And in conclusion

And in conclusion

Transforming student learning? Peter Hartley Professor of Education Development University of Bradford [email protected] 1 It was 40 years ago today Then

Students were top 3% Binary divide CNAA (Polys only) Professional support? Research/scholarship in LT? Teaching roles? No e Student voice? Course structures Degree outcomes/ classification Now

It was 40 years ago today Then Students were top 3%

Binary divide CNAA for Polys only Professional support? Research/scholarship in LT? Teaching roles? No e Student voice? Course structures Degree outcomes/ classification

Now 40%/50% targets; WP? League tables for all Univs QAA: Audit, NQF, Prog Specs HEA, SEDA Growing evidence/outlets NTFS, Univ Fellowships Email, Office, VLE, Web 2 NSS Modules, CATS, Semesters PDP, Burgess report & HEAR But?

Has the standard teaching process changed significantly? Can I survive with skills from 40 years ago? 4 Can we transform student learning: 3 big opportunities Stuff Tools

Gogy 5 1. Stuff 6 conventional University teaching is based on: Limited access to stuff

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

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 Resources are no longer limited! And

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 Web searches (note C-Link later) Wikipedia iTunesU Collections, e.g. TED Specific University websites Resource banks: JORUM, Merlot etc. A personal example: Zimbardos 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 Zimbardos 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; new flexibilities 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 And so what Stuff is no longer the problem! We have new flexibilities

And so: Are we making use of the variety of resources now available? Are we taking advantage of this availability in our curriculum design? 2. Tools 15 Which technologies?

40 year ago? Chalkboard Banda Gestetner OHP Games and simulations (if you had your Blue Peter badge) Which technologies? a personal list for today

MS Office (or equiv) & email VLE & plug-ins (e.g.Turnitin) Multiple browsers Eportfolio (PebblePad) Concept maps (cmap)

Screen capture (Camtasia) Podcasting ( Twitter/TweetDeck Social networking (Fb; Ning) Search (Google/ C-Link) RLO tools (e.g. GloMaker)

Mobile devices (e.g iPod) Flip cameras and software iTunes (and the U) Videoconf (Elluminate) Photo editing (Photoshop) OER & stuff (e.g.TED,YouTube) Interactive multimedia Blogs & Wikis (e.g.Wikipedia) Speech recognition (Dragon) CAA (e.g. QM Perception) The VLE debate: more on this later Current arguments:

Which is better? Where does it sit? PS Join LERSIG for a better argument with good people 18 Examples of tools/resources: 3 personal examples

Making Groupwork Work Interviewer C-Link 19 Example 1 Making Groupwork Work: Supporting student groupwork through multimedia and web University of Bradford University of Leeds

The problem of groups Why worry? student groups in HE - the current context: increasing use of group projects (alongside decreasing staff support) groups now used in all subject areas pressures to develop key skills

and employability pressures to reflect Searching for evidence List of issues in order of importance, based on SHU student views (other survey results) 1. Membership of group itself 2. Social aspects (1.) (10.) 3. Issues of control and influence 4. Equity of allocation of marks 5. Maintaining momentum

6. Time management (2.) (3.) (11.) (6.) 7. Product versus process (4.) 8. Equity of assessment method 9. Public nature of work (5.)

(4.) 10. Reciprocal nature of groupwork 11. What happens in meetings (8.) (7.) Group work Timeline: Example Episodes The first meeting Do we need a leader?

How do we get started? Rob isnt committed How do we behave on presentation day? Key features of the resource 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 Web delivery structured around episodes

believable video clips different perspectives for analysis/discussion flexibility for staff and students ability to add further links/resources Structure of the final product Overview The descriptive screen

Video of the group in action Background info and discussion points The analysis screen Alternative or additional video Analysis of interaction Hints and tips Links to further resources Current activity

Success at ALT-C09: 2 awards JORUM Learning and Teaching Competition ALT/Epigeum Use of Video Continuing development:

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) Effective Groupwork Workshops LDU. Communication in an Information Age.

sessions open to all students (using clips). Using Screen 1 first week, then Screen 2 the following week, then reflection. Psychology at Level 1. Introduced problems of group work leading to group project supported by reflection. Please have a go and let us know

What you like and dont like Will your students use it? How would you want to use it? Any ways we can further improve/develop? Example 2 Students interview skills: Whats the problem?

interviews are (more?) important in a competitive job market students often do not prepare well 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 provides: 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

as a stand-alone resource or as part of a course on career planning; can support staff contact and guidance. does not provide: The right answer How Interviewer helps it definitely made me more confident 3 main reasons:

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

Extend the technology to other situations Research Viva version already tested other potential? Use the basic idea with cheap technology e.g. Flip cameras and Word doc with audio inserts

39 Example 3: C-Link What we all have in common? 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? 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: CLink 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:

Go to 3. gogy 43 We still need to resolve transfer and transition Lack of transfer

Education as a separate world Multi-tasking and confidence vs learned helplessness and game-playing Myths of the digital native Transition issues (first year quotes) I dont want to be a self-regulated learner. I just want to be told what to do. I want spoon-fed. Its what Im used to. 44

Returning to the VLE debate NB Join LERSIG (and dont forget ELESIG) for that better argument with good people The argument that needs to happen

How do we move students from dependence to independence? What is the gogy that supports this? 45 A gogy that moves? Will/must include more consideration of:

Threshold concepts. Educational digital literacy. Assessment processes and formats. Mobile and flexible working/devices. Progressive support/withdrawal. Research/teaching linkage. What students are really like (cf Popovic, 2010). 46 projects: And: And finally will we transform student learning

by 2020? Yes, if we Exploit the ever-increasing access to stuff Keep improving and using tools Develop and apply better gogy 49

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