Use of technology in teaching and learning

1. Use of technology in teaching and learning Phil Barker Heriot-Watt University http://www.icbl.hw.ac.uk/~philb header image cropped from Ford 6.8 sohc 3v triton v10 engine cutaway by Shannon Ramos. Licence: cc:by-nc

2. Outline • Background • Some examples • Discuss how the examples might be used

3. A couple of ground rules • We should know why we’re using the technology we use. • Let’s not be afraid to talk about teaching.

4. Warning Technology should not drive pedagogy, it should facilitate pedagogy But technology can be “disruptive” it can transform pedagogy.

5. A model for technology in teaching and learning • Based on Laurillard’s conversational framework • Perhaps a little dated, but useful as a framework for discussion of why use which technology...

6. Teacher explains concept Teacher at level of descriptions Students at level of descriptions Student describes concept Teacher adapts task in light of students description Teacher modifies description in light of student actions Student acts in light of teacher’s description Student modifies description in light of interaction Teacher sets task & provides feedback Students acts in teacher’s “world” Teacher sets up “world” in which students can act Student acts on task Modified from “Rethinking University Teaching, a framework for the effective use of educational technology” Laurillard, 1993

7. Teacher explains concept Teacher at level of descriptions Students at level of descriptions Student describes concept Teacher adapts task in light of students description Teacher modifies description in light of student actions Student acts in light of teacher’s description Student modifies description in light of interaction Teacher sets task & provides feedback Students acts in teacher’s “world” Teacher sets up “world” in which students can act Student acts on task Modified from “Rethinking University Teaching, a framework for the effective use of educational technology” Laurillard, 1993

8. Teacher explains concept

9. Teacher explains concept Videos: • http://www.youtube.com/education • Bridge collapse • iTunesU • http://webcast.berkeley.edu/

10. Case study Implementation of Optical Fibre Communications Module in a Virtual Learning Environment John Fothergill, Leicester. “The bulk of the content delivery is through forty short lectures, which comprise an audio-video recording of the lecturer, slides, and a transcript of the lecture, and which are supported with handouts. The recordings are accessible at any time, and can be paused, rewound, replayed etc. under the control of the student.” http://www.heacademy.ac.uk/assets/documents/subjects/engineering/teaching-award-implementation-optical-fibre.pdf

11. Teacher explains concept Teacher at level of descriptions Students at level of descriptions Student describes concept Teacher adapts task in light of students description Teacher modifies description in light of student actions Student acts in light of teacher’s description Student modifies description in light of interaction Teacher sets task & provides feedback Students acts in teacher’s “world” Teacher sets up “world” in which students can act Student acts on task Modified from “Rethinking University Teaching, a framework for the effective use of educational technology” Laurillard, 1993

12. A world in which students can act • Yenka electronics, http://www.yenka.com/en/Yenka_Electronics/

13. A world in which students can act • Reload: real laboratories operated at a distance, • http://reload.leeds.ac.uk/ • Established in 2000 by the School of Mechanical Engineering at the University of Leeds and has been developed over a number of years in to a complete system for students to access high quality experimental equipment via the internet.

14. A world in which students can act • Bridge designer, • http://www.jhu.edu/virtlab/bridge/truss.htm

15. Case study A novel approach to the use of spreadsheets in structural design Fraser Smith, Dundee. http://www.heacademy.ac.uk/assets/documents/subjects/engineering/teaching-award-novel-approach-use-spreadsheets.pdf • Image (c) David D Muir, http://www.flickr.com/photos/daviddmuir/3117039334 • Licence CC by-nc-nd

16. Teacher explains concept Teacher at level of descriptions Students at level of descriptions Student describes concept Teacher adapts task in light of students description Teacher modifies description in light of student actions Student acts in light of teacher’s description Student modifies description in light of interaction Teacher sets task & provides feedback Students acts in teacher’s “world” Teacher sets up “world” in which students can act Student acts on task Modified from “Rethinking University Teaching, a framework for the effective use of educational technology” Laurillard, 1993

17. Case study Fostering collaboration and benefiting from blurred boundaries between s Manish Malik, Portsmouth. “The tools used for project supervision are Twitter, which is used for very short progress updates of queries, a wiki, which can be used to post and collaboratively edit larger items, and online logs or e-logs, which are used to monitor the progress of the project.” http://www.heacademy.ac.uk/assets/documents/subjects/engineering/fostering-collaboration-benefiting-from-blurred-boundaries.pdf

18. By Phil Barker http://www.icbl.hw.ac.uk/~philb <phil.barker@hw.ac.uk> Licence: Creative Commons Attribution header image cropped from Ford 6.8 sohc 3v triton v10 engine cutaway by Shannon Ramos. Licence: cc:by-nc