Led by Chris Thomson, subject specialist for online learning and the digital student experience, Jisc.
With contributions from Esam Baboukhan, advanced practitioner, City of Westminster College.
There will be a focus how technology can support learning and teaching for a better student experience.
Local providers will be sharing how their technology-based approaches have made a difference for learners and teachers.
Connect more in London, 28 June 2016
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Making a difference with technology-enhanced learning - Chris Thomson, Esam Baboukhan
1.
2. Making a difference with
technology-enhanced learning
ChrisThomson, Subject specialist
3. Making a difference with technology-enhanced learning
» What kind of difference can technology enhanced learning make?
» What’s the current state of play?
» What are students saying?
» What’s the challenge?
6/29/2016 Making a difference with technology-enhanced learning
4. Making a difference in what way?
6/29/2016 Making a difference with technology-enhanced learning
5. What’s the current state of play?
» Increased focus on getting the basics right
» Lots of pockets of innovative technology-enhanced practice –
often led by individuals or course teams
» Some examples of large-scale institutional moves to change
delivery models
› Flipped learning
› Online modules or regular online sessions
Looking at strategic, institution-wide use of technology…
6/29/2016 Making a difference with technology-enhanced learning
6. Broad brushTEL environment in HE and FE
6/29/2016 Making a difference with technology-enhanced learning
More variation
Gaining fast
Widely used
Underpinning
» e-portfolio
» Social media, collaborative spaces
» Online assessment
» Online learning resources
» Lecture capture
» Online submission and feedback
» VLE
» Network
» Wi-Fi
» Devices and printers
7. What are students doing and saying?
6/29/2016 Making a difference with technology-enhanced learning
CC-BY 2.0 https://flic.kr/p/mUyyEN
8. Jisc student digital experience tracker data
» Data from the pilot of the Jisc student digital experience tracker
» Designed to provide a snapshot of students' digital experience
» February-April 2016
» 10,753 students across HE, FE and skills
» http://bit.ly/student-tracker-report
6/29/2016 9
9. What are students doing and saying?
6/29/2016 Making a difference with technology-enhanced learning
7 in 10students believe that when
technology is used by teaching
staff it helps their learning experience
10. In the previous six weeks of their course…
6/29/2016 Making a difference with technology-enhanced learning
9 in 10students found
information online
11. In the previous six weeks of their course…
6/29/2016 Making a difference with technology-enhanced learning
7 in 10produced work in
a digital format
12. In the previous six weeks of their course…
6/29/2016 Making a difference with technology-enhanced learning
5 in 10students worked
online with others
13. In the previous six weeks of their course…
6/29/2016 Making a difference with technology-enhanced learning
3 in 10of students created a
personal record of
their learning
14. Broad brushTEL environment in HE and FE
6/29/2016 Making a difference with technology-enhanced learning
More
variation
Gaining fast
Widely used
Underpinning
» e-portfolio
» Social media, collaborative spaces
» Online assessment
» Online learning resources
» Lecture capture (HE)
» Onlinesubmission andfeedback(HE)
» VLE
» Network
» Wifi
» Devices and printers
15. Mainstreaming technology-enhanced learning
» Staff and student digital capabilities
» Moving from pilots and projects to large scale service
» Holistic and wholesale embedding
» Planning for both innovation and service delivery
» Evidencing impact and value
6/29/2016 Making a difference with technology-enhanced learning
16. So how do we get there?
Technology
that works
Leadership
Strategic
approach
Review
current
support Time, CPD,
recognition
Embed in
curriculum
Students as
partners
6/29/2016 Making a difference with technology-enhanced learning
17. Sources of guidance and inspiration
http://bit.ly/telconnectmore
6/29/2016 Making a difference with technology-enhanced learning
19. Making a difference with
technology-enhanced learning
Esam Baboukhan
Advanced Practitioner
20. Lesson Aims and Objectives
• Aims
• Making a difference with technology-enhanced learning and help meet
FELTAG targets
• Objectives
• Demonstrate Office 365
• OneNote for Classrooms, Microsoft Forms, OneDrive
• Moodle
• Glossary, Q&A Forum, Book Resource
• Use Conditional activity and Restricting access and Completion tracking
• Explore a range of Web 2.0 Tools
• Socrative, Padlet, Linoit, Blendspace, Kahoot…….
21. Office 365
• Access your files and applications from virtually anywhere
• Office 365 is the same Office but powered by the cloud, you can get to your
applications and files from virtually anywhere. Office documents can be
created from any browser.
• Store, sync, and share files
• Teachers and learners are able to store, sync, and share files simply.
• Some ways using Office 365 and embedding 21st Century Skills:
• Group/Pair (Teamwork) Leaners and get them to Collaborate and
Communicate on their presentations
• Improve their Information, Media and Technology Literacy
• Develop their Life skills; Flexibility, Initiative, Social and Productivity Skills
22. Microsoft OneNote for Classrooms
• Private Notebooks: In OneNote Class Notebook, student notebooks are
private notebooks that are shared between the teacher and each individual
student. Teachers can access these notebooks at any time, but students
cannot see each other's notebooks.
• Content Libraries: The content library is a place where teachers can
handout course materials to students. For school administrators, the content
library can be used for publishing policies and procedures or school calendar
information.
• Collaboration Space: And the collaboration space allows anyone in the class
to share, organize and collaborate. It is extremely flexible, and can be used
for any group activities, meeting notes and shared initiatives.
23. Microsoft Forms
• Quickly assess student progress and get feedback with easy-to-create
surveys, registrations, quizzes, and more.
24. Moodle
• Use of Q & A Forums
• Use of Glossaries
• Use of Books
• Use Conditional activity and Restricting access
• Completion tracking
25. Moodle: Q & A Forum
• Q and A Forum - Instead of initiating discussions participants pose a
question in the initial post of a discussion.
• Students may reply with an answer, but they will not see the replies
of other Students to the question in that discussion until they have
themselves replied to the same discussion.
26. Moodle: Glossary
• The glossary activity module allows participants to create and
maintain a list of definitions, like a dictionary.
• Glossary can be used in many ways. The entries can be searched or
browsed in different formats. A glossary can be a collaborative
activity or be restricted to entries made by the teacher. Entries can
be put in categories.
• The auto-linking feature will highlight any word in the course which is
located in the glossary.
27. Moodle: Book resource
• The Book module makes it easy to create multi-page resources with a
book-like format.
• Books can be printed entirely or by chapter.
• The book module allows you to have main chapters and sub chapters,
but it goes no deeper. In other words, sub chapters cannot have their
own sub chapters, as the module is intended to be a simple resource
for teachers and students.
• The book module is not interactive. You can, however, link to choices,
forums etc., from within a book. Also, Flash movies and other
multimedia may be included in a book
28. Restrict access
• You can use the Restrict access settings to make students' access to
learning materials dependent on:
• students' completion of a previous activity—use the Activity completion
settings to define what constitutes "completion"
• the date (you can set from and until dates)
• students' grades for a previous assignment, or for the entire course so far
• a particular user profile field (e.g. Country, ID number, Surname—you can
restrict access to an individual user this way).
• You can restrict access to individual resources or activities, and to entire
course home page sections.
29. Restrict access/Activity completion
• Activity completion allows the teacher to set completion criteria in a
specific activity's settings. A check (tick) completion-manual-y.png
appears against the activity when the student meets this criterion.
The criterion might be viewing, receiving a certain score or a student
marking it as complete.
30. Socrative
• Socrative is a smart student response system
• Socrative is a smart student response system that empowers
teachers by engaging their classrooms with a series of educational
exercises and games. The apps are super simple and take seconds to
login.
• Please complete the Quiz created in Socrative.
• Please click here to Start the quiz. You will need to enter room
number 331133.
31. BlendSpace
• BlendSpace is an easy way to blend your classroom with digital
content.
• Quotes about Blendspace:
• "Visual Way to Present a Concept/Theme Through A Variety of Media" -
Cathie G.
• "Blendspace is great for flipping, personalizing, and differentiating
instruction.
• Lesson plans 2.0
32. Linoit
• lino is a web-based sticky note service.
• What would be possible usage of lino?
lino can be used for managing to-do, organizing ideas, exchanging
ideas with friends or colleagues, and so on. lino has a feature that
lets lino users and guests (with conditions) post pictures on a canvas
via Email, and this feature may be used to create a shared picture
gallery on a canvas with friends, family, and etc.
33. Padlet
• Padlet is a virtual wall that allows people to express their thoughts on
a common topic easily. It works like an online sheet of paper where
people can put any content (e.g. images, videos, documents, text)
anywhere on the page, together with anyone, from any device.
34. Kahoot
• Kahoot
• Kahoot is a free game-based response system similar to Infuse Learning and
Socrative The teachers displays the questions of a quiz or survey on the
screen and students can answer then using ALL kinds of devices.
• It benefits instruction because it provides teachers with quick formative
feedback as they can check for understanding in real time. It is also highly
engaging.
• I have used it in order to relieve the tension and test anxiety before end of
year standardized testing and especially to get my students excited about
intensive reading and about going over an extensive number of
comprehension questions and passages. Kahoot can change the dynamic of
your class because kids are fans of game-like environments. All I had to do
was put the comprehension questions in Kahoot.
Quick summary of some of the many potential benefits of effective use of TEL (use any other better image you can find – or ask Damian to tint/make transparent the bg of this one.)
Meeting student expectations
Preparing students for the digital world of work
Bringing to life things that would be impossible or too expensive to do for real in the classroom
Enabling flexibility for students – place, pace, mode of delivery
Helping learning providers reach larger cohorts – and for HE, a worldwide student body
Supporting accessibility
Efficiency (though covered in morning presentation)
Enhancement – eg enabling more productive f2f time; enabling various types of collaborative task, etc.
Need to look at mainstreamed/institution-wide uses as it’s the only way you’re going to be able to systematically make the kind of differences we were talking about on the previous slide.
Focus on getting the basics right – this does tend to be organisation-wide and recognises the importance of consistency and meeting student expectations
Some examples of large-scale moves – I think there’s more of this per size of sector in Scotland than elsewhere, particularly in HE.
YOU MAY NOT WANT TO USE THIS – I’VE LEFT IT IN JUST IN CASE
This refers to the strategic, institution-wide use of technology.
Need to look at mainstreamed/institution-wide uses as it’s the only way you’re going to be able to systematically make the kind of differences we were talking about on the benefits slide.
We’re seeing an increased focus on getting the basics right – this does tend to be organisation-wide and recognises the importance of consistency and meeting student expectations – using things like minimum VLE standards, suite of common tools, lecture capture (mainly HE, etc.)
VLE – pretty much ubiquitous in FE and HE – not sure about skills????
Note lecture capture and online submission are particularly widely used in HE, though interest in FE in these is also gaining ground.
The variation on the top group can be due to sector or subject differences – eg e-portfolios often very widely used in vocational subjects and apprenticeships, online assessment usually (though not exclusively) STEM subjects, etc. That’s fine and to be encouraged, - no point in tech for tech’s sake. But can also be caused by staff not engaging or having the skills.
Wifi and Network – wifi less widespread in FE and network is a challenge in skills.
Data taken from the recent pilot of the Jisc student digital experience tracker – (info below just FYI)
Jisc developed a set of 11 questions, designed to provide a snapshot of students' digital experience while engaged in a course of study
In Feb-April 2016 Jisc delivered two versions of the questions (HE and FE & Skills) as a pilot Tracker service for institutions
The questions were delivered in BOS and piloted across 24 institutions (12 x HE and 12 x FE & Skills, the latter including two Specialist Colleges)
Pilot sites were supported through the process with identical guidance to simulate a real-world service delivery setting and to ensure equivalence of data
A total of 10,753 students completed the Tracker questions
We have a reliable snapshot of the situation with respect to device ownership and use, access to digital services, typical digital activities on course, and how students rate different aspects of their digital experience
7 out of 10 students (HE, FE and skills) believe that when technology is used by teaching staff it helps their learning experience
During the last 6 weeks of their course:
9 in every 10 students found information online
7 During the last 6 weeks of their course:
7 in 10 students produced work in a digital format
During the last 6 weeks of their course:
5 in every 10 students worked online with others
During the last 6 weeks of their course:
3 in every 10 students created a personal record of their learning
Students’ free text answers to a question on what they would like their institution to start doing largely confirm the importance of getting the basics right for student satisfaction
VLE – better use of, consistence across courses, more online materials and activities
The need for consistency (where useful – not complete standardisation) emphasises the importance of mainstreaming innovations so they don’t just remain in pockets or lose impetus when key member of staff leaves.
Students mentioned the need to support the development of both student and staff digital skills and competence
Note also how Jisc can help with these areas – particularly digital capability, which is one of the earlier parallel sessions – the digital capability service and the digital leadership programme (running in the autumn, opening for registration to FE and HE v soon.)
Roles with permissions to rate
Forum posts can be rated using a scale. By default, only teachers can rate forum posts, though students
can be given permission to do so if desired (see Forum permissions below). This is a useful tool for giving
students participation grades. Any ratings given in the forum are recorded in the grade book.
The Q & A forum is best used when you have a particular question that you wish to have answered. In a Q and A forum, tutors post the question and students respond with possible answers. By default a Q and A forum requires students to post once before viewing other students’ postings. After the initial posting and once the editing time (usually 30 minutes) has elapsed, students can view and respond to others’ postings. This feature allows equal initial posting opportunity among all students, thus encouraging original and independent thinking.
While a basic glossary is important, creatively applying the glossary can really make an impact on your class.
Collaborative glossaries
Instead of creating a glossary on your own, why not have the students create them as they encounter unfamiliar terms? A collaborative glossary can serve as a focal point for collaboration in a course. Each member of the class could be assigned to contribute a term, a definition, or comments on submitted definitions. Multiple definitions can be rated by you and by the students, with the highest-rated definitions accepted for the final class glossary.
When students are responsible for creating the definitions, they are much more likely to remember the word and the correct definition. Engaging in the process of learning, debating, and refining a glossary can go a long way toward helping students begin using new terms.
You can also structure multiple glossaries over the course of a semester. Break them
up by unit, chapter, week, or any other organizational structure.
If you have a large class, assign student teams to come up with definitions and answers. One strategy
for managing large courses is to make each team responsible for one week’s worth of definitions,
while all the other teams must rate and comment. Alternatively, each team could be responsible
for one definition per chapter and then rate and comment on the other teams’ work.
You are only limited by your imagination on how you use can Blendspace in your teaching and learning. In my example, I've turned my lesson plan, explanations and assessments into an organised and interative lesson that learners can engage with in and out of the classroom.