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E-modelling – E-modelling – helping learners to helping learners to develop sound e- develop sound e- learning behaviours learning behaviours Sue Greener, Brighton Business School, University of Brighton [email protected] The teacher is not only a communicator but a model.” Jerome Bruner: The Process of Education 1977

2010 e-modelling - helping learners to develop sound e-learning behaviours

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Page 1: 2010 e-modelling - helping learners to develop sound e-learning behaviours

E-modelling – helping E-modelling – helping learners to develop learners to develop sound e-learning sound e-learning behavioursbehaviours

Sue Greener, Brighton Business School, University of Brighton

[email protected]

“The teacher is not only a communicator but a

model.”Jerome Bruner: The Process of Education

1977

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What is the purpose of What is the purpose of Higher Education?Higher Education?

The day-to-day battle with timetabling, course design and delivery, student needs, scholarship, updating versus

The Humboldtian 19th century concepts of preparing people for citizenship, forming their conceptions of learning and shaping democratic societies (Gare 2005) – “socially purposeful education” (Crawford 2007)

Bourner (1997) Disseminate up to date

knowledge Develop the capability to

use ideas and information Develop critical faculties Develop the student’s

ability to generate ideas and evidence

Facilitate the personal development of students

Develop the capacity of students to plan and manage their own learning

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Teaching conceptions and Teaching conceptions and statusstatus

Imparting information Transmitting

structured knowledge Teacher-student

interaction Facilitating

understanding Conceptual change(Kember 1997)

Teaching methods driven by teachers’conceptions of teaching (Kember 1997, Becher 1989)

Where are these challenged? Induction? Faculty debate? Student feedback?

Online learning and teaching begin to challenge teacher roles and conceptions (Mentis 2008, Greener 2008)

Teacher or

content-centred

Student or

learner-centred

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Are we open to change?Are we open to change?Kember says we can adapt, with confidence

comes more openness

What if your conception of teaching is content-centred?

What if we have negative self-efficacy beliefs about ICTs, struggle with heavy teaching loads, face increasing “customer” pressure from students?

Learning to e-learn can be a straw on the camel’s back? Closing not opening

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Role modelling as key to Role modelling as key to good teachinggood teaching

“To be so insecure that he dare not be caught in a mistake does not make a teacher a likely model of daring. If the teacher will not risk a shaky hypothesis, why should the student?” Bruner 1997 p90

“The modelling of effective self-regulated strategies can improve the self-efficacy for even deficient learners” Zimmerman (1989 p9)

Learners value openness, enthusiasm and integrity in their role models Paice et al 2002

The university teacher who is prepared to role model dealing effectively with technology in the classroom, will become an intermediary in developing the student’s self-efficacy, which in turn is likely to support learning.

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Practical technology Practical technology modelling in class?modelling in class?

Using VLE and web in class to answer student questions, demonstrate search practice and discuss findings, leave a track of useful findings in the VLE for reference

Use weblinks and questions for activities, record class discussion output in message boards

Demonstrate evaluation of new web resources found

Personal response systems

Use videos and podcasts if appropriate to class questions

Reinforce navigation of VLE by demonstration in class

Solve student access issues in class

Share presentations, involve students in use of projected VLE in class

Most importantly, demonstrate coping strategies when technology fails

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More formally, research among HE More formally, research among HE teachers suggested the following teachers suggested the following behaviours for online skills behaviours for online skills development to be modelled.development to be modelled.

Appropriate and alternative vocabularies

Knowledge of search tools Evaluation of information Adopting personal

reading strategies Referencing conventions

for online resources Presentation of academic

writing online

Asynchronous discussion guidelines

Blogging and journal writing for academic purposes

Social presence online Analysis and synthesis in

online communication Self-directed learning online Synchronous discussion

guidelines Adapting the virtual space

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Concluding commentsConcluding comments Role models are often

seen as some kind of perfected example

In learning and teaching, we are not modelling perfection, but strategies for learning

Risk-taking and openness can help students to identify with and attend to the use of technology in learning

Valuing learning in class rather than content aligns with assigning greater importance to the student experience than the teacher experience

Working with an online environment in the classroom becomes a teaching method aligned to Bourner’s aims for HE – building able enquirers and critical thinkers

Greener, S.L. (2009) “e-Modelling – Helping Learners to Develop Sound e-Learning Behaviours” Electronic Journal of e-Learning Volume 7 Issue 3 2009, (pp265 – 272), available online at www.ejel.org

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ReferencesReferences Bandura, A. (1977) Social Learning Theory.

Prentice Hall: Englewood Cliffs, N.J. Bandura, A. (1986) Social foundations of thought

and action: A social cognitive theory. Prentice Hall: Englewood Cliffs, NJ.

Baylor, A.L. and Ritchie, D. (2002) 'What factors facilitate teacher skill, teacher morale, and perceived student learning in technology-using classrooms?' Computers & Education, 39, (4), 395-414

Bourner, T. (1997) 'Teaching methods for learning outcomes', Education and Training, 39, (9), 344-348. [Online]. Available at: http://www.emeraldinsight.com/Insight/ViewContentServlet?contentType=Article&Filename=Published/EmeraldFullTextArticle/Articles/0040390903.html#0040390903001.png (Accessed: 14/2/09).

Chickering, A.W. and Ehrmann, S.C. (1996) 'Implementing the Seven Principles: Technology as Lever', AAHE Bulletin, October, 3-6

Chickering, A.W. and Gamson, Z.F. (1987) 'Seven principles for good practice in undergraduate education', AAHE Bulletin, 39, 3-7

Gare, A. (2005) Democracy and Education: Defending the Humboldtian University and the Democratic Nation-State as Institutions of the Radical Enlightenment. [Online] Available at: http://www.concrescence.org/index.php/concrescence/article/view/27/7 (Accessed: 15/2/09).

Greener, S.L. (2007) Exploring Readiness for Online Learning Thesis EdD. University of Brighton.

Greener, S.L. (2008) Identity crisis: who is teaching whom online?, European Conference on E-Learning (ECEL) 2009. Agia Napa, Cyprus, 5-7 November 2008.

Jacobs, R.M. (2005) Reflective Management. [Online] Available at: http://www83.homepage.villanova.edu/richard.jacobs/MPA%208002/Powerpoint/f-reflective/Index.htm (Accessed: 20/04/06).

Kember, D. (1997) 'A reconceptualisation of the research in to university academics' conceptions of teaching', Learning and Instruction, 7, (3), pp 255-275

Mehanna, W.N. (2004) 'e-Pedagogy: the pedagogies of e-learning', ALT-J, Research in Learning Technology, 12, (3), 279-293 [Online] Available at http://dx.doi.org/. Accessed: 10/03/06

Mentis, M. (2008) 'Navigating the e-Learning Terrain: Aligning Technology, Pedagogy and Context', The Electronic Journal of e-Learning, 6, (3), 217-226

Mezirow, J. (2000) Learning as Transformation. Jossey-Bass: San Francisco.

Paice, E., Heard, S. and Moss, F. (2002) 'How important are role models in making good doctors?' British Medical Journal, 325, 707-710

Salmon, G. (2000) E-moderating: The Key to Teaching and Learning Online. Kogan Page: London.

Seifert, T. (2004) 'Understanding student motivation', Educational Research, 46, (2), 137-149

University of Brighton. (2007) Corporate Plan 2007-2012. Brighton: University of Brighton

Zimmerman, B.J. (1989) 'A Social Cognitive View of Self-Regulated Academic Learning', Journal of Educational Psychology, 81, (3), [Online]. Available at: http://www.sfu.ca/~sbratt/SRL/A%20Social%20Cognitive%20View%20of%20Self-Regulated%20Academic%20Learning.pdf (Accessed: 12/2/09).

 

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