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1. 26 essere nesta insect i tana 26 chen mh eet eons 26 9 CURRICULUM DESIGN 27 9 1 LEARNING ACTIVITY DESIGN JISC EFFECTIVE PRACTICE IN THE DIGITAL 27 9 2 EDUCATIONAL RESOURCES FREE STUFF c scssssssssssssesssesscscscsesesesscscscseseeseseacatseeeesesees 28 OPEN EDUCATIONAL RESOURCES OER SITES ONLINE ccscrsscsorssonrosessssorsssnesursnrsensnesenetvionrevseeseraneness 29 9 33 ONLINE SUPPORT FOR LEARNING SEIULS ccsscosssescsecessoosanassevessnnsenessesannssesseunssunvasnessasaaunes 29 pb ME a a ES 60 ee 30 ON 30 UoB_11_Guide_to_TEL_Mode2_v2 Page 2 of 32 1 Introduction Welcome to this the second guide to Technology Enhanced Learning at the University of Bedfordshire This guide is aimed at staff who already have some experience supporting their students learning in higher education through the use of technology and is intended to help you understand what characterises Mode Two delivery as defined in the TEL Strategy building on Mode One s management of learning moving towards more use of tools online The University s strategic planning for the use of technology enhanced learning can be found in the Technology Enhanced Learning Strategy 2009 2011 on the Teaching amp Learning web site The TEL Strategy supports by the University s Mission Statement the University s Education St
2. Tool capture with a good quality smart phone a Flip or min DV camcorder edit with MovieMaker PC or iMovie Mac discover video online via a browser search engine or visit a video online site see 9 2 OER references How Contact see LearnTech site in BREO See search Amazon for books on shooting video Good practice in delivering video for learning has the following features e your video does not distract because of its quality recording video is easy but recording quality video with good sound is more challenging and LTU can offer many years of experience and good advice training e original material shot by you where you are certain there is no copyright issue should be uploaded onto our media streaming server the University policy is wherever possible to deliver video in Flash format so LTU will convert your video and upload it e material is chunked if there is access to it to edit it or if you are pointing students to a source on another web site give instructions regarding where to start and stop watching the video e students are given clear guidance regarding what to do as a result of seeing the video e the material is integrated into a learning activity ideally integrated into a Learning Unit 4 3 Creating Richer Presentations WIMBA Classroom If you have students who are largely at a distance and whose direct contact with you is limited you might want to provide them with narrated p
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4. e Be accommodating of individual learning preferences by using relevant visual examples and other multimedia where possible incorporating a search facility and having options to easily print or download material e Build opportunities for applying knowledge into your online materials including suggested reflective activities and periodic self test features Foran illuminating overview of teaching and learning styles and constructive alignment see Brabrand C 2006 Teaching Teaching amp Understanding Understanding 19 minute award winning short film on Constructive Alignment available at http www daimi au dk brabrand short film UoB_11_Guide_to_TEL_Mode2_v2 Page 6 of 32 e Provide relevant supplementary resources wherever possible including glossary and links to further reading so that students can resolve any difficulty in understanding at the point it occurs and to place the core subject matter in a wider context for those who wish to explore this e If linking to external resources ensure they are current clear and that any interactive content is unlikely to prove problematic for students to view Perhaps paradoxically the use of e learning can provide a real opportunity to place a strong emphasis on the quality of the students classroom learning activities Using online technology can and should be seen as a way of making best use of contact time freeing it up from mundane tasks Rather than taking up valuable c
5. methods that encourage ongoing use of tools and consultation with other people arguing that in real life few people ever work exclusively on their own Most agree that scaffolding is particularly effective in areas in which students need to be more self reliant such as technology based learning Banaszynski 2000 There are plenty of opportunities for doing this in an online context with text based guidance narrated slides or screen grabs audio files possibly delivered as podcasts and video Early units in a course in Year 1 and into Year 2 should include very clear instructions for both using BREO and undertaking learning tasks Although you may want students to engage quickly with theories and concepts they must also have the academic and technical skills to be confident and successful so they will need guidance and time to develop and practice skills literature searches using discussion boards reflective writing blogging synthesis using a wiki exercising criticality Learning skills and technology skills go hand in hand for the 21 century learner But aren t they all digital natives This term coined by Marc Prensky 2001 has largely been debunked The idea was that children were born into a world where the PC is ubiquitous and were therefore naturally highly competent users of the digital domain native in other words The reality is that some people are competent and practised and some are not The generalizat
6. p 2 and used with permission Consider your subject before the technology What are your students to learn and how might online provision support this If critical understanding is important could discussion boards or blogs offer a more reflective exchange of views For the coursework they are undertaking would your students benefit from having a rich range of resources up front or having shared online working spaces eg wikis Look to the topic and desired learning outcomes and only then explore the possibilities offered by online technology Ensure online materials are at an appropriate level have clarity and can be studied independently without the need for high levels of remedial support Make online learning purposeful Provide students with a need to use online resources perhaps through student led online seminars and have continuous coursework that requires students to engage with online materials and with each other online over the duration of a course e Start small If you are completely new to online technology there are simple ways which to become familiar with online tools before incorporating them into your teaching For example use the discussion tool first as an online problems forum before moderating a subject related discussion giving you the opportunity to gain confidence communicating online e Provide your students with clear guidance on the online learning requirements for your module or course
7. provide a link to the location If it is on YouTube or vimeo or blip tv you can embed the player itself in the web page and this helps students since it mimics web pages they are likely to be familiar with and helps later when students are going back to revisit and review earlier material It is also the best way to stay on the right side of the copyright laws You must not digitise commercial video yourself and upload it into BREO see Copyright below As with audio materials many students will be equipped with video recording capability in their mobile phones or Apple iPod Nano As well as receiving material in video format students can create their own for uploading into collaboratively created learning resource collections contributing to the learning materials for the unit itself Provided there is sufficient critical reflection analysis and thought applied this will be likely to contribute to students exploring their learning approaches and improving their effectiveness as learners and hence increasing their self esteem and self efficacy accommodating students personal learning styles and preferences by multiple teaching and assessment methods and valuing and acknowledging the diversity of students experiences and drawing on these in learning and teaching approaches and activities Source Cre8 Summary Table http Awww flip video cameras co uk gclid CKLYv5WbvZOCFdRb4wodaQyQkq UoB_11_Guide_to_TEL_Mode2_v2 Page 14 of 32
8. 6 The Student Experience Online Students across the board are generally very appreciative of BREO but one of their key requests 1 to increase consistency in the use of BREO by The responsibility for achieving a consistent holistic learning experience across a course relies on thoughtful structure and scaffolding and it is very much in your hands working in harmony with colleagues on your course team 6 1 Structure amp Scaffolding For the online aspect of a well managed blended learning unit to work most effectively students need to be provided with a clear and transparent structure for navigating the contents of the course and at least at the beginning of students learning a scaffolded approach to the activities you have devised to facilitate their learning 6 1 1 Structure As described in Guide 10 section 3 1 it is important to devise an intuitive intelligent structure for your BREO unit The most common structure is likely to be based around blocks of learning Consider how you would like to work online if you were a student on your own unit Consider especially a point well into its period of delivery when you might need to go back and find an earlier activity or resource Work this through and ideally plan it on paper particularly so that you can see how many layers deep your navigation is likely to go A good rule of thumb is that no item should be more than 3 clicks of a mouse button away from di
9. Online WIMBA Classroom For years students have been tasked with working in groups and delivering their outcomes as Powerpoint presentations Some of the disadvantages are listed above but it presents particular difficulties if your students have limited opportunities to meet face to face WIMBA Classroom can offer an alternative As well as being predominantly a tool for tutors to use to deliver and work with groups of students remotely it can also be set up to allow designated groups of students to have full presenter rights so that they can enter the WIMBA Classroom upload materials and make an archive recording of their presentation for sharing review and if appropriate assessment The result can be a rich collaborative effort delivered by students who may be separated by great distances and this is likely to reflect future modes of working and thus contribute to the development of a well rounded 21 century graduate For more information on WIMBA Classroom see section 4 3 below 3 5 e Portfolios PebblePad e Portfolios enable students to collect collate and reflect on material related to their learning from a wide variety of sources and present the outcomes in different ways for different audiences Thus e portfolios help students with their Personal Development Planning and employability through displaying the life long learning skills required to benefit from higher education and to sustain their continued development beyond
10. capturing and reflecting on their learning The resulting files can be uploaded into either BREO or PebblePad for inclusion in online learning outcomes such as a blog or a wiki or an e folio provided they have been sensibly compressed to a manageable file size Tool Audacity on a computer or using a hand held recorder including smart phones How Use a headset microphone for individual recording with free software such as Audacity works on both PC and Mac Or use mp3 recorder or smart phone You can upload an audio file into BREO in any content area or ideally into a learning unit as part of a structured activity If you are podcasting you can create a separate are with its own navigation in the left hand column by using Control Panel gt Manage Menu gt Podcast a term frequently misused podcasts are audio files but audio files are not necessarily podcasts A podcast is something a user subscribes to and then any new episode is automatically downloaded whenever the source is accessed typically onto an iPod Hence podcast Google search for How to compress audio files returns a range useful options UoB_11_Guide_to_TEL_Mode2_v2 Page 13 of 32 LTU guide on Podcasting available BREO under the LearnTech tab section User Manuals Also the SIG Podcasting for Pedagogic Purposes at http podcastingforpp pbworks com and http ppp chester ac uk index php title Main Page Good practice in deliverin
11. my BREO unit online Rather it is a case of thinking 1 should discover what new tools can offer and if have a problem getting students to understand a concept then a new approach using a new tool could help to solve it The quantitative measure of the nature of a unit its Mode ness is derived from a quantitative measure of the nature of its contents the incidence of discussions blogs wikis and rich media files together with the frequency with which students engage with these tools The example matrix below shows the range for one department the heavy line Dept X against all University departments and divisions the pale grey lines For this matrix it is very important to note that it does not indicate a progression over time it is not a graph Rather each line indicates the range of modality activity for each department at the left is the lowest point of any of a department s units at the right end point A is an averaged high point for all of your units arrived at by using the highest modality value for the unit scoring highest in modality together with the highest activity value Sept 08 to Jan 09 for the unit scoring highest in activity for the department As such the top point A may not represent any single UoB_11_Guide_to_TEL_Mode2_v2 Page 20 of 32 existing unit in BREO There is also a point typically about a quarter of the way from the left end of the line which may manifest as a kink
12. to automatically mark themselves and provide reinforcement guidance and feedback Online tests and quizzes used formatively can e reassure students that they have understood key elements of the curriculum e provide feedback to both reinforce understanding in the event that an answer was correct as a result of guesswork and to guide students to the correct answer in the event they got it wrong e with multiple attempts allow students to retake until they achieve 100 e be used to gatekeep progress by using Adaptive Release students must achieve pre determined outcome before they are granted access to the next stage of their learning online e help you to keep track of student engagement depending on the frequency of the quizzes a short weekly quiz can be a powerful encouragement to engage e help students understand both their own assessment of learning and the subject matter if they are party to writing the questions You may be surprised and pleased to note that you do not have to write all questions yourself In fact you might not need to write any A very successful transformation of a unit in the University with poor achievement happened when the tutor required the students to research and write their own questions answers and feedback based on the important but not very exciting content of the unit They posted them in a blog and received fast feedback from both tutor and peers Students both understood the assessment proc
13. what is already there and not working as well as it might Technology must be introduced because it offers a better way of addressing student learning needs but something has to go to make way for the new This is stating the obvious but it is remarkable how many academics across the sector are resistant to change In order for change to happen as Raban says staff you that is must feel confident to attempt something new supported by University systems and management structures empowered to take risks able to give up models and approaches you may have been using for years or even longer 9 Curriculum Design 9 1 Learning Activity Design JISC Effective Practice in the Digital Age http www jisc ac uk practice extract pg 12 A practitioner has several issues to consider when designing an activity to engage learners and further their development The diagram A model of learning activity design illustrates these issues more fully In practice the elements of design are closely interrelated but the model can be used as a checklist to ensure that all four aspects have been considered and brought into alignment with each other and with the underpinning approach to learning Learning environment Tools resources affordances of the physical and virtual environment Interaction between impact of learning learners and aspects of environment on the learning environment learning outcomes Learners Activity Intended Preferenc
14. Institute of Technology MIT including lectures handouts reading lists and assessment materials to see how things are done there n22 Open Educational Resources OER sites online 27 Nov 09 Apple Learning Interchange BBC Archive MERLOT EDNA EDINA EDINA Film amp Sound Archive INTUTE JISC OER Projects JORUM OER Commons Open Culture Open Learn UK OU OER Wiki OER list OER Wiki Repositories SCRAN SlideShare Wikipedia Wikiversity http edcommunity apple com ali http www bbc co uk archive index shtml http Awww merlot org merlot index htm http www edna edu au edna go highered highered_resources http edina ac uk http www filmandsound ac uk http www intute ac uk http www jisc ac uk oer http www jorum ac uk http www oercommons org http www openculture com http openlearn open ac uk http oerwiki iiep unesco org index php title Portals_and_gateways http oerwiki liep unesco org index php title Repositories http www scran ac uk http www slideshare net http en wikipedia org wiki Main_Page 9 3 Online Support for Learning Skills http www timeshighereducation co uk story asp storycode 408300 UoB_11_Guide_to_TEL_Mode2_v2 Page 29 of 32 You can also make use of this opportunity to add materials for online support for learning and lt s as gt Centre tor aretenca in
15. University of Bedfordshire A guide to Technology Enhanced Learning Mode 2 oO gt E Ratner A 5 aS m reminder S 15 boar ds VE lOp d AS uf paper a TA ioy iy poi S 1 2 a ert gt ed p 3 2 approach oo lt 0 lacing aces Sq de nis ess S selection S Sleamners 3 making 100 e gt t re 2 Mee if 10 ticular par Ts learn i Ss diy ss 2 regs 28 SS 9 ehali oe S lt gt _ gt lt impo an EnS pi py daly atenian BP Mio aa a ze wiven 5 S Guide No 11 November 2009 Rev Sept 2010 Teaching and Learning Directorate Table of Contents i ae 3 Z BLENDED LEARNING 3 2 1 WHATIS MODE 2 3 Z 2 WHY MODE 2 BLENDED LEARNING 4 2 3 MAKING THE MOVE TO MODE 2 BLENDED 3 MODEZ WHAT STUDENTS D 7 3 1 DISCUSSION BOARDS FOR STRUCTURED DISCUSSION sssssssssssssssesesesesesessssese
16. _education Good practice using WIMBA Classroom has the following features e notify all intended participants in good time e ensure all participants know they must ensure their computer is set up correctly using the provided Wizard tool log in well before the planned session e if the session is to be archived ensure all participants are aware of how the archive may be used that they all agree e archived sessions are named consistently and clearly in order to enable later retrieval e plan the first session for familiarisation scheduling plenty of time for testing and be alert for possible misunderstanding e as with any other engagement allow plenty of time for interaction including allowing students to present taking surveys and polls and seeking feedback using the emoticons smileys e test any links to web sites and uploaded materials before the event ideally with a distant user a colleague perhaps to ensure all parts of the intended activity deliver 4 4 Copyright It is the policy of the University of Bedfordshire to abide by the laws of copyright the University Learning Resources Centre provides Copyright Guidelines and their handy booklet can be downloaded as pdf As to the recording and delivery of media material especially that delivered by broadcast the University subscribes to the Educational Recording http Inweb beds ac uk libinfo servtostaff copyright 1 http Inweb beds ac uk libinfo s
17. a com solutions higher education wimba_ classroom for higher education UoB_11_Guide_to_TEL_Mode2_v2 Page 15 of 32 Follow The Speaker Video e Accessible to the Impaired e Multi way Video and Audio e Seamless BREO Integration Polls Quizzes amp Surveys Notice the item Full Featured Classroom Archiving what this means is that you can create a presentation and archive it for students to review at any time Normally only you have control of the tools in a room but if you wish you can even set up a room which allows students all the tools of a presenter In this way remote students can create a presentation individually or in a group and archive it for you to review and grade if you wish NOTE in the event of a serious compromise in your ability to deliver learning or students ability to attend such as in a pandemic where a site may be quarantined or in sustained bad weather WIMBA Classroom will provide the University with an effective alternative to face to face activity both delivering opportunities for live engagement and for these presentations and discussion to be archived for students returning to their studies after any prolonged illness Tool WIMBA Live Classroom deployed in a BREO content space How From the drop down menu in any content area select WIMBA Classroom and click on Go then follow the on screen instructions See http www wimba com solutions higher education wimba_classroom_for_higher
18. a valuable skill for the 21 century graduate employee Tool wiki a small potentially shareable web site 3 http en wikipedia org wiki Wikipedia About UoB_11_Guide_to_TEL_Mode2_v2 Page 10 of 32 How You can create a link to wiki anywhere in a BREO unit that allows content including in a Learning Unit Also every user of BREO has access to their own wiki creation space under their Expo tab Guidance can be found in the BREO Help area http campustechnology com Articles 2008 08 T he Power of Wikis in Higher amp 2 amp 1 Good practice when providing wiki has the following features e a purposeful task clearly related to learning outcome s and assessment e ground rules for acceptable working users can edit overwrite each other s work a wiki and this process should be clearly understood and guidelines agreed e guidance on acceptable structure students should think about how complex the navigation of their wiki should be or have a structure imposed by the assessment and its marking criteria e guidance on the inclusion of links to other sites e students are given a guide word limit and page number limit e guidance on accessing the wiki tool help pages and online user manual e guidance on use of quotation and referencing wikis as assignments are subject to similarity testing under the University regulations just as much as an essay 3 4 Presentations
19. able to tie shoelaces e Learning activity practise tying shoelaces e Assessment show that you can tie shoelaces successfully What follows here is a guide to how particular tools can be applied to help and improve learning Please do be aware that this is neither an exhaustive nor a prescriptive list rather it is intended to stimulate thinking and imagination about how tools could be used The main tools that support Mode 2 working are Discussion Board Blog Wiki e Portfolio and when set up for students to use for producing online presentations WIMBA Classroom The table below highlights where these tools can have particular applicability for supporting a the Realistic Learning strand from the CRe8 Curriculum Review and b the University Skills as defined in CIFs and UIFs UoB_11_Guide_to_TEL_Mode2_v2 Page 7 of 32 University Skills Realistic Learning 5 gt o 2 D 5 D gt 5 5 Q oS 2 5 sc x 5 sr O Discussion Board e Portfolio PebblePad WIMBA Classroom 3 1 Discussion Boards for Structured Discussion How well do students understand a concept How can you capture students thinking In the face to face seminar there may be a significant proportion of the group who will prefer for a range of reasons to remain silent And eve
20. academy ac uk ourwork networks subjectcentres http www heacademy ac uk evidencenet 25 http Inweb beds ac uk help 26 http www learnhigher ac uk UoB_11_Guide_to_TEL_Mode2_v2 Page 30 of 32 The University s Curriculum Review for 2008 CRe8 Briefing Papers are available on the CRe8 web site at http Awww beds ac uk learning curriculum Banaszynski Joe 2000 Teaching the American Revolution Scaffolding to Success Education World The Best Friend Accessed August 24 2009 from http www educationworld com a_curr curr218 shtml Beetham H 2007 An approach to learning activity design in Rethinking Pedagogy for a Digital Age Beetham amp Sharpe eds Routledge 26 38 Bransford J D Brown AL amp Cocking R R eds 2000 How People Learn Brain Mind Experience and School Expanded Edition Washington D C The National Academies Press Brown S Race P amp Bull J eds Computer Assisted Assessment in Higher Education Kogan Page London 1999 Biggs J 1999 Teaching for Quality Learning at University Buckingham SRHE OUP Downes 2004 Educational Blogging EDUCAUSE Review vol 39 no 5 September October 2004 14 26 Hughes A 2009 Higher Education in a Web 2 0 World Accessed August 24 2009 from http www isc ac uk publications documents heweb2 aspx Lamb Brian 2004 Wide Open Spaces Wikis Ready or Not EDUCAUSE Review vol 39 no 5 Se
21. and learning resources and activities fostering independent learning Provide content in a broad range of media formats including podcasts and videocast to deliver rich learning Opportunities Learning materials primarily delivered online face to face tutorials reserved primarily for interaction 2 2 Why Mode 2 Blended Learning Students use communication tools and shared spaces to collaborate on task processes and outcomes Opportunities for reflection and e PDP integrated and guidance given on methodologies e g blogging and best practice Provide integrated structure for students to evidence learning and personal development planning PDP collected online and presented at appropriate point s by means of e portfolio Assessment Provide structured and purposeful feedback to students on their learning via computer aided assessment for either formative self assessment and monitoring of progress or summative examination and grading purposes or both Provide past assessment and or exam questions and model answers May involve electronic setting submission and feedback and return of student assignments using digital artifacts Likely to involve some assessment by e portfolio The world we are preparing graduates for has changed significantly in the last five years We need to take advantage of technology to support teaching and learning because students need to engage with technology as a skill this invol
22. arning Other people co present or mediated through technology other people involved and the specific role they play in the interaction for example by supporting challenging or guiding Peers and collaborators are powerful mediators of learning and play an important role in supporting learners Within the context of any activity the interaction between these factors will be dynamic and unequal The decisions that underpin design in any particular context will involve a range of mediating tools and resources and a variety of interpersonal exchanges and will be influenced by the practitioner s perceptions of the learners needs and the intended outcomes It is unlikely therefore that the interaction and the decisions made will be the same in all circumstances Essential to the enhancement of learning through technology is an understanding of the learning activity in its context including the role of established tools and practices alongside more innovative approaches Educational theory can help to define approaches that ought to work educational research can help to describe approaches that seem to work but only a skilled and reflective practitioner can decide which approach will work best in a given context The complex art of choosing the best approach is termed design for learning 9 2 Open Educational Resources Free Stuff One of the most daunting aspects of providing learning activities online has been the prospect
23. blished by the tutor in a primarily guiding role and where technology is used to offer independence and autonomy in learning The TESEP 3E Approach Smyth 2007 Enhance _ Extend Empower Simple adjustments to New and further developed Teaching is re designed to teaching practice that give opportunities that require ensure that learners more responsibility to learner learner to make key decisions needs and interests drive about how and what they learn the learning experience The active learner The engaged learner The autonomous learner Peer support i Collaborative opportunities 1 practice Comparable kinds of tasks as they might be implemented at each stage Online problem forums Student led Online discussion tasks improve tutor peer support online seminars generate rather than complement core content Links to relevant online case Students source and debate Students produce an online studies for students to explore their own case studies online case study on a chosen topic Classroom lessons involve Classroom lessons are A problem based project group break out tasks for alternated with weekly provides the focus for investigating key issues research and report tasks learning from the outset http www2 napier ac uk transform TESEP Approach pdf UoB_11_Guide_to_TEL_Mode2_v2 Page 22 of 32
24. de_to_TEL_Mode2_v2 Page 5 of 32 While it is perfectly possible that a Mode1 style unit predominantly used for the provision of content and unit management will have a degree of Mode 2 ness about it for example a discussion board the key difference is that the Mode 2 unit will have been planned or have evolved to blend face to face contact with online activities where the functions offered by the online environment will be a vital integral part of the unit and the learning outcomes and assessment will be constructively aligned through structured online and face to face activities For more guidance see Helen Beetham s Learning Activity Design from the JISC Effective Practice in the Digital Age guide Any change to the curriculum intended to introduce e learning and technology into the blend will need to be driven by a good understanding of the particular advantages that online learning can offer to enhance student learning You will need to pay particular attention to the potential effects new practices can have on the quality of the students learning experience Thus consider who your students are If they are new to HE will they have the skills to work largely independently online What IT skills might they have and what equipment will they need access to Edinburgh Napier University offer the following advice as part of their Quality Framework guidance in Assuring Quality and Standards in Online Learning Mainka and Smyth 2006
25. directed learning from an early stage in their studies 14 http www2 napier ac uk transform UoB_11_Guide_to TEL Mode2_v2 Page 21 of 32 e second is that technology when it is used appropriately can play a very important role in this process particularly where students locate material undertake formative assessment and critically where effective collaborative working and critical discussion with peers is to occur Three broad stages of transformation can usefully be identified with each having different implications for teaching practice how technology might be used and for the roles and responsibilities of the learner Enhance Making simple and often subtle adjustments to teaching practice involving straightforward but effective uses of technology and structured peer support opportunities could result in an improved and more active experience for the student Extend Developing a blended approach involving the use of online tools and resources for collaborative and individual tasks that is always at least partially student led can be introduced to offer new opportunities for learning or to extend classroom activities in ways that provide more choice and control in what when and how students learn Empower The teaching approach taken in a unit or course can be re designed so that learning is driven from the outset as much as possible by the needs and interests of the learner within a framework of support that is esta
26. download a pdf of the section University QA documentation can be found at http www beds ac uk aboutus ga documents 8 2 Quality Enhancement In his paper Assurance versus enhancement less is more Colin Raban 2007 argues for an alternative to the dichotomy of assurance vs enhancement improvement of teaching and learning and the dissemination of good practice are important and conventional approaches to quality management can provide the intelligence and stimulus for this kind of enhancement But these approaches are not conducive to more fundamental action on the deeper institutional factors that impact on teaching and learning nor are they conducive to the promotion of innovative and risk taking practice and the creation of new curricular and organisational structures For this we require a modernisation of our quality assurance systems that would facilitate risk taking and anticipate its possible consequences For changes to be made to the learning experience of students at the University of Bedfordshire therefore it is vital that you understand the importance of undertaking a programme of change rather than addition Piling technology on top of a traditional face to face approach to teaching and learning will be counter productive the best way to UoB_11_Guide_to_TEL_Mode2_v2 Page 26 of 32 successfully implement technology enhanced learning in the curriculum is to use it to replace and or supplement
27. e University s PDP process using PebblePad see 3 5 above In addition it is now increasingly easy to separate out key parts of video and audio in order to focus just on the most relevant parts of the material and integrate it into structured scaffolded blocks of learning called depending on the context Learning Units or Learning Objects The former is the name given to the tool available in BREO for structuring activities which can contain most of the BREO tools and a wide range of content The BREO Learning Unit works See particularly the work of the RLO CETL the CETL for the design development and use of learning objects at http Awww rlo cetl ac uk joomla index php option com_content amp task view amp id 17 amp ltemid 98 UoB_11_Guide_to_TEL_Mode2_v2 Page 12 of 32 much like a folder So you can add items and change and move them around but is presented to students in a usefully structured way which particularly suits the use of integrated media materials You can find helpful advice on still images moving images and sound online at http www jiscdigitalmedia ac uk JISC Digital Media formerly TASI exists to help the UK s FE and HE communities embrace and maximise the use of digital media and to achieve solutions that are innovative practical and cost effective 4 1 Using Audio Materials If a student has a reasonably up to date mobile phone it is likely to be able to play audio files in the form of mp3 files Man
28. ect not the ability to decipher the question e the knowledge being tested is appropriately pitched to the student s experience level e the test uses the most appropriate question type for the area of knowledge being tested e all questions are subject to rigorous quality control checks by subject experts e the final quiz test contains sufficient instructions on how to navigate the test ensuring that less computer savvy students cannot be disadvantaged e all questions have useful feedback for both incorrect and correct answers students may have got the answer correct by deduction or luck rather than for the right reason so use feedback to reinforce correct knowledge 4 7 Feedback Assessment of learning is what many of us experienced in our own student lives a hurdle at the end of the course which challenged us to either clear it or fall This model is adequate to merely act as a filter i e pass or fail but it does not actually help students to stay on track in their learning Assessing for learning relies on an iterative process of learning activity review and feedback CRe8 emphasises the centrality of assessment to student learning not just as an act of measurement or certification In the literature there is much criticism of assessment practice in HE in terms of not enabling students to learn effectively Students may well escape from poor teaching through their own endeavours but they are trapped by the consequences o
29. ed you and there must be intent to cheat Given the difficulty many students have with understanding plagiarism Turnitin should be used formatively at first with all students where possible There is a guide on the BREO LearnTech site explaining how to set up and use Turnitin which you can download in pdf format or request from Learning Technology and slides to illustrate what the system delivers It is a good plan to use these with new students to introduce them to the technology and then give them one opportunity to use the system formatively so they can develop and refine their practice It is far better that students are taught how to avoid plagiarising by practising rather than being told and then caught out at first submission point Policy and guidance can be found on the Teaching amp Learning web site at http www beds ac uk learning 7 Accessibility 7 1 Making Accessible Making Better for All When planning and creating online materials it is helpful to bear in mind that by improving the quality of materials or activities in order to make it more readily accessible to those students with special learning needs or health related issues students benefit The University of Southampton s LEXDIS project aims to explore with the help of students successful e skills and supporting strategies including the use of assistive technologies in a world of complex computer based interactions introduced by e learning and
30. eferencing resources hen setve updating this site we Information Literacy Report Writing and ther outcomes for hope you find plenty of Listening Interpersonal Skills Time Management your students interest here Learning All Inctusivity Understanding Organisations Mobile Learning Visual Practices COPYRIGHT The avalada at are reeasec the terms of LATEST News e Writing Symposium a Success Award Winning Resources Learnhigher fishing for Help with Writing Students Writing in Transition Symposium Creative Commons Lience http www learnhigher ac uk skills development integrated tightly into activities structured to support your students learning in the context of your course Search your HEA Subject Centre for case studies and resources relevant to your subject and look for evidence informed practice in Higher Education teaching and learning at the HEA EvidenceNet Help your students with broad development of graduate skills with online guidance from our own Learning Resources site and also with the free resources from The LearnHigher Centre for Excellence in Teaching and Learning CETL a partnership of 16 Universities 10 References amp Resources 10 1 Bibliography The University s TEL Strategy 2009 11 be found in BREO at http breo beds ac uk webapps portal frameset jsp tab_ id 682 1 first button 25 http Awww he
31. ervtostaff copyright Copyright pdf UoB_11_Guide_to_TEL_Mode2_v2 Page 16 of 32 Agency licence and is a member of the BUFVC which gives access to BoB National an off air recording and media archive service which is available to BUFVC members holding an ERA licence This low cost TV scheduling service allows University staff and students to record programmes scheduled to be broadcast over the next seven days as well as retrieving programmes from the last seven days of recorded channels Through ISD the University also provides its own in house server based off air recording system and both staff and students may request recordings to be made Once they have been made links to view them can be added into BREO pages If material can be freely discovered on the internet by a general search such as in YouTube Vimeo BlipTV VideoJug and iTunesU it is acceptable to provide a link to it However tutors should be aware that just because material is available on the Internet in no way does that assure its legality If you have discovered material that you believe is essential for your students learning and you are unsure about its legality you should attempt to contact the copyright owner to ensure it can be used in the way you envisage Under no circumstance should you attempt to digitise commercial material either audio or video yourself and upload it into BREO Always consult LearnTech if you wish to make media materials available o
32. es needs Interaction of 5 learning motwations skills 6 4 with environment ei outcomes knowledge abilities leading to planned het modes of participating outcomes supported Acquisition of new knowledge skills and by other people 277 abilities evidence in specific roles of these Interaction between Roles others play in learners and others 4 facilitating learning involved in the activity outcomes Other people Peers tutors facilitators mentors instructors A model of learning activity design Beetham 2007 UoB_11_Guide_to_TEL_Mode2_v2 Page 27 of 32 Learners their needs motives for learning prior experience learning social interpersonal skills preferred learning styles and expectations of the course and of the practitioner Intended learning outcomes the purpose behind the learning activity internal or external goals and targets In learner centred approaches intended outcomes will be strongly determined by learners own goals or by learners needs as diagnosed by a practitioner In curriculum centred approaches formal outcomes will be more significant Learning environment face to face or virtual physical and virtual spaces available resources tools artefacts and services including digital ones Tools and artefacts are said to mediate learning and the ways in which aspects of the environment support learning are sometimes called their affordances for le
33. ess better and became much more knowledgeable about the subject matter the grade mark average shot up You should note that computer based assessment i e a computer delivered examination using for example multiple choice questions online in BREO must only be formative it is not possible to exclude other Internet sources on an individual s computer and therefore student taking a test on their own computer can access the entire Internet to search for answers Similarly the University does not currently provide an online authentication method and therefore without an invigilated environment a student s identity cannot be verified High stakes summative CBA must be undertaken in an invigilated area using QuestionMark Perception not BREO Contact Learning Technology for guidance UoB_11_Guide_to_TEL_Mode2_v2 Page 18 of 32 Tool quizzes BREO Test Manager a range of some 18 question types many auto graded How You can create a link to a quiz anywhere in a BREO unit that allows content including in a Learning Unit Guidance can be found in the BREO Help area See http www reap ac uk and http www brookes ac uk aske and Brown Race P amp Bull J eds Computer Assisted Assessment in Higher Education Kogan Page London 1999 Good practice using formative quizzes and tests has the following features e the quiz tests knowledge rather than memory recall e wording is clear and unambiguous testing the subj
34. f poor The CRe8 Guide to Assessment for Learning http breo beds ac uk webapps lobj wiki bb_bb60 wiki cre8 _413286_1 a4_feedback Planning a course carefully to take full account of the assessment process can make the final assessment easier on all parties Establishing a set of milestones at which staged progress can be assessed formatively allows quick and dirty feedback to be delivered electronically at key stages when it is most likely to be received and acted upon Tutors can make informal assessments for their own records keep a record of the feedback delivered and thereby face a far less demanding task when it comes to final assessment building on the informal assessments already made Electronic feedback can be delivered in many ways 13 Boud D 2006 forward in C Bryan and K Clegg eds 2006 Innovative Assessment in Higher Education London Routledge p xix UoB_11_Guide_to_TEL_Mode2_v2 Page 19 of 32 e Word files submitted via the Assignment tool and then marked up with inserted commentary and highlights or possibly even with audio recording added in then returned via the same tool e audio commentary using an mp3 recorder or Audacity on your PC GarageBand ona Mac to create audio files which are then sent back to the student directly via e mail or via the Assignment tool e students keeping a reflective blog which the tutor reviews and adds comments as feedback e students w
35. g audio for learning has the following features e itis delivered at a measured pace with clarity and careful diction for exemplars listen to BBC Radio 4 e tone of voice is neither too bouncy nor a dull monotone e itis succinct and to the point do not script but make a list of salient points for the recording e itstarts with a welcome and introduction and ends with a brief summary e the recording lasts for an appropriate amount of time probably 10 to 20 minutes is enough consider how it will be received by your audience e for feedback remember how tone of voice can colour the words you say e use a sensible level of compression for the audio and check carefully the resulting file size try a test recording to ensure all your students can access it before you undertake something important 4 2 Using Video Materials You can provide video for your students on BREO It can come from a range of sources e recorded by you with a camcorder or perhaps a Flip Video or good quality mobile phone e recorded professionally for you by arrangement with LTU e discovered by you on publicly accessible website such as YouTube iTunesU Vimeo bliptv or videojug e off air recording within the University see ISD Helpdesk Many of us today have mobile phones that will store and play music and video Most will take still pictures and increasingly they will capture video If you have discovered useful video online
36. ication channel e online tools offer functionalities that are not available in the traditional alternative e we need to find new and better ways to assess increasingly large numbers of students e we need to provide quick effective feedback in ways that ensure students receive and act upon it to make their learning more effective e it provides support for re assessment when staff may not be easily available 2 3 Making the Move to Mode 2 Blended Learning The change to Mode 2 for existing units is likely to be incremental It is preferable to undertake one significant activity well engaging students in a truly higher education activity with all the attributes that go with it criticality creativity research evaluation reflection rather than peppering a unit with tools just for the sake of using technology Although the term Blended Learning is subject to debate and question it can be helpful as a reminder that this is in fact what good teachers have always done that is to blend together the range of tools at their disposal to make teaching and learning more effective Today that includes a rapidly growing range of technologies both computer based including using the Internet and using other forms of technology such as mp3 players and smart phones interactive whiteboards and classroom voting systems The nature and extent of the blend will be governed by a broad spectrum of circumstances the nature of the c
37. in the line which indicates the average point for all the units one department s portfolio 500 450 A 7 gt Over time as departments and divisions develop their strategies and approaches to teaching and learning so the values on this matrix should be seen to move up and to the right One developmental approach is that devised by Edinburgh Napier University TESEP 5 1 Transforming and Enhancing the Student Experience through Pedagogy The following section is used with permission of Edinburgh Napier University TESEP and is extracted from http Avww2 napier ac uk transform rethinking _tl_2 htm and the other references provided Edinburgh Napier University s TESEP Transforming and Enhancing the Student Experience through Pedagogy project proposes that the process of changing teaching practice in order to transform the student experience 1 an iterative one and that it is possible to implement the TESEP principles in a number of ways that effectively represent different degrees or stages of transformation The overall aim of the project is to draw on existing good practice in FE and HE to investigate how current and emerging technologies can underpin a truly learner centred teaching approach Two simple assumptions drive this aim e The first is that to make a real difference to the student experience we must involve students in increasingly active self
38. ion does not hold and they are better characterized as having digital wisdom Prensky 2009 Nor does the notion that regular users of Facebook and the like can automatically transfer the skills used therein into an academic context do not assume that your new students can use BREO effectively just because they use Facebook 6 2 Good Academic Practice Good academic practice characterised by proper citation and referencing is a challenging topic for many students new to higher education especially those who come from an educational context which often encourages a magpie approach to learning This is of course supported by the Internet where almost anything can be found copied and re used Helping students to understand ethical behaviour in an HE world is highly important and the online tool Turnitin can help you with that The first and most important thing to emphasise is that Turnitin is absolutely and emphatically not a plagiarism detection system It is a system which compares text with text found on the Internet and in databases and then highlights any matches found This provides you with the intelligence necessary to assess the nature of these matches and then make an academic judgement regarding the likelihood of intentional plagiarism having taken place Notice the UoB_11_Guide_to_TEL_Mode2_v2 Page 24 of 32 use of the words judgement and intentional there must be evaluation of each case by the academic concern
39. iscussion space UoB_11_Guide_to_TEL_Mode2_v2 Page 8 of 32 How You can create link to a discussion board anywhere BREO unit that allows content including in a Learning Unit All of a unit s discussion boards can also be accessed inside its Communicate gt Discussion Boards area Guidance can be found at http snipurl com sc2kv in the Discussion Board chapter See Weller M 2003 Delivering Learning on the Net The Why What and How of Online Education London Routledge Falmer Ch 6 pp 80 95 Salmon 2000 E Moderating The key to teaching and learning online London Kogan Page Limited Good practice in a discussion board has the following features e a purposeful task clearly related to learning outcome s and assessment e a finite timespan usually of more than a week and no more than three e management of expectations you should make it very clear how often you will be checking the discussion and what kind of contribution you will be making you do not need to check every day for example e ground rules for acceptable behaviour and communication styles for example what maximum post length will be acceptable can it be chatty or formal agreed by all contributors e guidelines regarding minimum expected level and style of contribution will you be expecting inclusion of properly referenced research and reading for e guidance on how the activity will be assessed it may be deferred as i
40. n n posts from this discussion must be included in your written assignment including criteria 3 2 Blogs for Reflection Developing reflection and criticality in students is a key activity in higher education A number of professions require their members to function as actively reflective practitioners who keep an up to date portfolio Reflection can be tied closely into an activity structured within BREO using the BREO blog tool or in PebblePad as part of e PDP activities You need to consider which main system its particular style you want to use but after that blogs provide the opportunity to e write in ways that are more than just a simple record of activities e beable to quickly check students are actively reflecting and making progress e prevent loss of documentation e link evidence to a passage of reflection e enable fast review of extensive reflection documents e create reflections that are richer than paper based records incorporating images and sound for example For this activity to be successful it is important to spend some time exploring and practising what it means to be a reflective writer within the context of your subject or professional area Tool blog a linear diary either shared or individual How You can create a link to a blog anywhere in a BREO unit that allows content including in a Learning Unit You can create one that is for the entire cohort or one that is seen by student and tut
41. n developed Spotify for helping with to aid ODA compliance concentration Applicabors that students use during their online leaming that gt Cause issues a pe More on thes strategy that students use with their strategies to solve some of the issues arising Strategos added regularly You can search by News i Selecting difficulties and or tasks to find strategies Entering a keyword in the search box Summer Showcase 09 Need to search by Disability Ww 9 og The Access Group shows off its Lab Summer Showcase Enter a keyword e g Cerebral Palsy OP in the and this will poser Arn Pas on gale weap arse in an e learning situation From there you wll be offered choices of tasks and strategies provided by the students ea ul About the Project The Lexis Project collects ideas for e Learneng provided students using Assistive Technologies Southampton http www lexdis org uk 8 Quality Assurance Quality Enhancement in e Learning 8 1 Quality Assurance The QAA Code of practice for the assurance of academic quality and standards in higher education deals with e Learning issues in Section 2 Collaborative provision and flexible and distributed learning including e learning which can be accessed online at http qaa ac uk academicinfrastructure codeOfPractice section2 default asp elearn where you can also
42. n if the seminar is particularly fruitful it is nonetheless ephemeral lost to review and future usefulness There are a very wide range of opportunities where you could deploy a discussion board as a follow up to providing content As an alternative to face to face seminars online discussion Discussion Board can offer the particular advantages of online tools are in italics e astructured discussion with a clear task that students can refer back to discussion available over an extended period so that students can all have the opportunity to take part at times that best suit them e the opportunity for students to reflect and research before responding e the opportunity to have students take turns if you do this regularly at leading discussions and summarising outcomes at the close ameans of capturing the dialogue for review revision and possible integration in future assignments e ameans of assessing understanding and focusing on misconceptions that is captured and stored for review by all e achance if you think it appropriate to allow students the opportunity to contribute anonymously thereby encouraging contributions from the tongue tied and reticent e ameans of collecting individual s posts for feedback e away of using formative discussion to help enrich and inform summative assignments students use say 3 or 4 posts as self referencing in their final submission Tool discussion board a structured d
43. nline and it is not already in existence online Original video either shot by you or by LearnTech can be uploaded in BREO since we own the copyright To see what is possible take a look at the LearnTech tab in BREO and click on the Media Examples button you will need to scroll the left hand menu bar down to find it 4 5 Brainstorming Traditionally in the classroom the outcomes of a discussion were captured using a flipchart and pen This was inevitably difficult to store and share among the contributors although the outcomes of a discussion written onto a flipchart can be captured with a digital camera and the resulting file uploaded and e mailed to participants somewhat laborious If written onto an interactive whiteboard a Smartboard such as can be found in many of our smaller classrooms and in the student pods the notes and diagrams can be captured as screen grabs and saved as graphic files But they cannot be commented on clustered into subsets and then voted on anonymously Enter FacilitatePro a server based software tool that allows just that It can be used as a live capture tool in a face to face brainstorming session or online over a limited period it offers brainstorming prioritizing evaluating surveying and using action planning tools that make meetings into opportunities to access creativity solve complex problems and take decisive action Accessed via a standard web browser FacilitatePro can be used live face
44. of having to create effective learning materials and resources anew For many years there has been a growth in the availability of materials to be used online especially by publishers keen to sell their textbooks and these naturally come at a cost cf Pearson and Kogan Page as examples However a results of external funding for projects such as Jorum it is increasingly possible to find high quality open educational resources OER freely available for re use online and these can be linked as external websites within your BREO unit Ina THES article in September 2009 Rebecca Attwood offered these scenarios Visitors to The Open University s OpenLearn website can pick up a 16 hour module examining the Royal Pavilion s relationship with 19th century Romanticism and exoticism The course includes text film footage images of 18th century engravings and learning exercises The uncertain student meanwhile can replay Tuesday s lecture on his or her university s iTunes U site There too the scientist can kick off with an hour long romp through the history of http Avww pearsoned co uk eLearning and http www coursecompass com 21 http Awww koganpage com resources freeebooks UoB_11_Guide_to_TEL_Mode2_v2 Page 28 of 32 philosophy from the pre Socratics to the present day with Marianne Talbot departmental lecturer in philosophy at the University of Oxford And the professor can download an entire course from the Massachusetts
45. on line social networks It is intended for people like you who are using or developing on line learning materials All the strategies have been provided by students who have first hand experience of e learning The site pulls together handy hints and tips on technologies you can use to make e learning easier Any technology that achieves this has been called an Assistive Technology The reviewing students are disabled and using these guides to refine your online offering means all students can benefit 17 Guides http snipurl com s8dmj 18 Turnitin slides http snipurl com s8dmz http Awww lexdis org uk http Awww lexdis ecs soton ac uk project UoB_11_Guide_to_TEL_Mode2_v2 Page 25 of 32 L 2 15 Ideas for e Learning Welcome to Lexdis Find out how students work smarter Need more help to adapt the LexDis is for those who are using or developing on line leaming materials All the strategies have been provided by students who have first hand expenence styles used in your document ot ing We have pulled together handy hints and tips on technologies you can use 10 make e learning easier Any technology that achieves this has and add a table of contents in been called an Assistive Technology Word watch Are you new to the site Why not lake the Tour More on this tip You can browse links to __ Latest Strategy Guides for staff and students to help make e earmng materiais easier to use and accessible Some guides have bee
46. ontact time to convey information and undertake unit and course administration those functions should be transferred to the online domain thereby liberating contact time for engagement with students discussion and working with students to help them to be more active learners Thus it can help manage knowledge transfer and thus support more deep and meaningful learning These activities can be integrated with online activities using tools which can be used for capturing learning outcomes creating richer learning resources capturing otherwise ephemeral dialogue and discourse In A Theory for eLearning Mark Nichols 2003 suggests that the key factor here is that the selection of education approach or philosophy is more important than the selection of the technology itself how technology is used is more important than which technology is used 3 Mode 2 What Students Do The integration of technology into curriculum delivery must be driven by the needs of the learners and the curriculum Examine the full spectrum of your units in the context of the whole course and ask yourself whether the student learning experience could be improved Look at the learning outcomes taking an holistic view and ask whether the activities in place are as effective as they could be and whether they are constructively aligned In Biggs 1999 model of constructive alignment he gives this easy to remember example e Learning outcome be
47. or s only Guidance can be found in the BREO Help area You can also require students to blog in PebblePad as part of their PDP work integrated into the course Read http www heacademy ac uk resources detail resources casestudies international_ sout hampton_solent09 UoB_11_Guide_to_TEL_Mode2_v2 Page 9 of 32 Good practice blog has the following features e a purposeful task clearly related to learning outcome s and assessment e if shared i e open to the whole cohort ground rules for acceptable behaviour and communication styles agreed by all contributors e useful headings in order to assist searching and review e sense of narrative telling a story e if reflective rather than simply a recording use of analysis criticality and action planning 3 3 Wikis for Collaborative Working Whatever your focus it is likely that at some point you will have set group work Often the outcome will be a presentation frequently using PowerPoint While this can be a useful tool it is usually linear in its execution and not easy for students to work on together especially if they find it hard to meet face to face The wiki offers a way of working online whereby students can create a mini web site without the need for programming skills Wikipedia is probably the best known example of a wiki The use of a wiki for delivering the outcomes of a group task can provide the opportunity to e reflect with students explaining to each o
48. orking on creating new learning objects using a wiki which the tutor reviews and adds comments as feedback e using the Grademark tool in Turnitin Tool BREO Assignment MS Word Audacity PC GarageBand Mac blog and wiki comment tool How Contact LTU to discuss your needs and the best approach See The CRe8 Guide to Assessment for Learning Good practice using feedback has the following features e itis quick and provides guidance for improvement for all grades itis relevant and linked to learning outcomes assignment task and assessment criteria e students know where to find it and how soon after submission to look for it e itis clearly identified as feedback oddly some students will say they have not received feedback when they have simply because they have not registered it as such and sometimes when students complain about lack of feedback it may be because they do not recognise it as such 5 How Much Is Enough and How Is It Measured Are my units at Mode 2 Rather like many students you might want to know how they are assessed for Mode 2 ness Perhaps it would be helpful to go back to outcomes what are we trying to achieve by promoting the use of technology enhanced learning and what does that mean anyway We are emphatically not promoting the use of technology simply because it is there we don t want you to say There s a discussion tool therefore must find a way to somehow lever to
49. ourse s learning outcomes professional requirements assessment strategies and access to technology These will be modified by the skills of the teacher and the capacity of the learners to utilise technology and these skills and capacities can clearly be developed What marks Mode 2 distinctively from Mode 1 is the extent to which the design of a BREO unit facilitates purposeful activity by students online The CRe8 background briefing document Stimulating Learning reminds us that Learning is not a spectator sport We want students to be actively engaged in the learning process not just passive recipients At heart learning is both a social and a personal process Students may learn from tutors fellow students and other sources but what they learn becomes personal for them http www beds ac uk learning curriculum structures cre8s 1 There are several references to this quote so its origin is somewhat obscure For example Learning is not a spectator sport Students do not learn much just sitting in classes listening to teachers memorizing prepackaged assignments and spitting out answers They must talk about what they are learning write reflectively about it relate it to past experiences and apply it to their daily lives They must make what they learn part of themselves see Chickering A W amp Gamson Z F Seven Principles for Good Practice in Undergraduate Education AAHE Bulletin March 1987 p 3 7 UoB_11_Gui
50. ptember October 2004 36 48 Accessed 23 September 2009 http www educause edu EDUCAUSE Review EDUCAUSEReviewMagazineVolume39 Wide OpenSpacesWikisReadyorNot 157925 Lipscomb L Swanson J West A 2004 Scaffolding In M Orey Ed Emerging perspectives on learning teaching and technology Accessed 21 August 09 from http projects coe uga edu epitt Mainka C Smyth K 2006 Assuring Quality and Standards in Online Learning Edinburgh Napier University Quality Framework Section A9 Edinburgh Napier University Edinburgh Nichols M 2003 A theory for eLearning Educational Technology amp Society 6 2 1 10 Available at http ifets ieee org periodical 6 2 1 html ISSN 1436 4522 Prensky M 2001 Digital Natives Digital Immigrants On the Horizon 9 5 NCB University Press available at http Awww marcprensky com writing Prensky 20 20Digital 20Natives 20Digital 20Immigrants 20 20Part1 pdf Prensky M 2009 H Sapiens Digital From digital immigrants and digital natives to digital wisdom Journal of Online Education 5 3 Raban C 2007 Assurance versus enhancement less is more Journal of Further and Higher Education 31 1 77 85 http dx doi org 10 1080 03098770601167948 Accessed 24 Sept 2009 Smyth K amp Mainka C 2006 Pedagogy and Learning Technology A Practical Guide Edinburgh Napier University Edinburgh Smyth K 2007 TESEP in Practice the 3E Approach Accessed 24 Sept 2009 from ht
51. rategy and the University s Curriculum Review for 2008 CRe 8 It is the University s policy that every BREO unit will have a minimum level of support for the student s learning as laid out in Guide 10 Research clearly shows that engagement and activity provide the best models for learning and wherever online learning can support that model it should be considered for adoption leading to greater provision of Mode 2 online learning enriching the blended learning experience of our students hope that this guide will help you in your work As well as the guide colleagues within your department will also be a key point of contact and can provide local contextualisation for the topics covered here Staff development sessions on the information in this guide are run from time to time see the Teaching and Learning web site or for further help or clarification then please do contact us Mark Gamble Head of e Learning mark gamble beds ac uk 2 Blended Learning 21 What is Mode 2 Mode 2 learning is active and engaging providing students with opportunities to actually do things with new information ideas knowledge and concepts In her 2003 article New Models for Online Learning Carol Twigg writes about transforming courses Lectures are replaced with a variety of learning resources that move students from a passive note taking role to an active learning orientation As one math sic professor put it Students learn math b
52. resentations which can include sound voice sound effects graphics photos drawings pictures the ability to incorporate web pages and a whiteboard WIMBA Classroom is an externally hosted tool added in to BREO which can be provided in any content area of your BREO unit You can use this live with anyone enrolled on your unit who is anywhere in the world so you could collaborate online with co tutors as well as your students However certain countries do have policies and practices that reduce the available bandwidth and access for this kind of technology If you are contemplating using WIMBA Classroom in a new location outside the UK you must ensure that you have explored any potential sources of compromise local political controls or bandwidth management with the intended audience either individual students or a partner organisation Do not assume this technology will work satisfactorily in all countries at all times policies can change WIMBA Classroom offers the following features Instruction amp Reinforcement Classroom Management e Robust Electronic Whiteboard e Content Upload and Storage Application Sharing e Auto populated Participant List e Flexible Content Area e Use Review activity Full Featured Classroom Archiving Discussion amp Interaction Break Out Rooms Convenient amp Easy to Use e Emoticons Telephone Access Public and Private Chat MP4 Downloads http Awww wimb
53. s e Students experience of e portfolios is developed over time rather than in just one unit e Tutors help establish a clear link between e portfolios and learner development and or employability e Students are allowed to personalise their e portfolios to reflect their personalities and individual needs 4 Creativity and Richness in Delivery Online you can provide richer resources than just text or slides and so can your students This is one of the benefits of support for learning online Images and sound are certainly not new in education What is new in the context of this guide is the variety of new ways media can be delivered fo students and captured by them to be used in creating new learning outcomes Links to external freely discoverable i e by a Google search for example media materials can be easily made in BREO either by you as a tutor directly on a page or perhaps in a wiki page as part of a resource package or by your students using a wiki or a blog Studies in the sector have shown that many students are keen to make use of otherwise dead time travelling for example to watch video material and listen to audio recordings related to their learning Smart phones and iPods allow video and audio to be accessed when and where students choose and most of these will now also allow recordings to be made and then uploaded for storage and later incorporation into learning outcomes or used as artefacts to evidence learning th
54. scovery This rule will probably mean that your navigational list on the left is long and therefore shallow with many links to areas that contain folders within folders within folders Use the Manage Course Menu tool in the control panel to set up the menu to suit remembering that it is better to have more items visible in the list on the left than to put items within folders in these areas In this way you might have a structure based around weeks or around blocks and you might use relevant names for the blocks if appropriate For example e Week 1 e Block 1 e Week 2 4 e Block 2 e Week 5 or e Block 3 e Weeks 6 10 e Block 4 Whatever you choose to help students find their way around online there should be a clear breakdown of what learning takes place where certainly the Unit Handbook and ideally in separate area in the BREO unit labelled something like Unit Management or Unit Admin Remember to do all you can to help your students making it easy for them to work with what you have provided The more effective and transparent you can make this navigation the easier your life is likely to be if your students are confused by what you have provided who will they come back to That s right you And remember students demand consistency across the units in a course so you will be doing them and you a favour if you ensure commonality of provision and navigation across all units of the whole course Similarly never underestima
55. scscscacsrscscacscatecsesseees 8 S2 SEO AE al i 9 33 WIKIS FORCOLLABORATIVE WORKING oetcsscsxccsucsencerreuesseersvensscesncsueenusseseneseneessvvercantevsentutvnvervenveyes 10 3 4 PRESENTATIONS ONLINE WIMBA CLASSROOM scscsssssessssssssssssssesssesesesesesescsesneeseseeseseaserseess 11 3 5 E PORTFOLIOS PEBBLEPAD c sssssssssessssssesesessessseseseseeees ERROR BOOKMARK NOT DEFINED 4 CREATIVITY AND RICHNESS IN 11 41 USING AUDIO MATERIALS 13 A USING VIDEO MATERIALS 14 4 3 CREATING RICHER PRESENTATIONS WIMBA CLASSROOM csssssssesesesesesesesesseseseseseersceeseeceees 15 44 ccnn TR 16 4 5 BRAINSTORMING 17 45 TESTING KNOWLEDGE icncmnmnnncnumsnnnnmncnnmonacmnnananmniauamemuananennuransts 18 1 7 19 5 HOW MUCH IS ENOUGH AND HOW IS IT 20 5 1 TRANSFORMING AND ENHANCING THE STUDENT EXPERIENCE THROUGH 21 THESTUDENT EXPERIENCE ONLINE 23 23 AE a 23 24 6 2 GOOD ACADEMIC PRACTICE 24 1 a 25 7 MAKING ACCESSIBLE MAKING BETTER FOR 25 8 QUALITY ASSURANCE QUALITY ENHANCEMENT IN
56. te the usefulness of engaging students opinion about their interpretation of whatever structure you have devised and of the instructions that you have provided to help them understand what you require of them 15 Source Student written submission to the Institutional Audit Nov Dec 2009 http projects coe uga edu epitt index php title Scaffolding What_ 15 Scaffolding 3F UoB_11_Guide_to_TEL_Mode2_v2 Page 23 of 32 Have you ever been confused by instructions on how to do something or find something online You can avoid subjecting your students to this experience and having to deal with the ensuing problems by testing your structure and guidance on willing students before fully implementing them 6 1 2 Scaffolding Just as a building needs scaffolding until it can stand alone so scaffolding learning is a very effective way of helping to grow your students abilities and confidence as autonomous learners Activities online frequently fail because students have not been provided the scaffolding that would help them both understand the medium and the part they play in it There are different ways to scaffold instruction for students According to Bransford Brown and Cocking 2000 some educators favour an apprenticeship model whereby an expert models an activity provides the learner with advice and examples guides the student in practice and then tapers off support until the student can do the task alone Others prefer
57. the University The University uses PebblePad part of BREO as its e portfolio system PebblePad helps users create store and review multiple assets which can be aggregated into powerful presentational portfolios called WebFolios to provide rich stories of learning or achievement for a variety of purposes including e Assessment formal and informal e Advancement promotion or transition e Appraisal including supporting personal tutoring and self regulated study e Accreditation professional bodies UoB_11_Guide_to_TEL_Mode2_v2 Page 11 of 32 e Application course job funding e Articulation informative story telling PebblePad includes a range of tools designed to promote reflection and encourage collaborative learning It can be particularly helpful in supporting learners studying away from the campus on placements or through work based learning Tool PebblePad How You will need to contact Learning Technology for access to PebblePad and discuss your needs beforehand Once you have an account you can reach PebblePad from the BREO login page or directly at http portfolio pebblepad co uk beds See http portfolio pebblepad co uk overview asp Good practice when using PebblePad has the following features e Students and tutors understand the advantages of using an e portfolio e E portfolios are an integral part of the learning process not bolt on e Tutors structure e portfolio use to support pedagogic aim
58. ther sharing ideas e engage in active learning doing something with knowledge e develop communication and negotiation skills e work in a semi structured flexible online environment new pages can be added and changed as needed e foster deeper understanding teaching sharing is often the best way of learning potentially making the sum greater than the parts e broaden scope of learning bringing richness to the task with each student bringing different perspectives to the team e understand the work process where final polished articles outcomes evolve from ideas that are modified and developed rather than as something immediately fully formed e develop desirable 21 century employability skills as a result of experience in group working in an online context As well as using a wiki for groups to create a single coherent piece of work for assessment a more adventurous approach is to use it as a shared space to draw together materials to form a rich collection of learning materials contributing to the work of the whole cohort With forethought and good management this can engage students in deeper learning as valued members of a learning community instead of relying on the tutor to provide all the resources in the unit the creation of learning materials becomes a shared effort with all the associated opportunities to explore not only most recent thinking but also methods of evaluating materials credibility and worth
59. to face in meeting rooms to improve group productivity or in an online asynchronous setting where participants can use the tools to contribute to an ongoing meeting at their convenience Tool Facilitate Pro How Contact LTU for an introduction and guidance See http www facilitate com Good practice using online brainstorming has the following features e be prepared beforehand check the agenda understand what is the objective of the session and allow lead in time 11 http Awww era org uk 12 http Awww facilitate com technology UoB_11_Guide_to TEL 2 2 Page 17 of 32 e commit to attending and paying attention remove distractions e check the technology works and you understand it this includes your own computer e take responsibility for taking part e fully participate and give your name before speaking e be aware of who else is online possibly for later contact 4 6 Testing Knowledge If you are uncertain how your students understanding is progressing until they make their final submission then it s a fair bet that some of them will either be misunderstanding confused or following the wrong direction And they too may well be unclear about whether or not they are on track with their learning One of the ways to help reassure or redirect students particularly at Level 1 and particularly with knowledge based aspects of the course is to provide them with frequent short tests and quizzes set
60. tp www2 napier ac uk transform TESEP_3E_Approach pdf Twigg C A 2003 Improving Learning and Reducing Costs New Models for Online Learning EDUCAUSE Review v38 n5 p28 38 Sep Oct 2003 UoB_11_Guide_to_TEL_Mode2_v2 Page 31 of 32 Wei Maust B Barrick J Cuddihy Spyridakis JH 2005 Wikis for Supporting Distributed Collaborative Writing Pro 52nd Conf Society for Technical Communication Seattle http www stc org ConfProceed 2005 PDFs 0045 pdf An Introduction To Wikis QA Focus briefing document no 78 UKOLN http www ukoln ac uk qa focus documents briefings briefing 78 Vygotsky L 1978 Mind in Society London Harvard University Press UoB_11_Guide_to_TEL_Mode2_v2 Page 32 of 32
61. ves being able to make use of a variety of tools and to select appropriate tools to use in support of their learning their employability and their engagement with society citizenship increasingly requires it The 21 century graduate needs to be a confident user of technology in order to seek out reliable sources of information online and evaluate their accuracy relevance and usefulness to work effectively as a member of a team in an online context able to communicate online effectively and work collaboratively in shared online spaces and to maintain networks of contacts safely and effectively in an online context In delivering the curriculum we need to use technology because e it sustains flexibility in when and where students may be learning e it sustains flexibility in when and where staff may be teaching e it enables the support of students with learning difficult or problematic concepts issues e it makes for more effective use of resources e repositories of learning materials and activities develop over time enabling an even richer learner experience UoB_11_Guide_to_TEL_Mode2_v2 Page 4 of 32 e certain technologies develop and support specific skills e it allows access to specialist learning materials developed by other providers e it enables learners with different learning preferences to engage with learning at a deeper level e it supports cross campus working e it provides an effective commun
62. y doing math not by listening to someone talk about doing math Twigg 2003 2 Mode 2 is defined in the University s TEL Strategy as laid out in the following table Mode 2 INTEGRATED Blended learning leading to significant enhancements to learning and teaching processes comprehensive online provision integrated with face to face learning Communication Activities Provide integrated communication channels text and Provide an environment that fosters collaborative voice based to enable students especially in disparate student projects involving shared responsibility for groupings and locations to exchange information and resources and outcomes providing significant ideas ask questions and discuss issues relating to their opportunities for students to personalise learning UoB_11_Guide_to_TEL_Mode2_v2 Page 3 of 32 learning Provide specific opportunities and channels for students to manage and develop their own collaborative working and learning communities including the opportunity to build social learning networks Provide on line unit evaluation opportunities coupled with feedback on actions taken as a result of previous feedback Content Provide flexible access to high quality reusable learning materials may include structured gateways to web and other resources with accompanying self paced independent learning activities adaptive release interactive tutorials with feedback simulations study
63. y students will have iPods of one form or another and carry their music collections around with them In this way they can receive learning materials that are richer and more focused and potentially therefore more effective for learning especially if they can be accessed when the student needs them such as in a workplace learning situation One approach might be to provide a podcast stream with regular possibly weekly bulletins that highlight key learning points or point to useful new resources Benefits of using audio materials can include e helping to make the possibly impersonal online learning environment more human and engaging e adding variety in the means by which ideas and information is conveyed e creating an engaging cycle of interest if used regularly weekly say e providing non English speakers an opportunity to practise listening to language in the subject context e creating a reviewable library of audio materials which can be reviewed e providing focused and targeted revision materials in the lead In to any examination e providing audio feedback on an assignment Students can also use their own technology to record audio perhaps an interview with a professional to support some project work or their own reflection when undertaking some field work or on placement Provided the assessment required is planned to accommodate it this kind of evidence of learning can provide students with more realistic opportunities for

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