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teachers and technologists: it’s good to talk!

teachers and technologists: it’s good to talk!. Dr Mark Stubbs m.stubbs@mmu.ac.uk. Connecting Teachers & Technologists (Joint Enterprise & Pedagogy Meeting) Manchester Museum of Science & Industry, October 18, 2005. effect. mechanics. creative dialogue. case study.

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teachers and technologists: it’s good to talk!

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  1. teachers and technologists:it’s good to talk! Dr Mark Stubbs m.stubbs@mmu.ac.uk Connecting Teachers & Technologists (Joint Enterprise & Pedagogy Meeting) Manchester Museum of Science & Industry, October 18, 2005

  2. effect mechanics creative dialogue

  3. case study holistic redesign of a unitfor blended learning

  4. unit re-design context setting first year undergraduate “emerging technologies” unit scale 200+ students teaching team 3 technically-proficient innovators incentive pedagogic: demonstrate emerging technologies in practicepractical: team member seconded at short notice! change holistic re-design of term 2 for blended learning delivery

  5. unit re-design principles design principle 1 pursue intended outcomes through careful attention to: communication | power | sanctions design principle 2 design IT and work routines with an acute sense of audience and be ready to encourage/discourage unanticipated behaviour

  6. intended norms 1 tutor as expert of last resort 2 attention to detail 3 regular engagement 4 demonstrate learning outcomes design supporting technology and work routines unit re-design approach focus on intended outcomes cover approved learning outcomeslay first year foundations | reinforce intended academic behaviour / values

  7. tutor as expert of last resort lectures present tutorknow-how & demonstrate e-materials & hit logs tutors give timeto those engaging with e-materials hit logs enable tutorsto withhold support untilstudents try for themselves attentionto detail assignment briefspecifies precise file naming criteria tutors classifynon-compliant submissionsas ‘failures to submit’ late work regulationslimit non-compliant assignments to 40% regularengagement regular weekly lecturesprovide additional infoover slides in VLE tutors bookregular 1 hour labs &maintain strict Q&A times first year leadersummons poor engagersto discuss progress demonstratelearningoutcomes assignment grid specifiesrewards for levels of achievementfor each unit learning outcome personal feedback explains achievement against grid tutors mark strictly to publicised grid tutors mark strictly to publicised grid unit re-design routines power communication sanctions

  8. unit re-design technology web-based exercises and demonstrations for students 24x7 codified expertise enable ‘tutor as expert of last resort’ hit logs inform ‘regular engagement’ actions no discussion forum emphasise ‘precious’ face-to-face reward e-submission, assessment & feedback tools for tutors enable attention to detail despite 200+ students e-submission navigation similarity / requirements-breach alerts enable attention to detail despite 200+ students emphasise demonstrating learning outcomes personalised e-mail feedback

  9. Students > VLE • Content > VLE • Control VLE features • Review engagement by tut group • Demo & monitor e-submission • Send e-submissions for analysis • Navigate analysed e-submissions • Enter marks/comments • Send personalised feedback

  10. Students > VLE • Content > VLE • Control VLE features • Review engagement by tut group • Demo & monitor e-submission • Send e-submissions for analysis • Navigate analysed e-submissions • Enter marks/comments • Send personalised feedback DB snapshot* Edit VLE course# Edit VLE course DB join Custom LAMP Custom LAMP Custom LAMP Custom LAMP Custom LAMP *Should have gone to IMS Enterprise #Could have gone to IMS Content Packaging

  11. Percentage of Population EarlyMajority Late Majority EarlyAdopters Laggards Innovators Degree of Conservatism Crossing the chasm Enthusiasts imagine the benefits tolerate ‘work-in-progress’ fix / workaround usability flaws Pragmatists wait for proven results expect mature ‘total’ solutions usability flaws = reason not to use Source: Moore, G (1999) Crossing the Chasm

  12. do right things do things right Open Standards Ahead learner psychology customs & practice technological frames Connecting teachers & technologists creative dialogue assumption-surfacing | spirit of inquiry learning to network & networking to learn

  13. thank you for listening I’ll be back

  14. Creating the concert performance Resources Assessment Content Groups Courses People LIP • define parts • appreciate arrangements • compose engaging pieces • perform anywhere • understand and make a difference to the audience

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