Technology Enhanced Learning Activities for Deep Learning

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Deep Surface

Focus is on “what is signified” Focus is on the “signs” (or on the learning as a signifier of something else)

Relates previous knowledge to new knowledge

Focus on unrelated parts of the task

Relates knowledge from different courses Information for assessment is simply memorised

Relates theoretical ideas to everyday experience

Facts and concepts are associated unreflectively

Relates and distinguishes evidence and argument

Principles are not distinguished from examples

Organises and structures content into coherent whole

Task is treated as an external imposition

Emphasis is internal, from within the student

Emphasis is external, from demands of assessment

Based on Ramsden 1988

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Low tech face to face

Activities

Your students?

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Active Passive

Where do they sit?

Deep Surface

Focus is on “what is signified” Focus is on the “signs” (or on the learning as a signifier of something else)

Relates previous knowledge to new knowledge

Focus on unrelated parts of the task

Relates knowledge from different courses Information for assessment is simply memorised

Relates theoretical ideas to everyday experience

Facts and concepts are associated unreflectively

Relates and distinguishes evidence and argument

Principles are not distinguished from examples

Organises and structures content into coherent whole

Task is treated as an external imposition

Emphasis is internal, from within the student

Emphasis is external, from demands of assessment

Based on Ramsden 1988

Toolkit

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Activity Tool

Reflection Discussion boardBlogJournalTwitter

Collaboration WikiBlogSocial NetworkingDiscussion boardWhiteboards

Socialisation Discussion boardsSocial tools (internal and external)

Discovery Online resources (websites)Learning Materials (reading lists)Interaction with other participants

Integration Online assessmentsBlogsVoting HandsetsWiki

Evaluation Online AssessmentsPlagiarism DetectionVoting SystemsPeer review

Expression Online PresentationsBlogsDiscussion BoardsOnline Assessments

Constructive Alignment • Why are we proposing to put the module on at all? (purposes or

aims)• What are our students supposed to know, think, and to be able to

do as a result of successfully completing the module? (intended learning outcomes)

• In order for our students to attain those outcomes, what do they need to learn?

• How can our students best be enabled to attain those outcomes? • What resources are needed to support students to attain those

outcomes?• How can we establish whether they have attained those outcomes

and to what level?

Additional Questions

1. Why is the tool the correct choice? Affordances?2. What benefit is achieved by putting this activity

online?3. What interactions or reflections are you hoping

to elicit?

Where do they sit?

Planning

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Planning

Hands on

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