teaching, learning and the impact of new technologies at he institutions david kane centre for...
TRANSCRIPT
Teaching, Learning and the Impact of New Technologies at HE Institutions
David KaneCentre for research into Quality (CRQ)
Birmingham City University
and
Paul GormanCentre for Learning Innovation and Professional Practice (CLIPP)
Aston University
31st Annual EAIR Forum in Vilnius, Lithuania23 to 26 August 2009
Outline of the presentation
Introduction to the research• Birmingham City University
• Aston University
Findings
Conclusion
Questions
BCU – the use of video technology with trainee teachers
Project arose from an interest in the application of new technologies including:
• Podcasting• Blogs• Wikis
Funding securedIntervention decided upon – the use of video to assist in reflective practiceThe technology – Flip Camera
Training and Selection
Participating staff were invited to a training session which covered:Using the camera
Downloading clips
Simple editing
They were asked to select trainees to have use of the camera during teaching practice
Trainees given similar training
Ethical concerns
A secure project repository for video clips was set up using the web-based service Vimeo
Trainees were required to obtain written consent from head teachers before using the cameras in schools
A letter was sent to head teachers explaining the purpose of the project
Results - Trainees
Suspicion of the web – based repository - Concern for the safety and security of pupils at the schools
Difficulties with existing ICT
Reticence in using the camera for reflective practice
No engagement with repository/social space
Camera used for specific purposes e.g. filming a technique for demonstration purposes
Filming class experiences e.g. school trips
Results - Staff
A split between disciplines:
Art & Design staff were enthusiastic, saw the potential of the technology; explored different uses
Maths – did not engage with the project!
BCU - conclusionsProblem of negotiating permission to use technology, particularly when third parties are involved
Need to have an awareness of the technical infrastructure that exists outside the institution – this can also present a barrier to the introduction of new techniques as can reliance on already embedded technological solutions
Not falling into the ‘one size fits all’ trap
Project has led to an awareness of the use of new technologies across the University – potential for future collaboration
Aston University - undergraduate use of lecture recordings
Undergraduate use of lecture recordings
Questionnaire - 31 students on Psychology module
Optivote voting system
End of year module questionnaire - 17 responses
How, what, when, where and why?
The results
86.67% agreed that watching the video lectures added to their learning
100% agreed that the video lectures improve the quality of their learning
63.33% agreed that they use video lectures to help them memorise material
83.34% disagreed that video lectures replace other forms of study in their module
66.67% agreed that watching lecture videos stimulated them to do further study in the module
The results.... continued
100% agreed that the lecture recordings help them make sense of material
96.67% disagreed that video lectures are a satisfactory substitute for contact with staff
50% agreed they would be happy for previously recorded lectures to replace live lectures. 20% were unsure, 30% disagreed
83.33% agreed that knowing the lecture is being recorded for future viewing helps them learn more effectively in the lecture
End of year module evaluation- 17 questionnaires received
The recordings of the lectures were also useful
Having the lecture series recorded, again, has been useful
Video lectures are an exceptional resource! Not just when lectures are missed, but even more so when revising. Fantastic concept which should run throughout the university
The video recording of the lectures was a good idea, useful if anyone could not make it to the lecture for any reason
Aston University - conclusions
Video lectures no replacement for face-to-face learning – added value
Revision, note-taking and filling in the gaps if lectures are missed
Electronic materials are merely a useful tool
Only the beginning of what can be explored at Aston
General conclusions
Any technological innovation should help and not hinder
Technology should be adapted to educational needs
It is necessary to be conscious of ‘real world’ applications
Technology should enhance – not replace.
We should not deny the existence of what we did prior to any new innovation - ‘Tried and tested’
Suite of tools and use combinations – Variety in teaching methods can encourage deeper learning (Trigwell et al, 1999)
Any questions?
David KaneCentre for research into Quality (CRQ)
Birmingham City [email protected]
and
Paul GormanCentre for Learning Innovation and Professional Practice (CLIPP)
Aston [email protected]