Mapping the technology landscape: Linking pedagogy to the affordances of different technologies

1. Mapping the technology landscape: Linking pedagogy to the affordances of different technologies Marija Cubric and Mark Russell Learning and Teaching Institute University of Hertfordshire

2. Chickering, A. W., and Gamson, Z. F. (1987) “Seven Principles for Good Practice in Under- graduate Education.” AAHE Bulletin, 1987, 39(7), 2–7 Identify practices, policies and institutional conditions that will result in powerful undergraduate education Develop self-assessment principles that are understandable, generalizable, and practical Emphasise howrather than the what of effective education Help sustain the debate and action to stimulate reforms in undergraduate education

3. Why Chickering and Gamson? ‘Face-validity’ , accessible, understandable language, wide applicability, practicality • Based on 50+ year of research in the way “teachers teach and learners’ learn” • Importance varies “across disciplines, teaching methods, learning styles, and institutions” (Sorcinelli, 1991) • Supported by research findings (Sorcinelli, 1991) e.g. student-faculty contact, prompt feedback, active learning • Some principles are overlapping (e.g. active & cooperative learning) , some lack in clarity (e.g. time on task) , some intertwined with all other principles (e.g. learning styles) • (Sorcinelli, 1991) • Lack of support for constructivist learning (Dalton & Tharp, 2002) e.g. • Joint Productive Activity (JPA): Teachers and students producing together. • Making Meaning: Connecting School to Students' Lives • Popular tool for guiding curriculum design (Chizmar & Walbert, 1999); and evaluating on-line courses (Graham, et al., 2001)

4. Consensus building: planning poker** game 5 min/game X 84 games = 7 h 12 technologies X 7 principles = 84 games Strengths, weaknesses? ★ L&T scenarios supporting principles? Opportunities? ★ • **Cohn, M. (2005) Agile Estimating and planning, Prentice Hall, *agileinaflash.blogspot.com

5. Results Pedagogy-led L&T Scenarios (recorded at UH LTI Resources website http://bit.ly/aBQP7K)

6. Good Practice… encourages contact between students and lecturers Wiki L&T scenarios • Tutor posts information about himself on the group wiki (“social presence” Garrison et al (2000) • Tutor participate on wiki discussion page • Tutor provides feedback on group work

7. Good Practice… develops reciprocity and cooperation among students Design project, collaborative tests, problem solving, topic analysis, essay, encyclopedia, book “a multitude of small observations and steps shared between all participants” (polymath) Problem solving, topic analysis, essay, book, encyclopedia, peer review, data evaluation, teaching materials, presentations, guides FAQ, summary, examples, literature reviews Glossary, bibliography, reflection, discussion

8. Good practice… communicates high expectations The University of British Columbia's class SPAN312 ("Murder, Madness, and Mayhem: Latin American Literature in Translation") contributed to Wikipedia during Spring 2008. Our collective goals were to bring a selection of articles on Latin American literature to featured article status (or as near as possible). By project's end, we had contributed three featured articles and eight good articles. None of these articles was a good article at the outset; two did not even exist. Literature review, peer review, data evaluation, reflection Topic analysis, essay, design project, encyclopedia, book, exam revisions Examples, simple problem solving, web based guides FAQ, summary, discussion, teaching materials, presentations, knowledge base Glossary, bibliography

9. Good practice… uses active learning techniques *Cress &Kimmerle, 2008 Reading (internalizing*) Re-structuring (qualitative knowledge building *) Adding (quantitative knowledge buidling*) Writing(externalizing*)

10. Good practice… - Gives prompt feedback • Regular tutor’s feedback • Discussion on feedback • Peer review and feedback • - Emphasises time on task • Weekly or bi-weekly tasks • - Respects diverse talents and ways of learning • Individual e-portfolios • Group projects

11. Conclusions No direct casualty between technologies that are introduced and practices that will follow (Lund & Smørdal, 2006) Instead, “the pedagogy provide the lead” (Kirkwood & Price, 2005). The uses, or scenarios of the technology, are articulated to demonstrate the importance of having a pedagogical purpose in which to deploy the technology Scenarios included in University of Hertfordshire's Curriculum Design Toolkit In-depth conversation about the quality of blended learning and the resulting student experience. Future work • Other evaluation frameworks … • Laurriard’s (2002) conversational framework; • Garrison et al (2000) Community of Inquiry model; • Weller’s (2000) technology/pedagogy map; • Dalton & Tharp’s (2002) standards for teaching • Other technologies… • Second Life • Twitter • Facebook • Tagging

12. References Chickering, A. W., and Gamson, Z. F. (1987) “Seven Principles for Good Practice in Under- graduate Education.” AAHE Bulletin, 1987, 39(7), 3–7 Cohn, M. (2005) Agile Estimating and planning, Prentice Hall Chizmar J.F and Walbert M.S. (1999) Web-Based Learning Environments Guided by Principles of Good Teaching Practice, The Journal of Economic Education, Vol. 30, No. 3,p 248-259 Dalton S.S. & Tharp R.G. (2002) STANDARDS FOR PEDAGOGY: RESEARCH, THEORY AND PRACTICE; In Learning for life in the 21st century: Sociocultural perspectives on the future of education. G. Wells & G. Claxton (Eds.) Oxford: Blackwell, 2002 (pp. 181-194) Garrison, D. R., Anderson, T., & Archer,W. (2000). Critical Inquiry In A Text-Based Environment: Computer Conferencing In Higher Education. The Internet And Higher Education, 2(2-3), 87-105 Graham, C., Cagiltay, K., Lim, B., Craner, J., & Duffy T. M. (2001). Seven principles of effective teaching: a practical lens for evaluating online courses. Technology Source.  Kirkwood A., and Price L. (2005) Learners and learning in the twenty-first century: what do we know about students' attitudes towards and experiences of information and communication technologies that will help us design courses? Studies in Higher Education, Volume 30, Issue 3 June 2005 , pages 257 – 274 Laurillard D. (2002) Rethinking University Teaching: A Framework For The Effective Use Of Educational Technology - 2nd Edition. London; Routledgefalmer Lund A. and Smørdal O. (2006) Is there a space for the teacher in a WIKI?. In Proceedings of the 2006 international symposium on Wikis (WikiSym '06). ACM, New York, NY, USA, 37-46. Sorcinelli, M. D. (1991) Research Findings on the Seven Principles. New Directions for Teaching and Learning, No. 47 Weller M. (2002) Delivering Learning On The Net ; Routledge_Farmer

13. Acknowledgements • Images • leadinganswers.typepad.com • web.sysart.fi • www.ncsu.edu • agileinaflash.blogspot.com • Tag cloud creator • www.wordle.net • Planning Poker Game participants • Helen Barefoot,Marija Cubric, Sarah Flynn, Phillip Porter, Amanda Relph, Mark Russell, University of Hertfordshire, UK