british council new delhi_walkerfeb2016 wb
TRANSCRIPT
Facilitating active learning opportunities for students through the use of TEL tools: The case for pedagogic innovation and change
Dr Richard WalkerHead of E-Learning University of York, UK
British Council International Seminar on Teaching-Learning and New Technologies in HEIndia Habitat Centre, New Delhi, India25-26 Feb 2016
The changing face of higher education
Higher education has beenreshaped over recent years:
– the marketisation of higher education(national & global competition)
– demand-driven expansion of UG education– the emergence of students-as-consumers, exerting
wishes for new kinds of educational provision;– the potential of new digital technologies; and– the apparent potential (that new educational
environments are opening up) for widening higher education at reduced unit costs(Barnett, 2004:8)
Student expectations
Expectation that technology will: Enable more flexible learning
(National Union of Students, 2010)
Offer better administration, resource provision and support for independent learning and
Be applied where relevant, but will not undermine contact time on campus(Bone, 2013)
Expectation of students as partners, not consumers. Active involvement in: Scoping and planning TEL developments Co-creation - curriculum design
(Wenstone, 2013)
How should HE institutions respond?
Market differentiation in programme design: – Distinctive portfolio of programmes (design, outcomes &
transferable skills)– Flexible entry points and pathways to degree courses,
attracting a diverse student body– Flexible delivery methods: increased online provision
Learner engagement (retention & progression):– institutional responsiveness to student expectations and
needs (through well-defined academic support and service delivery; greater use of learner analytics)
– Ensuring the quality of the student experience through innovative teaching, support & service provision
Learner flexibility: – Flexible and interactive learning experiences through the
informed use of digital technologies (evidence-based)
Modes of student engagement using TEL tools
Self-study resources & extension reading
Discussion space & peer support
Formative assessment activities
Enabling learning
Enhancing learning
Transformative learning
Extending range of learning
opportunities
active learning and engagement
Increasing flexibility &
access to learning
Personalised learning pathways
Collaboration & communities of inquiry
Student-led teaching& discovery-based learning
Blended Learning Models
Model Definition Illustrative Features
A – VLE Supplemented
Optional resources focusing on self-directed learner support
Self-study resources & extension readingSpace for formative assessment; reflection & space for problem solving & discussion
Model Definition Illustrative Features
A – VLE Supplemented
Optional resources focusing on self-directed learner support
Self-study resources & extension readingSpace for formative assessment; reflection & space for problem solving & discussion
B – VLE Dependent(i) Content(ii) Communication(iii) Collaboration(iv) Assessment
Student-centred activities requiring active engagement
Online activities for (i), (ii), (iii) or (iv).Online activities linked to face-to-face sessions, also targeted by learning outcomes & assessment
Model Definition Illustrative Features
A – VLE Supplemented
Optional resources focusing on self-directed learner support
Self-study resources & extension readingSpace for formative assessment; reflection & space for problem solving & discussion
B – VLE Dependent(i) Content(ii) Communication(iii) Collaboration(iv) Assessment
Student-centred activities requiring active engagement
Online activities for (i), (ii), (iii) or (iv).Online activities linked to face-to-face sessions, also targeted by learning outcomes & assessment
C – VLE Integrated Online environment as key locus for learning, supporting knowledge acquisition, skills development & assessment
Student-staff interaction within VLE, plus face-to-faceActivities as per B (i), (ii), (iii) and (iv)Learner interaction to resources, assessment & collaboration tasks online
How is flipped learning being used at York?
Preparing students for lab work:‘Practical work in Chemistry’
Range of instructional videos and compulsory ‘pre-lab’ quiz must be completed (and passed) on the VLE
Establishing baseline knowledge and standards for students to engage in lab work
How is flipped learning being used at York?
Problem-based learning: Law Case-based learning: Health Sciences
– PGDip Nursing: problems presented via online lecture beforehand with prompt questions / cases and preparatory questions to consider before seminar
Sector challenges in the adoption and embedding of TEL
Consumerism and the mainstreamingof student services throughlearning technologies– broadening the range of technologies but with
enterprise-wide goals in mind– speed of change / diversity of systems, services
(BYOS) and devices (BYOD) to master and support
Can this be compatible with pedagogic flexibility and the academic freedom to experiment and ‘freedom to fail’?
Institutional provision of tel tools
Tool 2014 2012 2010
VLE 95% 100%
Other tools:
Plagiarism detection 95% 92% 92%
E-submission 85% 87% 89%
E-portfolio 78% 76% 72%
Blog 73% 72% 74%
E-assessment 71% 79% 80%
PRS/clickers 70% - -
Wiki 66% 74% 75%
Source: UCISA 2014 TEL survey
SOFTWARE TOOLS USED BY STUDENTS
Tool 2014 2012 2010
Social networking 64% 73% 81%
Document sharing 62% 52% -
Blog 59% 60% 59%
Social bookmarking 31% 40% 48%
Media streaming 26% - -
Source: UCISA 2014 TEL survey
2003 2005 2008 2010 2012 20140%
10%20%30%40%50%60%
ABiBiiBiiiC
Progress towards pedagogical innovation
Still an emphasis, though slowly reducing, on transmissive teaching methods
Category A – web supplementedCategory Bi – web dependent, contentCategory Bii – web dependent, communicationCategory Biii – web dependent, content and communicationCategory E – fully online (categories adapted from Bell et al., 2002)
Consequences for teaching and staff development
Upskilling of lecturers’ digital capabilities (NUS, 2010): a new digital divide?
Supporting transition to active learning pedagogical design– Pedagogic craft to embed TEL tools effectively in
course design and delivery (e.g. video as stimuli for pre- and in-class learning)
– new pedagogic models? Transfer of MOOC inspired pedagogies to on-campus teaching (Yuan, Powell & Oliver, 2014)
Greater use of learner analytics
Consequences for learning: some issues to consider
Dearth of evidence on impact of interventions such as flipped learning: most literature from case-studies & small-scale pilots, usually in US– Do students engage in deeper learning?
(Mellefont & Fei, 2014)– Is it suitable for all levels / styles of learning?
How should we respond to students whowon’t or can’t engage? (Loch & Borland, 2014) – Cultural adjustments (‘where are the answers?’)
& cognitive leap from pre-class to in-class activities (applying theory)
– Ethical challenges in leaving students behind– Integrity of learning at risk – staged / linear model
(linking ideas) vs. ‘pick and mix’
References
Barnett, R. (2014). Conditions of flexibility: securing a more responsive higher education system, The Higher Education Academy: York.
Bell, M., Bush, D., Nicholson, P, O’Brien, D., & Tran, T. (2002). Universities online: A survey of online education and services in Australia. Canberra: Department of Education, Science and Training.
Bone, E. (2013). Improving learning experiences: Student attitudes towards the use of technology. NUS research study sponsored by Desire2Learn. Insights Roadshow, 16 December 2013.Manchester Metropolitan University, United Kingdom.
References
Jisc (2014). Digital student project: http://www.jisc.ac.uk/research/projects/digital-student
Loch, B. and Borland, R. (2014). The transition from traditional face-to-face teaching to blended learning – implications and challenges from a mathematics discipline perspective. In B. Hegarty, J. McDonald, & S.-K. Loke (Eds.), Rhetoric and Reality: Critical perspectives on educational technology. Proceedings ascilite Dunedin 2014 (pp. 708-712).
Mellefont, L & Fei, J, “Using Echo360 Personal Capture software to create a ‘flipped’ classroom for Microbiology laboratory classes”, Rhetoric and Reality: Proceedings ascilite Dunedin 2014 (pp. 534-538).
References
National Union of Students [NUS] (2010). Student perspectives on technology – demand, perceptions and training needs. Report to HEFCE by NUS. http://www.hefce.ac.uk/pubs/rereports/year/2010/studpersptech/
Price, D. (2013). Open: how we'll work, live and learn in the future. Crux Publishing
Walker, R., Voce, J., Nicholls, J., Swift, E., Ahmed, J., Horrigan, S., & Vincent, P. (2014). 2014 Survey of Technology Enhanced learning for higher education in the UK. Universities and Colleges Information Systems Association (UCISA) Report. Oxford, UK. http://www.ucisa.ac.uk/tel
References
Wenstone, R. (2013). ‘It’s all about the learner’, Keynote speech at ALT-C 2013, Nottingham, UK. 10-12 September 2013. http://www.youtube.com/watch?v=cjINstTYw9U
Yuan, l., Powell, S., & Olivier, B. (2014). Beyond MOOCs: Sustainable Online Learning in Institutions. CETIS white paper. http://publications.cetis.ac.uk/2014/898