learning through technology
DESCRIPTION
Presentation given at the Learning Through Technology conference at Our Dynamic Earth.TRANSCRIPT
MODERNISING THE CURRICULUM…using technology you already have
Bobby Elliott/Graeme Clark
Scottish Qualifications Authority
Summary of presentation
New ICT courses Support materials available to
teachers Traditional Electronic
SQA Academy SOLAR Modernising assessment
The need to The challenges
Demonstration of Internet Safety materials
ICT qualifications Support materials SQA Academy SOLAR
Curriculum
New ICT courses
Stand alone National Units Digital Culture Internet Safety Web Logs
National Progression Awards Computer Games Development Social Software
National Certificates Digital Media Computing
Digital Culture (SCQF Level 4) Outcomes
1. Describe the various types of social software available.
2. Describe the impact of digital technology on contemporary culture.
3. Use social software to perform specific tasks
Contents Social networks (Facebook) Instant messaging Blogs Wikis
NPA Computer Games Development
SCQF Levels 4/5/6 Contents
Computer Games: Design Computer Games: Media Assets Computer Games: Development
Teaching and learning material Single integrated teaching and learning
pack (one for all levels) Assessment
Single integrated project (one for each level)
Support materials
Traditional National Assessment Bank Some paper teaching materials Delivery guides for teachers
Digital Online testing (SOLAR) SQA Academy courses for teachers E-learning materials for pupils
Case study: Internet Safety
Outcomes1. Explain the risks that exist when using the
Internet2. Safeguard self and others3. Take precautions to maintain security and
performance4. Adhere to the legal constraints, guidelines
and procedures Assessment
Item bank Blog
Case study continued
Support materials NAB Item bank on SOLAR E-learning material
PC Tablet Smartphone
SQA Academy
Online learning management and delivery
Provide real-time on-demand CPD for SQA Appointees
Manages the delivery of CPD for teachers and lecturers across Scotland
Supports SSLN and elearning materials provision
www.sqaacademy.org.uk
SOLAR
Online managed and delivered e-testing Dynamic itembank-driven assessment
creation Real-time reporting and learner feedback Pre-verified guaranteed on delivery by
SQA
www.sqasolar.org.uk
Challenges Solutions
Assessment
Assessment 1.0
Assessment from 618AD to today Characteristics
Paper-based Classroom based Formalised Synchronised Controlled Industrialised
Enjoys public and political confidence Changed little since early 20th Century
Spot the difference
Problems with 1.0…
Expensive to run Doesn’t scale well
Inflexible Arranged around diets One size fits all (not personalised)
Not delivering contemporary skills Collaboration, problem solving, flexibility
Drives teaching and learning “Teaching to the test” Memorisation not understanding
Unnatural Not using what learners use
Student perceptions
Artificial and contrived
Something that is done to them
Doesn’t measure anything important
Hurdle to be jumped Not part of their
learning Sole purpose of
their learning
New types of learner?
“Google Generation”
“Digital residents”
“Net Geners”
“Millennials”
“Digital natives”
Digital natives
Use Web Active learning Authentic tasks Goal oriented Search Google Collaborate
Use books Passive learning Contrived tasks Process oriented Memorise Library Compete
IMMIGRANT NATIVE
Modern assessment
Authentic Natural Personalised Negotiated Problem-based Deep Collaborative Peer and self-assessed Tool supported
Assessment 1.0 v Assessment 2.0
Given Done alone Descriptive Text Closed book Done in class Teacher assessed
Negotiated Done
collaboratively Researched/Deep Text/audio/video Open web Done anywhere Self- and peer-
assessed
Assessment 1.0 Assessment 2.0
Assessment 1.0 v Assessment 2.0
Write an essay describing the rise of Fascism in Germany during the period 1932-39.
You may not confer nor refer to notes or other reference material.
Working with other students, choose an aspect of the rise of Fascism in Germany during the 1930’s and research this.
Create a team blog to record your findings.
Assessment 1.0 Assessment 2.0
Barriers to change
Teachers are digital immigrants
Inertia “Persistence of
traditionalism” Risk aversion
“Straight-jacket of success”
Lack of standards Rubrics Plagiarism
SOLAR E-Assessment...... and the rest!
Efficient, Effective and Engaging
Flexible
Re-usable
Sometimes Printable!
Myths about SQA guidance on e-assessment and technology
Myths
The man from SQA says no!
It doesn’t look like the NAB
I have to use the NAB
I don’t have 28 computers in my classroom – I am in the Art department!
It has to be done in the classroom
Please print it out!
QUESTIONS
