Learning virtually

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<ul><li> 1. Learning virtually Rhona SharpeOxford Centre for Staff and Learning Development Associate College Partnership 14 January 2011 Directorate ofHuman Resources</li></ul> <p> 2. Learner Experiences of ICT </p> <ul><li>JISC Learner Experiences of E-learning programme (Guide for Practitioners in your packs) </li></ul> <ul><li>JISC Supporting Learners in a Digital Age project (SLiDA) </li></ul> <ul><li>NUS/HEFCE Student Expectations of ICT report, October 2010 </li></ul> <p> 3. Digital and information literacyin Oxford Brookes Enhancing the Student Experience Strategy </p> <ul><li>The functional access, skills and practices necessary to become a confident, agile adopter of a range of technologies for personal, academic and professional use. </li></ul> <ul><li>To be able to use appropriate technology to search for high-quality information; critically to evaluate and engage with the information obtained; reflect on and record learning, and professional and personal development; and engage productively in relevant online communities. </li></ul> <p> 4. </p> <ul><li>Two tasks: </li></ul> <ul><li><ul><li>What do you, as learner,needto be able to do these online learning activities? (10 mins) </li></ul></li></ul> <ul><li><ul><li>To what extent do your learnershavethe access, skills, strategies and support necessary? (20 mins) </li></ul></li></ul> <p>Workshop plan 5. What is it like to learn virtually? </p> <ul><li><ul><li>Pick one of the tasks, image that you are working on it. Where are you? How does it feel? What do you need?</li></ul></li></ul> <p> 6. About your learners: a checklist </p> <ul><li>Which questions do you find difficult to answer? Which will be important for your teaching? </li></ul> <ul><li>On your tables, how are your studentssimilaranddifferent ? Where are thegapsin what you know about your students? </li></ul> <ul><li>Choose one section of the checklist to discuss in more detail. Come and collect the student experience cards for this section.</li></ul> <ul><li>To what extent do your learnershavethe access, skills, strategies or support necessary?</li></ul> <p> 7. Access and ownership </p> <ul><li>T here is high ownership and access to personal technology, but note institutional differences </li></ul> <ul><li>Where access or ownership is lacking, students feel disadvantaged </li></ul> <ul><li>Most students are not sure how to use personal technology to aid study,</li></ul> <p>14/01/11 |slide If we are required to be networked for a computer workshop, for example, there generally arent places you can plug in a laptop with assistive technology in. So, then you are reliant on whatever assistive technologies are available on the network. ( LexDis) 8. Study habits and strategies </p> <ul><li>New learners are c onservative in their study habits and approaches </li></ul> <ul><li>I nfluenced initially by prior educational experience, and laterby their tutors </li></ul> <ul><li>Disabled learners are agile technology users who understand the affordances of technology </li></ul> <ul><li>Learn skills from each other </li></ul> <p> Well firstly if I want to look anything up I will usually Google it... Then I would fire up MSN Finally [the VLE] and all the resources the University makes available online. (STROLL) 9. Communication strategies </p> <ul><li>Extensive use of social networking sites for recreational use </li></ul> <ul><li>Extensive use of peers for support, especially technical support </li></ul> <ul><li>Technologies used to support theprocessof groupwork </li></ul> <ul><li>Social networking used where they have a cohort identity </li></ul> <p>14/01/11 |slide University e-mail I dont really use for people at University, I usually use texting, Facebook or MSN. If theyre on-line, on MSN, I know hopefully theyll respond straightaway. You can get an immediate response with phones and Messenger.(E4L) 10. Support </p> <ul><li>LEXDIS </li></ul> <ul><li>SLIDA case studies </li></ul> <ul><li>DALLI case study </li></ul> <p> 11. Support 14/01/11 |slide 12. Want to know more? 14/01/11 |slide </p>