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Moving from Paper, Chalk and Talk to Blackboard

Moving from Paper, Chalk and Talk to Blackboard. Dr Ewan W MacArthur Maths & Stats University of Paisley. Process?. Create process so conventional academic “module” can be converted to a module in a VLE; the educational experience should not be interrupted. Process used by STAFF (clearly)

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Moving from Paper, Chalk and Talk to Blackboard

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  1. Moving from Paper, Chalk and Talk to Blackboard Dr Ewan W MacArthur Maths & Stats University of Paisley

  2. Process? Create process so conventional academic “module” can be converted to a module in a VLE; the educational experience should not be interrupted. Process used by • STAFF(clearly) • Students(learning VLE)

  3. Rationale? State: Always new technology + new demands of students Need: Way to transform experiences & materials already available, to a VLE.

  4. Comparisons Student coming to University Academic Moving to VLE University is a new environment VLE is a …. Doesn’t …. Has previous …. Isn’t as ???? Student doesn’t have some necessary skills Has previous Experience & Skills Isn’t as inflexible as thought (by us)

  5. Plan • Have a phased strategy to help academics transfer to a VLE • Although three phases to start with, can be shortened with experience.

  6. Phase I Teaching Material Only [Course Material & Staff/Course Info] Students reacted immediately in a positive way. Forgetting, mislaying material - not a problem. Vast majority printed material off before the formal session.

  7. Phase II Teaching Material & Support Material. [Same as Phase I + More support material] Welcomed by students - same place as rest of materials. Quickly learned to use spreadsheets as “templates”. Requirement for better planning identified e.g. when such activities part of formal assessments. • Don’t be smug with Word!

  8. Phase III Teaching+Support Material+Other VLE Tools [ rest + Discussion Boards, email . . .] Before end of second stage, students had already requested some of these tools. Not just the geeks!

  9. Issues • Colleagues joined up – liked?, pressure? • Younger studs. - gained “street-cred” & so engaged with system & learning resources more frequently than expected. • Older studs. - appear to gain from “image” factor in that they are “virtually grouped” with their younger colleagues.

  10. ME???? • Repackage “traditional material. • Different problems with VLE • Resource material “better” set out – because used as template. • Unresolved – discussion boards language, learn technology or engage with peers?

  11. Expected Outcomes • Students would be able to manage their learning more easily and hopefully effectively • Staff would develop an ability to transfer much of the day-today learning administration duties to the e-learning context.

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