Table 1: The Resource Audit template for a module on Technology-Enhanced Learning Format Content (under the appropriate licences) Text & graphics Audio Video Slides (e.g. PowerPoint) Other (e.g. Adobe Presenter) What I find and as is The e-learning timeline The innovating pedagogy report The NMC Horizon 2014 report Micheal Westch video on the machine is us.ing us Useful video showing the key features of the web (4.32 mins) Social media revolution – video on key statistics associated with the web (3.50 mins) Changing educational paradigms (11.41 mins) Watch this presentation on the 7Cs of Learning Design (50 mins) What I find, tweak and use What I find, repurpose and use What I create for this module Core text on the history of Technology-Enhanced Learning Introductory podcast for each week (5 mins)
Figure 10 illustrates the stages involved in the pyramid pedagogical pattern. In the first phase the students work on their own to consider the problem, in the second phase they discuss their ideas and thinking in pairs. In the final phase there is a class debate, which may be followed by a voting solution. Figure 10: The pyramid pedagogical pattern The Consider C The Consider C is concerned with the ways in learners are encouraged to reflect on their learning and also demonstration of achievement of learning outcomes; i.e. the assessment component of a unit of learning. Assessment might be diagnostic, where the level of learners’ knowledge and competencies is assessed, formative assessment or summative assessment. Assessment and feedback are well known to be a key driver for learning. There are three types of assessment: tutor, peer or self-assessment. Nicol argues that: Assessment and feedback practices should be designed to enable students to become self-regulated learners, able to monitor and evaluate the quality and impact of their own work and that of others. The REAP principles The REAP project developed a set of 12 principles to promote more effective feedback and assessment: Help to clarify what good performance is (goals, criteria and standards) Encourage time and effort on challenging learning tasks Deliver high-quality feedback information that helps learners to Provide opportunities to act on feedback (to close any gap between current and desired performance) Ensure that summative assessment has a positive impact on learning Encourage interaction and dialogue around learning (peer-peer and teacher-learner) Facilitate the development of self-assessment and reflection in learning Give choice in a topic, method, criteria, weighting or timing of assessments Involve learners in decision making about assessment policy and practice Support the development of learning groups and learning communities Encourage positive motivational beliefs and self-esteem Provide information to teachers that can be used to help shape their teaching. Reflective learning Reflective learning has components: learning from experience, thoughtful deliberation, and systematic, critical and creative thinking about action with the intention of understanding its roots and processes. Schon () defines reflective practice as:
Student engagement and community building Instructor encourages exchange of information among students (e.g., bio, background, experiences) designed to increase communication and social rapport. Students are encouraged to collaborate, share learning resources, and assist each other with learning, but explicit supports are not provided. 60% or more of the students reply to messages from the instructor and other students, both when required and on a voluntary basis. Replies are usually on topic but often are brief, wordy and rambling. Instructor encourages exchanges of information among students and also interacts with students on a social/peer basis to model community. Some structures (technologies and strategies) are provided (e.g., links and other resources) to support collaborative student learning in group communities. 80% or more of the students reply to messages from the instructor and other students both when required and voluntarily. Replies are usually on topic and sometime contain additional resources to other readings, community agencies, or links to other course/project/job experiences that can be shared for the good of the class members. Instructor encourages exchange of information in both student to student and instructor to student interactions through a variety of ongoing course/project structures designed to promote social rapport and community. The course/project is designed to support collaborative student learning with clearly defined technologies and strategies. Links to outside resources and both structured and ad hoc internal and external learning communities are supported. 90% to 100% of the students reply and initiate messages to the instructor and classmates both when required and voluntarily. Replies are thought-provoking and on topic and frequently contain information on other readings, community agencies, or links to other course/project/job experiences that can be
Technologies allow for a variety of one-way and two-way written, voice, and visual communications between instructor and students and among students relating to specific course/project topics. Learning outcomes and assessment Course/project objectives and outcomes are vague or incomplete. Alignment of outcomes with content and is not always evident. Course/project provides limited activities to help students develop critical thinking/judgment, and problem solving skills, and digital literacy as they relate to the course/project objectives/outcomes and at the appropriate level of skill. Opportunities for students to receive feedback about their own performance are infrequent and sporadic. Course/project objectives and outcomes are clearly defined and aligned with content and assignments/ assessment. Some activities are designed to develop critical thinking/ judgment, problem solving skills, and digital literacy as they relate to the course/project objectives/ outcomes and at the appropriate level of skill. Opportunity is provided for student feedback about their own performance. Students are encouraged to their knowledge with others. There is some opportunity for students to relate the learning to real-life applications. Course/project objectives/ outcomes are clearly defined and aligned with content and assignments/ assessment. Interaction and communication between students, peers, faculty, and content are provided in a variety of ways with choices sometimes available. Activities to help students gain critical thinking/judgment and problem-solving skills are integrated into every aspect of the course/project. This includes opportunities for students to relate the learning to real-life applications. Multiple assessment strategies, including ones that attend to student