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This presentation was on the PGCAPP Intensive Course, at the University of Bath
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Technology 4 Large Group Teaching PGCAPP Unit 1: Intensive
23rd June, 2010
Andy RamsdenHead of e-LearningUniversity of Bath
http://go.bath.ac.uk/andyramsden
eatbath-present
andyramsden
The aims
1. Introduce you to technologies being used in Classroom teaching at Bath
2. Help you connect with people and resources at the University around classroom technology
3. Give you the wider context of why you should uses these technologies4. Give you a chance to explore their use
http://www.flickr.com/photos/89509548@N00/496717386/
Focus on: Technology enablers
http://www.bath.ac.uk/learningandteaching/news/?p=206
New lecture space in 4 West
The context: big picture
• Nicol & McFarlane-Dick (2006): Formative assessment and self-regulated learning: A model and seven principles of good feedback practice. (http://tltt.strath.ac.uk/REAP/public/Resources/DN_SHE_Final.pdf)
• Teaching and Learning Strategy (2009/10 to 2011/12-): http://www.bath.ac.uk/learningandteaching/UoBLearningTeachingStrategy0910-1112.pdf
• e-Learning Operational Plan (2009–2011): http://www.bath.ac.uk/learningandteaching/themes/e-learning/opplan
• NSS• OUE• SSLCs
The context: little picture
Lecturer Dept Technology url
Bernd Sing Mathematics ARS (Clickers) http://blogs.bath.ac.uk/ars/2009/04/28/session-report-complex-analysis/
Paul Caulfield School of Management
ARS (Clickers) http://blogs.bath.ac.uk/ars/2009/01/06/session-report-advanced-management-practices-business-and-society/
Gemma Cranston Aerospace Engineering
ARS (Clickers) http://blogs.bath.ac.uk/ars/2008/12/01/de-construction-of-aircraft-performance-and-design-question/
Sabah Abdullah Economics Twitter http://opus.bath.ac.uk/15319/
The context: ARS application
Focus on: The blend (the holy grail)
Department of Economics: HEA Discipline-focused Learning Technology Enhancement Academy (DfLTEA) Project
face to face teaching online activities
• alignment of learning outcomes with the delivery and assessment methods (this will include a re-design of the assessment methods)
• creation and release of didatic content to provide a safety net through quality assured educational resources, to creat more time for class based active learning
• step based integration of activities which build up to online group based learning and assessment activities
• use of clickers, economic games and debates in the face to face sessions. The content of which will be part influenced by the virtual tasks completed in the online seminar groups (group based discussion forums and/or individual formative quizzes)
• encouragement of peer support and informal learning networks between the student
Week Learning Resources Learning Activities Learning Support Notes
Prep Large quiz bank (mcqs) from OERRecordings (lecture replacement)
Wk 1 Online: Release of formative MCQ (no 1) on MoodleOnline: Get them to complete their Moodle Profile, to include info about web 2.0 user accountsOnline: Get them to personalise their My Moodle page to include RSS feeds from key software
In lecture: Set out staff and student expectations for participation
The completion of the profile and the personalisation is mapped to stage 1 of Gilly Salmon 5 step model
Create a summary feedback (audio file) of the aggregated results from the formative test
Wk 2 Release lecture replacement video
Release formative MCQ (no 2) on MoodleOnline: complete forum task around region / town where born
In lecture: refer to the summary file, and present slide on who scored well
Forum task is associated with stage 2 of 5 step model
Online: send a reminder email to those who have not completed mcq 1 & 2 – check everything is OK
Wk 3 Release lecture replacement video
In lecture: ARS Quiz in Class.Online: Assign last two questions to Seminar groups to decide what is the right answer, and why people might have voted differently
In lecture: present slide on who scored well
Use Mazur sequence for the ARS activitiesThis forum activity will get them working collaboratively online in groups.
Upload responses to ARS from class session.
Email those who have not watched the lecture replacement videos 1 & 2 – check things OK
Give it a go ...
Aims
1. Demo the technology2. Introduce the Mazur Sequence
1. Concept question posed. 2. Individual Thinking: students given time to think individually (1-2 minutes). 3. [voting] Students provide individual responses. 4. Students receive feedback -- poll of responses presented as histogram display. 5. Small group Discussion: students instructed to convince their neighbours that they have
the right answer. 6. Retesting of same concept.
[voting] Students provide individual responses (revised answer). 7. Students receive feedback -- poll of responses presented as histogram display. 8. Lecturer summarises and explains "correct" response.
http://www.psy.gla.ac.uk/~steve/ilig/qpurpose.html
Create a learning activity (paper and slides) which includes a meaningful learning activity. Create a 3 question ARS quiz on a topic of your choice. You must use at least two different question types.
Get your hands dirty
1. Concept question posed. 2. Individual Thinking: students given time to think individually (1-2 minutes). 3. [voting] Students provide individual responses. 4. Students receive feedback -- poll of responses presented as histogram display. 5. Small group Discussion: students instructed to convince their neighbours that they have
the right answer. 6. Retesting of same concept.
[voting] Students provide individual responses (revised answer). 7. Students receive feedback -- poll of responses presented as histogram display. 8. Lecturer summarises and explains "correct" response.
http://www.psy.gla.ac.uk/~steve/ilig/qpurpose.html
Don’t lose sight of the goal
Where Next?
http://bit.ly/8ZqHhk
Jos DarlingChristine Edmead
Vic Jenkins
http://go.bath.ac.uk/e-learning
eatbath-present
“using the clickers, every student has to question and think about her/his method to arrive at the solution (and cannot just passively lean back in the problem’s class and see what happens)” – Bernd Sing, Mathematics, University of Bath.