Thursday, 3 April 2008

Mindshift for the lecturers.


Pure facilitation can be frustrating - at time course leaders need to lead.

If we are to teach in HE using a blended approach and do it well, then the enterprise requires time.

Should this time come at the cost of face to face teaching?

Do we need to consider the added value of the online learning and value it by paying extra lecturers to facilitate it?

Experiences on BEd programme

  • The requirement for students to contribute each week and support each other does work.

  • Whole cohort discussions became more dynamic when daily e-mail bulletins were employed.

  • Take away the stick and the level of participation decreases. Or did I ask them to work with too difficult an interface...or was it the sharing itself?
  • Sharepoint only really works with Internet Explorer - so firefox/safari users are doomed.
  • This can only be achieved with explicit time allocated - change the way we teach?

Things to explore next time around -
  • Can we incorporate text messages of key discussions to students' phones?
  • Aim to have hot seats lasting one week - showcase them in the lectures more overtly.
  • Produce a 5 minute vodcast of the key messages of the lecture.
  • Explicitly teach students how to use online tools to learn.
As an organisation:
  • Use hubs more effectively especially the programme page.
  • Ensure all communities have the same key elements in the same places.
  • Examine the notion of 'e-facilitation' specialists within subject teams.

Wednesday, 2 April 2008

Mindshift for the students

When faced with the possiblity of working outside of 9-3-30 - technophobic responses
Podcasting - when will we have the time to create them?
'I think it could be another step back in social communication within our society, could it possibly decrease children's converstaional skills if unable to discuss face to face regularly with their teacher.'
When faced with learning using a podcast:
'i found this much more comfortable and easy to access than in a lecture because i knew i was ready to listen and focus as i had chosen when to listen to it rather than a dictated time.'
'Guaranteed attention. Independent learning! Own pace. Repeat when needed. i function better later in the evenings and this allowed me to learn at my optimum time.'
Battling technophobia:
I thought that the podcast was a very good idea though i'm not sure i'd feel secure doing this myself. Something i should overcome i feel as it could benefit my class.

Learning from Talk2Learn

This is a facilitated model - respond to questions with other questions to lead the participant to their chosen learning goal.

Every facilitator has the power to create learning communities - reality is few do...

Every course is a blended one - but there is no requirement to participate.

Now there is one 'hub' for all members....less communities, less fragmentation more chance of critical mass and momentum.

Nottingham with implied requirement

Nottingham without requirement

Look and feel are very important....

Blended approach on the BEd Programme

  • 1 hr lecture with 150 students
  • 1.5 hr seminar in groups of 20-30
  • Sharepoint
  • blog
  • collaborative mindmaps
  • podcast
  • Contextual problem solving

A blended approach to learning - References

Key influences:

Brosnan (1998), Technophobia - - Irrational response acknowledged by the technophobe.

Gladwell,M (2000) Tipping Point - Connectors and Mavens - We need both in the online learning environment.

NCSL (2007), 10000 heads are better than one, - Users need to understand the philosophy, value and purpose of participating in an online community

Surowiecki (2005),The wisdom of the crowds - - judgement of the experts vs judgement of the group.

Tapscott & Williams (2007), Wikinomics - - sharing is more powerful.

University of Plymouth (2007), FDTA away day, - Fight or flight response

Wallace (2001), Psychology of the the Internet - - Online Relationships need online equivalent of 'Next doorness'.

Diffusion of Innovation - Rogers (1962) - laggards?