making a difference with technology-enhanced learning - chris thomson, esam baboukhan
TRANSCRIPT
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Making a difference with technology-enhanced learningChris Thomson, Subject specialist
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Making a difference with technology-enhanced learning
»What kind of difference can technology enhanced learning make?
»What’s the current state of play?»What are students saying?»What’s the challenge?
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05/02/2023 Making a difference with technology-enhanced learning
Making a difference in what way?
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05/02/2023 Making a difference with technology-enhanced learning
What’s the current state of play?
» Increased focus on getting the basics right»Lots of pockets of innovative technology-enhanced
practice – often led by individuals or course teams»Some examples of large-scale institutional moves to
change delivery models› Flipped learning› Online modules or regular online sessions
Looking at strategic, institution-wide use of technology…
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05/02/2023 Making a difference with technology-enhanced learning
Broad brush TEL environment in HE and FE
More variation
Gaining fast
Widely used
Underpinning
» e-portfolio» Social media, collaborative
spaces» Online assessment» Online learning resources» Lecture capture» Online submission and
feedback» VLE
» Network» Wi-Fi» Devices and
printers
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05/02/2023 Making a difference with technology-enhanced learning
What are students doing and saying?
CC-BY 2.0 https://flic.kr/p/mUyyEN
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05/02/2023 9
Jisc student digital experience tracker data
»Data from the pilot of the Jisc student digital experience tracker
»Designed to provide a snapshot of students' digital experience
»February-April 2016»10,753 students across HE, FE and skills»http://bit.ly/student-tracker-report
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05/02/2023 Making a difference with technology-enhanced learning
What are students doing and saying?
7 in 10students believe that when
technology is used by teaching staff it helps their learning experience
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05/02/2023 Making a difference with technology-enhanced learning
In the previous six weeks of their course…
9 in 10students found
information online
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05/02/2023 Making a difference with technology-enhanced learning
In the previous six weeks of their course…
7 in 10produced work ina digital format
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05/02/2023 Making a difference with technology-enhanced learning
In the previous six weeks of their course…
5 in 10students worked
online with others
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05/02/2023 Making a difference with technology-enhanced learning
In the previous six weeks of their course…
3 in 10of students created a
personal record oftheir learning
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05/02/2023 Making a difference with technology-enhanced learning
Broad brush TEL environment in HE and FE
Morevariation
Gaining fast
Widely used
Underpinning
» e-portfolio» Social media, collaborative
spaces» Online assessment» Online learning resources» Lecture capture (HE)» Online submission and
feedback (HE)» VLE
» Network» Wifi» Devices and
printers
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Mainstreaming technology-enhanced learning
»Staff and student digital capabilities»Moving from pilots and projects to large scale service»Holistic and wholesale embedding»Planning for both innovation and service delivery»Evidencing impact and value
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So how do we get there?
Technology that works
Leadership
Strategic approach
Review current support Time, CPD,
recognition
Embed in curriculum
Students as partners
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Sources of guidance and inspiration
Click to icon to add image
http://bit.ly/telconnectmore
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jisc.ac.uk
05/02/2023 Making a difference with technology-enhanced learning
Chris ThomsonSubject [email protected]
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Making a difference with technology-enhanced
learningEsam Baboukhan
Advanced Practitioner
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Lesson Aims and Objectives• Aims• Making a difference with technology-enhanced learning and help meet
FELTAG targets
• Objectives• Demonstrate Office 365
• OneNote for Classrooms, Microsoft Forms, OneDrive• Moodle
• Glossary, Q&A Forum, Book Resource• Use Conditional activity and Restricting access and Completion tracking
• Explore a range of Web 2.0 Tools• Socrative, Padlet, Linoit, Blendspace, Kahoot…….
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Office 365• Access your files and applications from virtually anywhere
• Office 365 is the same Office but powered by the cloud, you can get to your applications and files from virtually anywhere. Office documents can be created from any browser.
• Store, sync, and share files• Teachers and learners are able to store, sync, and share files simply.
• Some ways using Office 365 and embedding 21st Century Skills:• Group/Pair (Teamwork) Leaners and get them to Collaborate and Communicate
on their presentations• Improve their Information, Media and Technology Literacy• Develop their Life skills; Flexibility, Initiative, Social and Productivity Skills
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Microsoft OneNote for Classrooms• Private Notebooks: In OneNote Class Notebook, student notebooks are
private notebooks that are shared between the teacher and each individual student. Teachers can access these notebooks at any time, but students cannot see each other's notebooks. • Content Libraries: The content library is a place where teachers can
handout course materials to students. For school administrators, the content library can be used for publishing policies and procedures or school calendar information.• Collaboration Space: And the collaboration space allows anyone in the
class to share, organize and collaborate. It is extremely flexible, and can be used for any group activities, meeting notes and shared initiatives.
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Microsoft Forms• Quickly assess student progress and get feedback with easy-to-create
surveys, registrations, quizzes, and more.
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Moodle• Use of Q & A Forums• Use of Glossaries• Use of Books• Use Conditional activity and Restricting access• Completion tracking
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Moodle: Q & A Forum• Q and A Forum - Instead of initiating discussions participants pose a
question in the initial post of a discussion.• Students may reply with an answer, but they will not see the replies
of other Students to the question in that discussion until they have themselves replied to the same discussion.
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Moodle: Glossary• The glossary activity module allows participants to create and
maintain a list of definitions, like a dictionary.• Glossary can be used in many ways. The entries can be searched or
browsed in different formats. A glossary can be a collaborative activity or be restricted to entries made by the teacher. Entries can be put in categories.• The auto-linking feature will highlight any word in the course which is
located in the glossary.
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Moodle: Book resource• The Book module makes it easy to create multi-page resources with a
book-like format.• Books can be printed entirely or by chapter.• The book module allows you to have main chapters and sub chapters,
but it goes no deeper. In other words, sub chapters cannot have their own sub chapters, as the module is intended to be a simple resource for teachers and students.• The book module is not interactive. You can, however, link to choices,
forums etc., from within a book. Also, Flash movies and other multimedia may be included in a book
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Restrict access• You can use the Restrict access settings to make students' access to
learning materials dependent on:• students' completion of a previous activity—use the Activity completion
settings to define what constitutes "completion"• the date (you can set from and until dates)• students' grades for a previous assignment, or for the entire course so far• a particular user profile field (e.g. Country, ID number, Surname—you can
restrict access to an individual user this way).• You can restrict access to individual resources or activities, and to entire
course home page sections.
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Restrict access/Activity completion• Activity completion allows the teacher to set completion criteria in a
specific activity's settings. A check (tick) completion-manual-y.png appears against the activity when the student meets this criterion. The criterion might be viewing, receiving a certain score or a student marking it as complete.
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Socrative• Socrative is a smart student response system• Socrative is a smart student response system that empowers teachers
by engaging their classrooms with a series of educational exercises and games. The apps are super simple and take seconds to login.• Please complete the Quiz created in Socrative. • Please click here to Start the quiz. You will need to enter room
number 331133.
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BlendSpace• BlendSpace is an easy way to blend your classroom with digital
content. • Quotes about Blendspace:• "Visual Way to Present a Concept/Theme Through A Variety of Media" -
Cathie G.• "Blendspace is great for flipping, personalizing, and differentiating
instruction.• Lesson plans 2.0
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Linoit• lino is a web-based sticky note service.• What would be possible usage of lino?
lino can be used for managing to-do, organizing ideas, exchanging ideas with friends or colleagues, and so on. lino has a feature that lets lino users and guests (with conditions) post pictures on a canvas via Email, and this feature may be used to create a shared picture gallery on a canvas with friends, family, and etc.
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Padlet• Padlet is a virtual wall that allows people to express their thoughts on
a common topic easily. It works like an online sheet of paper where people can put any content (e.g. images, videos, documents, text) anywhere on the page, together with anyone, from any device.
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Kahoot• Kahoot• Kahoot is a free game-based response system similar to Infuse Learning and
Socrative The teachers displays the questions of a quiz or survey on the screen and students can answer then using ALL kinds of devices.• It benefits instruction because it provides teachers with quick formative feedback as
they can check for understanding in real time. It is also highly engaging.• I have used it in order to relieve the tension and test anxiety before end of year
standardized testing and especially to get my students excited about intensive reading and about going over an extensive number of comprehension questions and passages. Kahoot can change the dynamic of your class because kids are fans of game-like environments. All I had to do was put the comprehension questions in Kahoot.
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Questions?
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Feedback• Please log onto Socrative• Room 31133