1 / 29

“Interactive” e-learning

“Interactive” e-learning. John Webber, Sussex Downs College JISC “effective practice in e-learning” Nov 2005. E-learning without pedagogy. How to make things worse with e-learning: Any suggestions? Ignore or underestimate your students Focus on resources not learning activity

dalton-bradley
Download Presentation

“Interactive” e-learning

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. “Interactive” e-learning John Webber, Sussex Downs College JISC “effective practice in e-learning” Nov 2005

  2. E-learning without pedagogy How to make things worse with e-learning: Any suggestions? • Ignore or underestimate your students • Focus on resources not learning activity • Make students passive • exclusively viewers / receivers • rather than actors in the creation of their own understanding

  3. Interactivity: the “holy grail” of ILT? • The great claim: • Interactive in the way a book can never be • But must ask: • Who is active? • Interacting with what (or whom)? • Question: Examples of different types of interactive e-learning?

  4. Three types of Interactivity • Interaction with software • Interaction with teacher/lecturer • Interaction with other learners

  5. Interaction with software • An example: • A level Environmental Science students • Field trip less effective than expected • Problems handling environmental data

  6. Evaluation • By observing user groups, interviewing students, and feedback from staff • Motivating • Clearly benefited from diversity of modes of engagement • Gained confidence in handling and interpreting data • Also rated highly as revision tool • Production was time-intensive • But design principles transferable to simpler resources

  7. Interaction with teacher • Surviving PowerPoint • An example from a Physics class:

  8. Interaction with other learners • The effective planner in action:

  9. Who? • Sixteen adult Access to HE students • Returning to study • 9th week of a year-long preparation for study at HE • Currently completing UCAS applications • 4 ESOL students • 1 partially deaf-blind (Usher) • 2 dyslexic

  10. What? • Course learning objectives • To acquire the skills and knowledge required for H.E. • Module learning objectives • Develop an informed understanding of the dynamic relationships between Science, Technology and Society • Learn to research and critically engage with questions, ideas & assumptions

  11. What specifically? Intended Learning Outcomes for this session • Use the web effectively to researchalternative views on a controversial issue • Work collaborativelyin an online environment • Summariserepresentative claims and counterclaims of lobbyists within the energy debate • Comment on the authorityand potential bias of a range of resources • Identify vested interestsin the energy debate • Illustrate the dynamic relationshipbetween Science, Technology and Society

  12. Additional objective • Raise awareness of learning, research and knowledge creation as collaborative processes

  13. Where & with what? • Crowded (quite noisy) classroom • Computers & projector • Textual and multimedia resources on VLE • Online discussion forum • Access to Internet

  14. The scenario • Hypothetical new Dept of Energy • Sudden resignation of Minister during crisis • New minister • Urgently needs briefing on key issues within current controversy : “The Energy and Climate Change Debate”

  15. The process • 8 topics matched to 8 teams (pairs) • Individually research, summarise and post to specified forum thread • Feedback between sessions from tutor • Review each other’s posts • Work together to post final summary to new forum

  16. Selected online resources

  17. Differentiation through access to text, graphics & multimedia Deliberate selection of diversity of views

  18. Forums

  19. Collaborative research in action:

  20. An example of a student’s contribution:

  21. & tutor’s response – directing to investigate counter-argument

  22. Another type of contribution

  23. Tutor direction, this time, to include further detail in summary

  24. Some spontaneous feedback from a, less confident, (ESOL) student At 11pm!

  25. The final session (short burst activities): 1) Online research & writing 2) Conversation &collaborative writing 3)Reading & critical review 4)Whole class discussion

  26. Review / Evaluation • Strengths • An effective strategy for supporting students practicing active research and collaboration • Learning about diverse perspectives • Motivation: enjoyable and engaging • Valuable opportunities for formative assessment both tutor and peer • Highlighted learning needs both individual and group • Allowed differentiation • Weakness • Rushed – deserved an extra session • For a few, technology still an obstacle

  27. Questions / contributions? • Experience of using technology to stimulate collaborative learning? • Other ways of using technology to stimulate interactive learning? • Or other active learning?

  28. Contact details • John Webber • Sussex Downs College, Lewes: john.webber@sussexdowns.ac.uk

More Related