hums elearning

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Humanities Support

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Page 1: Hums elearning

Humanities Support

Page 2: Hums elearning
Page 3: Hums elearning
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Back to the FutureAll staff and students will have a laptop/notebook

Perins will have a culture of positive and innovative ICT use

Remote learning will be available to the entire community with Perins as the hub

Ambitions, creativity and innovation should be supported by the technology

Paperless communication the norm

Curriculum and support material are available electronically (anytime anywhere learning)

Page 5: Hums elearning

Shared Digitised Paper

VLE

PaperPre2000

Digitised Paper2000-2002

2003-2004

2005

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Web2.0, BYOT

DIL

Laptop scheme2008

New wireless2009

2011

2013?

Page 7: Hums elearning

Shared Digitised Paper

VLE Progression?

Digitised Paper

Where it all went wrong…!

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Problems, Problems…• Converting presentations, videos, audios and documents

to a VLE is often seen as creating an eLearning resource• Face to face courses cannot and can never be the same as

eLearning courses• Students are carrying learning tools with them but either

we restrict their use or tell them that ours are better• Content lead learning – more stuff..

• I use Moodle occasionally for certain parts of the lesson• Not really a notebook lesson• I need to print it out and stick it into my book

Page 10: Hums elearning

Asynchronous Learning

• Basis of many VLEs• Interaction between students and teacher

with a time delay• Less opportunities for sharing• Learner in control, flexible learning

opportunities

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Synchronous Learning

• Real time, face to face activities• Students see work in progress and share

knowledge• Support from each other• Teacher led, more directed tasks

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The Ideal Format

• Hybrid/Blended Learning• Synchronous and Asynchronous learning

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#1 Feature of Successful eLearning

INTERACTIONTeacher to Pupil

Pupil to PupilPupil to Content

Teacher to TeacherTeacher to Content

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Vive la (R)Evolution

How do we move to Blended Learning?•Two choices – Evolution or Revolution

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PUML according to CFC..• Students able to choose the tools that are most effective for

their learning (task independent)• Processes support range of HOTS• Students confident in using e-learning systems e.g. Moodle,

email, Web 2.0, blogging, texting et al• Students able to work collaboratively, independently and

remotely• Range of electronic assessment methods for staff (and

students) inc. formative and summative processes• Students able to share best practice with peers, parents,

professionals through e-portfolio• Student-led dialogue with the teacher is part of the process

(critical friend)• Flexible delivery models - able to incorporate digital learning

Page 17: Hums elearning

PUML on Moodle

• Enquiry based learning• No more than 4 questions per topic• Learning Objectives fundamental to approach• Students given a range of flexible methods to

learn these• Students provide evidence they have met these• Teacher supports process acting as critical friend• One main Assessment (usually APPed)

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PUML on Moodle

• ENGLISH COURSE – Romeo and Juliet..• SWOT…

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The Challenge

• Work in teams of two• Produce one PUML course (Summer term ½)• Assigned eLearning person each– GW and HB (History)– HB and GW (Geography)– MK and GW (RE)

• Use student leader for feedback/opinions/support• Aim to teach for Summer

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Skills, Support and Specialism

• Moodle course– Skills Questionnaire–Web2 tools–Moodle tools–Helens timetable– Task Referral Form