologies- I’ve only put the iOS links so far).
Blackboard Mobile Learn https://itunes.apple.com/us/app/blackboard-mobile-learn/id376413870?mt=8