Staff and Departmental

Development Unit

Rebecca Dearden, SDDU

Kirsten Thompson, SDDU

FBS: Support for

Blended Learning

Part 1: Lecture Styles and

Lecture Capture

Part 2: Promoting Student

Interaction

Part 3: Technology to support

learning

• Use of student owned

devices

• Using discussion boards

Part 1 : Lecture Styles and Lecture Capture

• Reflect on a variety of presentation styles in lectures and

factors regarded as helpful

•Consider one’s own presentation style

•Explore methods for gaining feedback on presentation and

analysing the effect of presentation style on student learning

Presentation styles

TED http://www.ted.com/

MIT Opencourseware http://ocw.mit.edu/index.htm

OpenLearn: http://www.open.edu/openlearn/

I found it useful as a relatively junior lecturer, to monitor my

own performance as it were. ….I am more conscious of

certain things and certain sentences I wish I'd not said, but

yeah that was useful.

I think it is [less intimidating than having somebody sit

there] ... although I don't know, talking to some colleagues

they find the idea of being filmed incredibly intimidating.

Yeah it has been useful towards my own personal

development purposes definitely.

Matthew Jones, Lecturer Nottingham

…. the main thing about using Lecture Capture that worked

was it didn't make me change my style.

And this is one of the downsides of Lecture Capture from

some colleagues' point of view, I don't think you want to

necessarily change your style if you're going to use it, you

want to be able just to use it and it to be as in the

background as possible, you're not to be aware of it.

Phil Ansell, Newcastle University

Presentation

skills

Structure

Delivery

Planning

Visual

Aids

OHP

Flipchart

35 mm

PowerPoint

Nerves

Enthusiasm Confidence

Voice Stance

Content

Clear overviews

Clear flagging of stages

Repetition of key points

Visual display of all key points

Clear summaries

• Reflect on a variety of presentation styles in lectures and

factors regarded as helpful

•Consider one’s own presentation style

•Explore methods for gaining feedback on presentation and

analysing the effect of presentation style on student learning

Part 2 : Promoting Student Interaction

• Discuss reasons for promoting interaction in lectures

• Identify a variety of methods for promoting interaction in

lectures

•Plan to include interactive elements

Attention

Time

A B

C D

24 Hrs 9 Weeks

% of

information

from

lecture

retained

100%

0%

Student does nothing

with lecture material

until 9 weeks later Line 1

Student made active

use of material within

24 hrs of lecture Line 2

Derek Bok Center for Teaching and Learning (2002) Participatory Lectures

http://isites.harvard.edu/fs/html/icb.topic58474/TFTlectures.html

Liebman, Judith S. (1996) Promoting active learning during lectures OR/MS Today, 23(6)

http://www.lionhrtpub.com/orms/orms-12-96/education.html

Shreyer Institute for Teaching Excellence (scroll down to point 4)

http://www.schreyerinstitute.psu.edu/pdf/Large_Class_FAQ_Active_Learning_Elements.pdf

Rest for 2 minutes

Read notes for 2 minutes

Read another's notes - swap with neighbour

Write down one or two questions

Ask your questions to the people around you

Work on an uncompleted handout

Draw a diagram

Read some material on the handout

Discuss a question in pairs

Apply a concept

Tackle a problem

Do a calculation

Do a short test

Silent reflection

Plan further work on the topic

Classical

• Overview: 4 parts: part 1; part 2;….: summary

Problem Centred

• Problem: possible solutions: criteria: conclusions

Sequential

• Problem/question: chain of reasoning: conclusion

Comparative

• Intro: possibilities 1, 2, 3…..: criteria: conclusions

Thesis

• Assertion: evidence: counters: conclusions

• Discuss reasons for promoting interaction in lectures

• Identify a variety of methods for promoting interaction in

lectures

•Plan to include interactive elements

Part 3 : Technology to Support Learning.

• Use of Student own devices

• Discussion boards in the VLE

• Consider how to integrate student owned devices into learning

in large classes

•Set up a discussion board in the VLE for peer supported

learning

• Develop strategies to facilitate online peer support and

collaboration

What is “backchannel communication”?

• Encourages interaction

• Can be immediate

• Can be displayed

• Can enable asking of questions

Challenges of a bring your own device (BYOD) approach:

• Need unlimited wifi access

• Need to enable access to non-sensitive systems from

devices

• Creates classroom management challenges

• Multiple conversations

• Etiquette

• Distractions

• Need to ensure approach is inclusive

• Data issues relating to use of social media and cloud

Technology/platforms which

support – not supported

Twitter

Texting

Use of a blog/wiki in the VLE or on an external platform

Google docs

software such as padlet, socrative

EDUCAUSE. 7 things you should know about backchannel

communication.

http://net.educause.edu/ir/library/pdf/eli7057.pdf. 2010.

Twitter: https://twitter.com

Socrative: http://www.socrative.com/

Padlet: http://padlet.com/

• Consider how to integrate student owned devices into learning

in large classes

•Set up a discussion board in the VLE for peer supported

learning

• Develop strategies to facilitate online peer support and

collaboration