Transcript And in conclusion - University of St Mark & St John

The digital natives are coming?
Transforming student learning
through new technology
Peter Hartley
National Teaching Fellow
Professor of Education Development
University of Bradford
Visiting Professor, Edge Hill University
[email protected]
1
A few words of introduction.
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Myself – see this weblink
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Career as teaching academic, then moved
into educational development.
National Teaching Fellowship and
development projects.
Will illustrate this presentation with some
of those projects plus other examples from
Bradford plus selected examples from
elsewhere in the UK.
2
Reflecting on change in UK HE
It was 40 years ago today …
Then
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Students were ‘top 3%’
Binary divide
CNAA validated Polytechnics
Professional teaching support ?
Research/scholarship in LT?
Teaching roles in Faculties?
No ‘e’
National student voice?
Degree structures course-based
Degree classification system
Now
Then and Now compared …
Then
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Now (and potential)
 40%/50% targets; WP
Students were ‘top 3%’
Binary divide
 League tables for all Univs
CNAA validation for Polys only  QAA: Audit, NQF, Prog Specs
Professional teaching support?  HEA and UKPSF
Research/scholarship in LT?  Growing evidence/outlets
Teaching roles in Faculties?  NTFS, Univ Fellowships
 Email, MS Office, VLE, Web 2
No ‘e’
National student voice?
 NSS-National Student Survey
Degree structures course-based
 Modules, CATS, Semesters
Degree classification system  PDP, Burgess report & HEAR
Enormous change across HE
BUT …
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Have the ‘standard’ course design,
teaching, and assessment processes
changed in any significant way?
Can I (or should I be able to) survive as
lecturer/tutor with the same skills from
40 years ago?
Are we taking sufficient advantage of
new flexibilities and new technology?
5
One way to start
Break the rules:
Switch your mobiles ON
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NB Follow the wisdom of King Canute
6
This session
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Please use this presentation as a
resource. All links checked 6/7/11.
(I will not talk through all the slides)
Please contact me now:
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Text on …….
profpeterbrad on Twitter
Please email any subsequent
comments.
7
And a further question
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Are you ‘worried’ about
where we are going
with new technologies?
8
The worry … A famous
philosopher (X) once said …
“Y would lead the culture
down a treacherous path of
intellectual and moral decay.”
(from Joshua Foer, Moonwalking with Einstein, 2011
See the review at
http://www.nytimes.com/2011/03/08/books/08book.html
)
Who said this?
Which social/educational practice is Y?
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9
3 questions
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What are your students really like?
Are they digital natives?
What can you do with new tech?
What can get in the way?
And what can you do about it?
10
Who are your students?
11
Where are your students ?
High
Digitally
Inexperienced
Experience
Digitally Reluctant
Degree of educational contribution
Low
Digitally
Experienced
Low
of technology
Digital Socialites
High
Where are your students ?
High
Digitally
Inexperienced
Experience
Digitally Reluctant
Degree of educational contribution
Low
Digitally
Experienced
Low
of technology
Digital Socialites
High
What is going on in schools?
An example
from Bradford
schools
At the moment … still need to
resolve transfer and transition
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Lack of transfer
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Education as a separate world
Multi-tasking and confidence vs ‘learned
helplessness’ and game-playing
Transition issues (first year quotes)
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“I don’t want to be a self-regulated learner.
I just want to be told what to do.”
“I want spoon-fed. It’s what I’m used to.”
15
To look out for …
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JISC especially:
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Digital Literacy projects and publications
Curriculum Design and Delivery
Assessment and feedback
16
What can we do with
new technology?
17
What can we do with
new technology?
18
What can we do with
new technology?
Our students
are ‘engaged’
19
And some overall messages …
People are the critical factor, not the
technology …
BUT
 The institution must provide the support
AND
 There is no ‘one best way’.
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20
We can use new technology to
transform student learning:
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5 major opportunities:
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The availability of ‘stuff’/resources.
New tools for staff and student learning.
New models for curriculum design/delivery.
New capabilities in student support.
New learning spaces
21
Opportunity 1: ‘Stuff’
22
Much traditional or conventional
University teaching is based on:
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Limited access to ‘stuff’
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Resources limited by library budget
Limited range of resources available
Focus on print/text materials
Lecturer seen as ‘guru’/expert
Lecturers see themselves as
‘responsible for my module’
(consider the psychological and
emotional implications of ‘ownership’)
And so …
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Lecture is seen as the main vehicle for
introducing and ‘overviewing’ each topic
or section of the module.
Workshops and seminars follow lecture.
Lectures are ‘personally crafted’ and
owned (and may take up significant
amounts of time).
Students depend on ‘good notes’.
But …
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Resources are no longer limited!
And we have new models of tutor
behaviour to accompany this:
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Instead of ‘sage on the stage’,
what about the:
‘Guide on the side’
‘Meddler in the middle’
Unlimited resources?
Old teaching
And now?
Library texts
Library texts
Film and
video/off-air
YouTube and BOB (in the UK)
Web searches (note C-Link later)
Wikipedia
iTunesU
Collections, e.g. TED
Specific University websites
Resource banks: JORUM, Merlot etc.
A personal example:
Zimbardo’s prison expt
Old
teaching
And with OER?
Few Library texts
Library texts: books and journal articles – still limited
Film too costly;
limited off-air
YouTube: original experiment with footage of participants, both now and then;
commentaries; replications and simulations
Google videos: clips and documentaries; SlideShare: Yr 12 Psych example.
BOB – allows download and edits
Web searches (note C-Link later today): 75,000 results; you can quickly find both
the Prison website and Zimbardo’s website, and the challenging BBC Prison Study
Wikipedia: dedicated page (where first year students will go first!)
iTunesU: e.g. OU Critical Social Psychology course – inc transcripts
Web Collections, e.g. TED has Zimbardo profile with links plus 2008 talk inc photos
from Abu Ghraib (how people become monsters) plus links plus blog;
Specific University websites: MIT OpenCourseWare; OU OpenLearn;
Increasing availability of OER
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National initiatives
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Storage/dissemination – JORUM
Projects – SCORE
Funded programmes – e.g. JISC on impact
Higher Education Academy
Local, regional and institution initiatives
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Open University LearningSpace
28
OER examples from Bradford
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ORIC - ongoing
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focus on inclusive teaching and learning,
education for sustainable development (ESD),
and digital literacy.
Partnership with University of Salford to equip
teaching staff for the demands of 21st Century
learner, meeting UK Professional Standards
Framework (UKPSF).
Sean Walton – Project Leader.
[email protected]
See website
29
OER examples from Bradford
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brOME – completed project
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Covers business law, focussing on copyright law
and intellectual property rights
Includes resources in various media and quizzes
to comprise about 30 credits of course teaching
See website
Contact Mark Van Hoorebeek
[email protected]
30
Inclusive teaching
http://labspace.open.ac.uk/c
ourse/view.php?id=6224
31
And so what?
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‘Stuff’ – access to material - is no longer
the problem!
We have new flexibilities
And so:
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Are we making use of the variety of
resources now available?
Are we taking advantage of this availability
in our curriculum design?
Opportunity 2: Tools
33
Which technologies?
– 40 year ago?
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Chalkboard
And the machines:
Which technologies would you
regard as essential?
35
Which technologies?
– a personal list for ‘this week’
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MS Office (or equiv) & email
VLE & plug-ins (e.g.Turnitin)
Multiple browsers
E-portfolio (PebblePad)
Concept mapping (Cmap)
Screen capture (Camtasia)
Podcasting (e.g.feedback)
Twitter
Social networking (Fb; Ning)
Search (Google/ C-Link)
RLO tools (e.g. GloMaker)
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Mobile devices (e.g iPod,
iPad)
Flip cameras and software
iTunes (and the U)
Videoconference (Elluminate)
Photo editing (Photoshop)
OER (e.g.TED, YouTube)
Interactive multimedia
Blogs & Wikis (e.g.Wikipedia)
Speech recognition (Dragon)
CAA (e.g. QM Perception)
New tools:
4 personal examples
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The rationale in each case
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Identify/clarify the educational ‘problem’
Find/develop the appropriate technology
Implement as cost-effectively as possible.
37
New tools:
4 personal examples
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The rationale in each case
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Identify/clarify the educational ‘problem’
Find/develop the appropriate technology
Implement as cost-effectively as possible.
The tools (all free or ‘cheap’)
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Making Groupwork Work
Interviewer
C-Link
New feedback vehicles like audio
38
Example 2.1
Making Groupwork Work:
Supporting student groupwork
through multimedia and web …
Freely available at this website
University of Bradford
University of Leeds
The problem of groups
Why worry?
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student groups in UK HE –
the current context:
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increasing use of group projects
(alongside decreasing staff support)
groups now used in all subject areas
pressures to develop ‘key skills’/’soft skills’
and employability
pressures to ‘reflect’
Key features of the resource
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Flexible for both staff and students
Encourage students to inquire into group
process
Must not offer ‘one best way’
Must have potential for further expansion
and development
Key design points
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Web delivery
structured around ‘episodes’
‘believable’ video clips
different perspectives for
analysis/discussion
flexibility for staff and students
ability to add further links/resources
Group work Timeline:
Example Episodes
The first meeting
Do we need a
leader?
How do we
get started?
Rob isn’t committed
How do we behave on
presentation day?
Structure of the final product
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Overview
The ‘descriptive’ screen
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Video of the group in action
Background info and discussion points
The ‘analysis’ screen
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Alternative or additional video
Analysis of interaction
Hints and tips
Links to further resources
Current activity
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Success at ALT-C09: 2 awards
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JORUM Learning and Teaching Competition
ALT/Epigeum Use of Video
Continuing development:
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Peter Hartley & Mark Dawson,
University of Bradford
Carol Elston & Julia Braham,
University of Leeds
Looking at mobile devices
Examples of use from
Bradford (modules at Level 1)
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Effective Groupwork Workshops – LDU.
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Communication in an Information Age.
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sessions open to all students (using clips).
Using Screen 1 first week, then Screen 2
the following week, then reflection.
Psychology at Level 1.
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Introduced problems of group work leading
to group project supported by reflection.
Example 2.2
Students’ interview skills:
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What’s the problem?
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interviews are (more?) important
in a competitive job market
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students often do not prepare well
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including electronic interviews
fail to anticipate obvious questions
we can only offer limited feedback?
you cannot improve your interview
performance just by reading a
book/handout
Demo
2nd edition now available from Gower.
Also you can contact me for further information.
provides:
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opportunity to respond to real interview
questions, and review your
performance, as often as you like
‘non-threat’ arena to improve skills
additional feedback and guidance
flexibility
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as a stand-alone resource or as part of a
course on career planning; can support
staff contact and guidance.
does not provide:
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The ‘right answer’
How Interviewer helps
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“it definitely made me more confident”
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3 main reasons:
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helped to 'polish' or 'naturalise' their
performance.
comparable to a 'real' interview, helping to
prepare for difficult or unexpected
questions.
helped the students become aware of their
body language.
Potential for
further development
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Extend the technology to other
situations
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Research Viva version already tested
other potential?
Use some of the the basic ideas with
‘cheap’ technology
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e.g. using Flip cameras
56
Example 2.3: C-Link
What we all have in common?
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We all ask students to ‘present and
represent’ their understanding of
particular topics and/or issues
This means they have to manipulate
and relate concepts
We should be showing them different
ways of doing this
And we all do it ourselves
And so?
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Mind maps and concept maps are two
interesting and useful ways of
representing ideas and concepts
(especially concept maps – Novak, 2009)
We now have the software to do it (and
to share them) more easily
Can now link information searches into
concept mapping (C-Link into Cmap)
Info Search into Cmap: C-Link
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A new search approach to identify links
and paths between concepts
Currently set up for Wikipedia but can be
(and will be) set up for other uses
To explore and use C-Link:
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Go to www.conceptlinkage.org/
To go straight into the tool:
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www.conceptlinkage.org/clink/
Example map
generated by C-Link
60
Example 2.4: feedback
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The ASEL project, led by Bradford
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uses of audio in different disciplines.
Providing audio feedback:
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Technology now easy and accessible, e.g.
MP3 recorder, or dictation device.
Audio can be edited on the pc or Mac.
Audio files can be sent to students through
email or the VLE.
Typical findings
re audio feedback
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Can generate much more feedback (cf.
time used to make written comments).
May save time in the long run.
Positive student reactions.
Different tutor styles and approaches.
Serendipity – e.g. in the ASEL project,
use of feedback stimulated podcasts.
ASEL main conclusion, part 1
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… audio is a powerful tool, providing
opportunities for personalising learning,
promoting greater student engagement,
and encouraging creativity.
In introducing audio into their practice,
lecturers were required to rethink their
pedagogical approaches and learning
design, adopting new and innovative ways
to enable students to be more actively
involved in the learning process.
ASEL main conclusion, part 2
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It allowed lecturers to provide more
personal and richer feedback to students,
and increased the level of interaction and
dialogue amongst students and between
students and lecturers.
Stewart and Dearnley
Contact Will Stewart
[email protected]
Example 2.4: other varieties
of audio and video
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Growing number of examples.
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ALT/Epigeum Awards 2010: see the
ALT Open Access Repository
See winning entry by Read and Brown:
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Organic Chemistry.
Tablet pcs to show solutions and working.
Focus on self-assessment.
Opportunity 3: Curriculum
design and delivery
66
Example 3.1:
going back to OER
An old way
Issues
Lecture
Any preparation?
leads to
reading
Can everyone get hold of it?
which takes you
into
seminar
discussion
Does everyone participate?
New flexibilities …
one possibility
An old way
A new possibility
Lecture
Key question
leads to
points at
reading
resources
which takes you
into
which (individually or collectively) take you into
seminar discussion online posting or discussion,
which then leads into
class session (may be mix of lecture and seminar activity)
which generates
the next questions …
Example 3.2:
Dynamic Learning Maps
See the: Website, blog and demo.
Dynamic Learning Maps
http://learning-maps.ncl.ac.uk
Curriculum maps
for the Web generation
Project funded by
Simon Cotterill
About: Dynamic Learning maps
Personal Learning
Curriculum Maps
Personalised, sharing ,
reflective notes and evidencing
outcomes
Overview , Prior
learning, Current
& Future learning
Interactive ‘Web 2.0
Linking
Learning
Resources
Curriculum &
External Resources
Sharing , rating and reviews
Harvesting multiple sources
(‘Mashups’ )
Facilitating communities of interest
Achieved: Navigable Curriculum Maps
Integrates
with
Portfolio
(Leap2A)
Extend maps & connect topics
Share, rate, discuss
Maps as a Metaphor
For the student:
Where have I been?
Reflection
Where am I now?
What should the students already
know?
Contextualisation
Synthesis / Metacognition
Where am I going?
Preparation
Planning
Curriculum choices
Career choices
uk
Other stakeholders
• Teachers (incl.
occasional teachers)
• Curriculum Managers
• Administrators
• External regulators
Where is topic X taught in the
curriculum ?
Where is my specialty covered in th
curriculum ?
Example 3.3: Technology to
match course needs
Contrasting technologies on 2 postgraduate certificates:
Technologies
used …
Higher Education Circular
Practice
Economy
Environment
Delivery
Tutorial
Bookmarking
Key texts
Updating
Document share
Moodle
Elluminate
Skype
Diigo
LibraryThing
Contact Will Stewart, CED, Bradford
Ning
Elluminate
Skype
Diigo
LibraryThing
Twitter
Google Docs
73
The Moodle front page
74
The Ning front page
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Example 3.4: Problem-based
learning with consequences
Website Next slides from Trupti Jivram and Terry Poulton.
Contact [email protected]
76
What’s a Virtual Patient?
“an interactive computer simulation
of real-life clinical scenarios
for the purpose of medical training,
education, or assessment”
What we wanted from
A Virtual Patient, for our PBL…
Scenario..
Ability to take decisions
Explore the consequences of those decisions
Feedback to the student
To avoid just putting PBL online!
Branched PBL
Example of a case
One you can try yourself:
Website
Example 3.5:
curriculum design tools
83
Example 3.6:
clickers are coming
o
Student Response Systems at the
moment?
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They work … they can change staff
and student behaviour and
performance.
But
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can be cumbersome and fiddly.
need strong commitment and support
(e.g. Exeter Business School).
Example 3.6:
clickers are coming
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Student Response Systems in the
future?
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They will radically change staff and
student behaviour.
They will be flexible and easy to use.
They will be on the student’s own
device!
Opportunity 4:
Student support.
86
Flexible student support
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New technology can provide student
support which:
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Extends beyond conventional course
boundaries.
Enables more flexible learning.
Improves communication and
collaboration.
Can build new communities.
87
Example 4.1:
Develop Me at Bradford
Website
88
Example 4.2:
Coventry Online Writing Lab
Website
89
Opportunity 5:
Learning Spaces.
90
Example 5.1:
New/flexible learning spaces
The LearnHigher
Teaching Room
at Bradford
The tutor’s
Control panel
91
More flexible space at Bradford
Norcroft
Conference
Centre:
Formal
Presentation
To workshop
Student Central:
Moving from formal learning
To social learning
To social space
92
Revisiting the
‘pre-technology’ world
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Where did learning take place?
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The
The
The
The
The
lecture room?
seminar room?
café?
library?
private study space?
How many learning spaces
do you need?
‘MUSEUM/
ARCHIVE’ vs PLAYGROUND
vs SALOON
vs REFUGE
Web 2.0 software is available to support all levels
‘ARCHIVE’
- Protect IP and back-up content
- Deliver materials with copyright restrictions
- Deliver various summative assessments
-Provide a secure and save environment
‘PLAYGROUND’?
4 Learning Spaces
at Bradford?
CAA (QMP) formative and
summative
Student
records
SAINT
‘THE
WILD
WEST’!
LTA Content
Management
Repository/ies?
‘REFUGE’
E-Portfolio
(PebblePad)
Example 5.2: CAA at Bradford Computer-Aided Assessment
96
Thin Client Facility at Bradford
ITS4SEA project
97
Growth in demand
98
CAA facility at Bradford
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Increasing use for formative
assessment.
Can provide instant feedback.
Advantages of Thin Client technology.
Efficiency gains in summative
assessment.

Contact John Dermo

[email protected]
99
What can get in the way?

Consult your neigbour(s)
100
Roadblock 1:
Institutional barriers
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How does your institution
conceptualise new technology?
Are the systems flexible?
What support and staff development is
available?
101
Roadblock 2:
use of the VLE?
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A repository for notes and information?
A useful administrative tool?
The solution to e-learning?
102
use of the VLE?
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A repository for notes and information?
A useful administrative tool?
The solution to e-learning?
What happens when students leave?
What do they take with them?
103
So how can institutions support
students in the digital age?

Findings from the SLiDA project:

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Prepare students for their experience of
learning with technology.
Enable learners to use their own devices
and services.
Reconfigure campus spaces for social
learning.
Listen to learner voices.
Strategic emphasis on course design for
blended learning.
104
Listening to the student voice
A model from the Students as Change Agents project
105
Putting things
together:
Exeter Business
School
Integrating technologies
106
And this presentation has only
skimmed the surface
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Other examples and
sources include the
JISC Design Studio Special interest
groups like:


ELESIG
LERSIG
Contact
[email protected]
107
Returning to the VLE debate

NB Join LERSIG
(and don’t forget ELESIG)


for that better argument with good people
The argument that needs to happen

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How do we move students from
dependence to independence?
What is the ‘gogy that supports this?
108
So finally …will we transform
student learning by 2020?
109
So finally …will we transform
student learning by 2020?

Yes, if we …

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Exploit ‘stuff’
Keep improving and using tools
Develop and apply better approaches to
curriculum design and delivery
Exploit the technology to improve our
student support and our learning spaces.
Overcome institutional barriers/blockages
by adopting positive policies and practices.
110
The worry … A famous
philosopher (X) once said …
“Y would lead the culture
down a treacherous path of
intellectual and moral decay.”
(from Joshua Foer, Moonwalking with Einstein, 2011
http://www.nytimes.com/2011/03/08/books/08book.ht
ml)
Who said this?
Which social/educational practice is Y?

111
A famous philosopher (X)
once said …
“X feared that Y would lead the culture
down a treacherous path of intellectual
and moral decay.” (Foer, 2011)
X was Socrates
Y was ‘writing’, the fear being that:


‘people will become empty vessels’
112
Another project
which may be of interest:
Website
Thank you for your
interest and participation
Peter Hartley
Professor of Education Development
University of Bradford
[email protected]
114