icthe policy02 cemca_kandy_palitha_edirisingha_6june2014
DESCRIPTION
This is second of the two sets of slides that i have used at my session at the Regional Workshop on ICT Leadership in Higher Education organised by Commonwealth Educational Media Centre for Asia and The Open University of Sri Lanka, 6 - 7 June, 2014, at Hotel Tourmaline, Kandy, Sri Lanka.TRANSCRIPT
Dr Palitha Edirisingha[[email protected]]
Institute of Learning InnovationUniversity of Leicester, UK
Commonwealth Educational Media Centre for AsiaRegional Workshop on ICT Leadership in Higher Education
June 6 – 7, 2014, Kandy, Sri LankaJointly hosted by the Open University of Sri Lanka
Slide Set 2 of 2
Established programmes,students
Stable and familiar technologies
New programmes,students
Existing Technology
Mission /Market
Present
New
Present NewPedagogy/Technology
Existing programmes, students
New Technology
New StudentsNew Technology
Peripheraltechnologies
Coretechnologies
Development Research
Source: Salmon (2005).
http://www.le.ac.uk/beyonddistance/mediazoo/
In the Media Zoo …
Technologies as animals that can be
- tamed- domesticated
“When the domestication of technologies have been ‘successful’, the technologies are not regarded as cold, lifeless, problematic and challenging consumer goods” (Haddon, 2007, p. 3).
Technology Pedagogy
Wink, J. 3 Perspectives on Pedagogy Retrieved 22.2 2009 , www.joanwink.com/3perspectives.html
Source: Gilly Salmon (2009). Podcasting for Pedagogical Purposes meeting, 24 Feb 2009, University of Leicester. 5
Podcasting
Web2.0 and PLE
PDAs and work-basedlearning
Designingfor learning
Most of thetechnologies
Second Life
Podcasting for learning in higher education
1 2 3 4 5 6 7 8 9 10 11 12
40 online lectures (each 10 minutes long) + 40 MCQs
Asse
ssm
ent 1
Asse
ssm
ent 2
Asse
ssm
ent 3
Tuto
rial
Tuto
rial
Tuto
rial
End-
of-s
emes
ter
ass
essm
ent
1st m
eetin
g
Podcasting to support students’ online and distance learning
1 2 3 4 5 …
40 online lectures (each 10 minutes long) + 40 MCQs
Asse
ssm
ent 1
Tuto
rial
1st m
eetin
gMCQ MCQMCQ MCQ MCQMCQMCQ
Gets learnersgeared up for
RemindsE-tivity 1 E-tivity 2
Pod-1 Pod-2 Pod-3 Pod-4
Representation of the course design: Incorporating podcasts to support students’ online and distance learning
PDAs for work-based learning
http://www2.le.ac.uk/departments/beyond-distance-research-alliance/projects/wolf/wolf/?searchterm=wolf
http://tinyurl.com/projectwolf
Web 2.0 tools for developing Personal Learning Environments (PLEs)
Web 2.0-PLEs: four approaches
Wiki-based
Social-networking based
Start-page based
Browser-based
Wiki-based PLE: Google sites
Social network-based PLE: Facebook
Aggregator-based PLE: Netvibes
Browser-based PLE: Flock
3-D multi user virtual environments for learning in HE
MOOSE
Scaffolding learning in SLbased on Salmon’s 5 stage model
Online socialisation
Access & Motivation
Information exchange
Knowledgeconstruction
Development
Saami tent
Kalash village
Second Life…Provided environment for meeting and in-world
socialisationRemote network building- crossing boundaries
“I felt like I was part of a university…participating in a class”
“I don’t know where to start…it was good to ‘meet’ others.I felt that they were not distant any more”
“It made me feel connected to the class & the teacher”
Designing for learning
Moving a technology from Quadrants 3 and 4 to 1
Carpe Diem: Key features
Small, subject-specific course teams (‘epistemological safety’)
Subject librarianLearning technologistTwo-day workshop on designing for learning and
assessment for learning via e-tivitiesOutcomes-driven: a set of running e-tivitiesNot a ‘how-to’ workshop
E-tivity 3a: Is Performance Appraisal Working?This e-tivity is not the assignment itself. It helps you plan the content of the report you are required to submit for assessment.
You have been given privileged access to one document and two audio recordings. All parties have given their consent for you to see and use this information, which will help you understand some of the issues that you could include in your report.(1) Document: Job, performance and statistics information.doc(2) Interviewer Training Audio File (55 seconds).
(3) Audio File of a "typical" performance appraisal for In-Branch Customer Services Staff (2 minutes and 34 seconds).
Purpose To identify and elaborate on three key issues on performance appraisal.
TaskIdentify 3 major issues that arise when you have listened to and read these resources. In no more than 150 words explain why you have chosen these 3 issues. Post your message to the discussion group by Friday 2nd March 2007.
RespondBy the Friday 9th March 2007 return to the forum and elaborate on one or more of your fellow participants’ posts, responding to their arguments.
DELIVERING UNIVERSITY CURRICULA: KNOWLEDGE, LEARNING AND INNOVATION GAINS
Duckling modulesOnline MA in Applied Linguistics and TESOL
MSc Occupational Psychology
MSc Psychology of Work
Challenges for both teamsInteraction between students and
tutorsMaterials too ‘dry’PersonalisationMobility and flexibility
Specific pedagogical challenges
Psychology: assessment and supportDissertationEssaysSupervision processThreshold conceptsResearch methodsSupervisionFeedback provision
Education: learning and teachingUsing each medium for what it does best, e.g.
audio for varieties of English and discourse analysis
3 technologies to enhance curriculum delivery
Podcasting
E-book readers
Second Life
Psychology podcast seriesDissertation podcast series
20-25 podcasts to enhance the supervision processModule 1 podcast series
15-20 podcasts to address research methods challenges
Threshold conceptsCurrently being planned, within various modules
Feedback to assignments & dissertation4 podcasts so far
Education podcast seriesWorld Englishes series
Interview with BDRA colleaguesIntegrated into Module 3: Language, Discourse and
Society, SOCIOLINGUISTICS, Unit 3 World Englishes
Middle English seriesPhonology seriesStudent-produced podcasts for learner-learner
interaction, study skills, time management, etc.
World Englishes examplesExample 1 – Birmingham (6’ 30’’)Example 2 – Bulgaria (7’ 24’’)
Introducing learning innovations into campus and distance learning
large-scale centralisation
incremental
Costs and benefits of distance and e-learning
More up front investment
But a low cost and sustainable models over several years
MA International EducationPost Graduate Certificate in Learning Technology