“it is only in a complex dance between technologies and pedagogies that quality distance education emerges. The technology sets the beat and the timing. The pedagogy defines the moves. Both the design and the technology morph in response to developments or changes in theory and technological affordances. Further, the creative energy and context created by the participants also effects the dance. As any change occurs, the dance is thrown out of synchronization and all parties adjust their activities and their plans to return to the creative flow of the dance. ”
Anderson, T. (2009). The dance of technology and pedagogy in self-paced distance education. Paper presented at the 17th ICDE World Congress, Maastricht. [Online]http://auspace.athabascau.ca:8080/dspace/bitstream/2149/2210/1/The%20Dance%20of%20technology%20and%20Pedagogy%20in%20Self%20Paced%20Instructions.docx.
This academic year (2011-12) we have been moving all our formally paper-based learning resources and activities from paper delivery to online delivery for the Mandatory Qualification for Teachers of Children with Visual Impairment distance learning programme.
Online content has colour coded pages depending on whether they are content, a personal/private Note Book Study Activity (NSA) or a Professional Activity Log (PAL) private between student and tutor. All pages use the College CSS that has inbuilt text enlargement and page colour scheme options to encourage accessibility.
Note Book Study Activity (NSA) example
Enquiry Based Learning (EBL) scenarios are often used to trigger and link learning to student’s professional roles.
Example EBL Scenario
There are a number of thought provoking techniques out there that are worth pondering.
Curriculopoly Board Game (Kingston College eLearning team)
“It specifically aims to encourage creative thinking about how to blend different eLearning tools and techniques within the remit of the needs of the HE Business schemes of work. ”
- JISC Final Report: http://www.jisc.ac.uk/media/documents/programmes/elearning/kubefinalreport.pdf
- Students play: https://xerte.kingston-college.ac.uk/play.php?template_id=508
NB. There is a game being developed at Leicester University focused on Developing/Delivering Distance Learning. Watch this space.
Often case studies from text books are used as a basis for discussion. However most times these are heavily text based and not terribly engaging at first glance for the student. We had such instance and decided we had one that was ideal to “upgrade” in terms of delivery.
First things first I contacted our Copyright Oracle who after investigation informed us that despite the agreements the University is signed up to that the legal copying of a case study was a no go area. So to Plan B then…
So after carefully reading the original and discussing the salient learning points with the Module Lead, I created the Polish Cultural and Social Centre case which after many revisions of the storyboard was transferred to Articulate which uses PowerPoint as the basis. Screen layout was inspired heavily by work done by Bucky Dodd and Andrea Stone at the University of Central Oklahoma.
Storyboard Version 5:
The University of Birmingham hosted the 5th U21 Learning Environment Design Forum from 19th to 23rd September 2011. The focus of the challenge this year was one “of creating more effective on-campus learning environments within the context of building refurbishment and the issues relating to the design of effective learning environments within buildings built 100, 50 and 12 years ago which can provide an equality of experience for the students across those buildings.”
“The design forum is intended to engage participants in discussion and design activity aimed at creating new generation learning environments in higher education. An important aspect of the forum is its aim to promote inter-disciplinary approaches to the design and development of improved learning environments and, to this end, the event encourages the involvement of those with a professional role in this field – including property and estates leaders, audio-visual and information technology staff, educational and curriculum designers, professional/faculty developers and academics.”
Staff from the University were joined by colleagues from Melbourne, Virginia, Hong Kong, Auckland, Dublin, Lund, Shanghai Jiao Tong, Nottingham, Derby, Aston universities.
Participants were arranged into 4 groups of 4-5 members and given a real-life design activity based on actual campus settings (Arts building and Learning Centre). Days 1-4 included a mixture of design time, networking and short contextual presentations. Day 5 concluded with team presentations to a range of senior University staff. The presentations will feed into the Learning Spaces division & Schools discussion re use of learning spaces in these buildings. An exciting and exhausting time was had by all participants.
Presentation by Team 3: http://prezi.com/j1kbzt006xlz/u21-learning-spaces-design-forum-2011/
Occasion: Sixth International Blended Learning Conference, 2011
Presenter: Helen Barefoot
- Explore how UH toolkit can influence the development of CoSS toolkit
- Importance of self diagnosis in relation to the research literature = toolkit distilled research
- Chickering and Gamson used as foundation framework for benchmarking
- Questions for diagnosis (using excel spreadsheet + traffic light system)
- Features and consequences
- Hints, tips, quick and practical ideas
- Case studies in specific disciplines
- Prezi based toolkit: http://prezi.com/cibiptp5pa3d/curriculum-design-toolkit/
- Focus on one aspect of internal toolkit trigger questions and DiBL and see how it can be adapted in line with inspiration from UH (http://www.studynet2.herts.ac.uk/intranet/lti.nsf/Teaching+Documents?Openview&count=9999&restricttocategory=Guidance,+Resources+and+Toolkits)