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Learning about local religions

eLearning Learning about local religious communities Deirdre Burke University of Wolverhampton. Learning about local religions. Elearning in action Deirdre Burke University of Wolverhampton. Student learning.

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Learning about local religions

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  1. eLearning Learning about local religious communities Deirdre Burke University of Wolverhampton Learning about local religions Elearning in action Deirdre Burke University of Wolverhampton

  2. Student learning “Getting ‘hands on’ with a community, for me personally breaks the ‘academic’ barrier. By that, I mean religious faith is not merely an ‘academic subject’, but real people’s lives. We see the struggles and problems behind a community who essentially want to serve and love G-d in the best way they know - and for me, it makes it more ‘real’- whether Christian, Muslim, or whatever.”

  3. Research foundation: from RS to eLearning Grimmitt (2000) an experiential encounter with religion through a synchronic and diachronic study of religious communities Jackson: reality of lived experiences accessed through ‘ethnographic and personal accounts of religious life’ (Jackson, 1997, p.3) Biggs, 2003, Metacognitive skills are in essence involved with what a ‘what learner does in new context.’ (2003, 94) Grandgenett et al: “Perhaps the most important key to the successful integration of technology into the teaching and learning process…is to carefully modify the curriculum to include specific technology appropriate activities.” (1997, 254) Mudge’s guidance to “Provide the information in such a fashion that students feel they have some control over the way they learn.” (1999,15)

  4. Mayes: cycle of conceptualisation

  5. Religions in Wolverhampton

  6. STUDENT LEARNING ENVIRONMENT

  7. Map of gurdwaras Details for each place of worship Home page Student Report Faith Lives Faith Guide Sound glossary

  8. Wolverhampton On-line Learning Framework WOLF

  9. EPortfolio- Webfolio Class activities Student Report Class Activities Non-contact Webquest Follow up to visit

  10. The Conversational ModelLearning through discovery: student as researcher Teacher’s conceptual Knowledge Student conceptual knowledge Teacher constructed world Student experiential knowledge role of dialogue and interaction; interaction with the subject matter via tasks. Developed from Laurillard's Conversational Model

  11. Bibliography Burke, D. ‘Learning and Teaching about ‘Race’ and ethnicity: the religious factor!’ in Farrar, M. & Todd, M. (eds) (2006), Teaching ‘Race’ in Social Sciences: New Contexts, New Approaches, pp. 128 – 143. Birmingham: Centre for Sociology, Anthropology and Politics. http://camelbelt.pbwiki.com/Wolverhampton%20tech-supported%20learning%20environments Religions in Wolverhampton: http://asp2.wlv.ac.uk/hlss/Religion%20in%20Wolverhampton/index.htm Religions in Wolverhampton (new) http://www.wlv.ac.uk/Default.aspx?page=12279 Biggs, J. (2003) Teaching for Quality Learning at University, Maidenhead; SHRE. Grandgenett, D. Topp, N. Fluckiger, J. Ostler, E. & Martenson, R. ‘Integrating Technology into Teaching and Learning: The Three Keys to the Kingdom’ Innovations in Education and Training International 1997, 34.4. Grimmitt, M. (Ed.) (2000) Pedagogies of Religious Education, Great Wakering: McCrimmons. Jackson, R. (1997) Religious Education: an interpretive approach, London: Hodder & Stoughton. Mayes accessed at http://www.jiscinfonet.ac.uk/InfoKits/effective-use-of-VLEs/intro-to-VLEs/introtovle-approaches/introtovle-models Mudge, S. ‘Delivering Multimedia Teaching Modules via the Internet’ Innovations in Education and Training International 1999, 36.1.

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