‘ don’t look back’: history and the use of multiple learning technologies chris szejnmann...
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‘Don’t Look Back’: History and The Use of Multiple Learning Technologies
Chris Szejnmann
Department of Politics, History & International
Relations
14 September 2010
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some questions for you...
Internet use in the United Kingdom: How many users are there per 100 inhabitants in 2009? 1. 562. 653. 734. 845. 92
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some questions for you...
‘Don’t throw technology into the classroom and hope for good things. Focus on the change in pedagogy, not the technology.’ (Tapscott, Grown Up Digital)
1. Agree2. Disagree
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some questions for you...
‘Cut back on lecturing: You don’t have all the answers and “Broadcast Learning” does not work for this generation.’
1. Agree2. Disagree
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some questions for you...
‘Empower students to collaborate.’
1. Agree2. Disagree
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some questions for you...
‘Focus on lifelong learning, not teaching to the test.’ (Tapscott, Grown Up Digital)
1. Agree2. Disagree
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some questions for you...
‘Developments in ICT and e-learning will require me to reinvent myself as a teacher, professor, or educator.’ (Tapscott, Grown Up Digital)
1. Agree2. Disagree
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background: Loughborough, History, ICT & e-learning
History at Loughborough
revolutionary developments in ICT and e-learning
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background: Loughborough, History, ICT & e-learning
QAA Benchmark Statement for History (2007) new government: ‘renewed emphasis on teaching’ Martin Hall: lure of technology; focus on pedagogy Angela McFarlane: step back from technology; reflect
on how we want to use it; ‘techno-romanticism’ Marc Prensky (Teaching Digital Natives): pedagogy to
become a partnership between students and educators
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Multiple Learning Technologies in History at Lboro
why did we introduce what, and what were the outcomes?;
activities: Lecture capture (Echo360); Audience Response System; Video Presentations and Video Feedback; SMS-texting;
objectives: improving student engagement, assessment, feedback;
overall: extremely positive feedback from students about teaching innovation
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Multiple Learning Technologies in History at Lboro
outcomes/findings: Lecture Capturing
offered students a level playing field in mastering complex content; allowed access of lecture material at any time, and was particular useful for revision; provided a useful facility for dyslexic students, those with hearing difficulties, and those who find it difficult to focus for 50 minutes;
Reflections about LC (including demo); see http://curve.coventry.ac.uk/cu/items/e27e76ac-f3cc-2ceb-597b-1b7acb84cdaf/1/Chris%20Szejnmann%20and%20Marcus%20Collins%20CG%20Exemplar_HTML.zip/chris_marcus_loughborough_cg0_01.htm?tempwn.b=access%2Fcontribute.do
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Multiple Learning Technologies in History at Lboro
outcomes/findings: Audience Response System
enhanced student interaction; improved attentiveness; brought some fun into teaching; engaged passive listeners; allowed immediate formative feedback; enabled us to identify weaknesses/lack of knowledge amongst students
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Multiple Learning Technologies in History at Lboro
outcomes/findings: SMS (text) messaging
allowed us to boost student morale, make them feel looked after, and allowed us to give tips for exam revision
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Multiple Learning Technologies in History at Lboro
outcomes/findings: Video Presentations and
Feedback
time saving & controlled assessment; creative alternative; presentation style can be assessed; presentations can be made available; video feedback offers a personal
and informal feedback
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Multiple Learning Technologies in History at Lboro
other initiatives
podcasting; History Timeline: interactive History Resource;
(BBC British History timeline: http://www.bbc.co.uk/history/british/launch_tl_british.shtml) Facebook group for incoming History students:
http://www.facebook.com/n/?group.php&gid=153403264671162&mid=2e1e913G5af32d22e963G7e04bfG6&bcode=gf77X&n_m=c.w.szejnmann%40lboro.ac.uk
part of a bigger project attempting to make use of time outside teaching term
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conclusions and reflections...
‘Don’t throw technology into the classroom and hope for good things. Focus on the change in pedagogy, not the technology.’
‘Cut back on lecturing: You ‘don’t have all the answers and “broadcast learning” does not work for this generation.‘
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conclusions and reflections...
Broadcast Learning versus Interactive Learning (Tapscott, Grown Up Digital)
Broadcast Learning Interactive Learning
Teacher-centred Learner-centred
One-size-fits-all One-size-fits-one
Instruction: learning about Discovery: learning to be
Individualistic learning Collaborative learning
‘Developments in ICT and e-learning will require me to reinvent
myself as a teacher, professor, or educator.’