Overview of the presentation at the ILT Forum

1. ILT FORUM Steve Saffhill steve.saffhill@rsc-em.ac.uk

2. Latest developments Synchronous/non-synchronous Collaborative Tools In the Classroom Shallow and deep learning

3. Wallwisher/ polleverywhere Elluminate & Google Doc’s Collaborative Tools SMART Slate Twitter

4. Don’t forget: You can copy-paste this slide into other presentations, and move or resize the poll.

5. Resources Moodle.rsc-em.ac.uk Forums and user groups ILT Forum What in the world of learning is exciting you?

6. Do social networks have a place in learning How do the examples up to now enhance learning?

7. Learning with EASE

8. Quiz Show Question and Answer Samples and Techniques

9. Declan Donnelly’s family is Irish

10. What part of Newcastle was Byker Grove based on? Sunderland Grove Jarrow Wallsend Byker

11. How many singles did PJ and Duncan aka Ant and Dec have? Sixteen Rip It Up; Tonight I'm Free; Why Me? (Is It Justified); Let's Get Ready To Rhumble; If I Give You My Number; Eternal Love; Our Radio Rocks; Stuck On U; U Krazy Katz; Perfect; Stepping Stone; Better Watch Out; When I Fall In Love; Shout; Falling; We're On The Ball

12. Ant & Dec John Malkovich Arnold Schwarzenegger Tom Jones Billy Idol The Wedding Singer The Last Action Hero Love Actually Being John Malkovic Mars Attacks Match the person to the film they appeared in as themselves:

13. SMART Slate

14. Learning Partnerships Sharing Passion/concern Learning and improving through regular interaction (adapted from Wenger)

15. PowerPoint Twitter Feedback SlideUse Presentation Mode to view, Click this header to give mouse control back to PowerPoint, change slide, etc. Check the “alternate format” to see more tweets! © SAP 2009 / Page 15

16. Three types of online communication Content-related Planning of tasks Social support (adapted from Haythornthwaite)

17. Surface Learning Good teaching “is getting most students to use the higher cognitive processes that the more academic students use spontaneously.” (Biggs 2003) Transmissive Intention to cope with course requirements Drawing on lower level cognitive skills Treating the course as unrelated bits of knowledge Memorising facts and procedures routinely Studying without reflecting on purpose or strategy Finding difficulty in making sense of new ideas presented (Biggs, 2003 and stolen from Scales) Teacher-centred Content-heavy Teacher ‘gives’ meaning

18. Deep learning Transformative Intending to understand ideas for themselves Relating ideas to previous knowledge and experience Looking for patterns and underlying principles Checking evidence and relating it to conclusions Examining logic and argument cautiously and critically Becoming actively interested in the course content Student-centred Constructivist Student ‘creates’ meaning

19. Bloom’s Taxonomy LOTS to HOTS

20. Going from LOTS to HOTS SMART Boards Mindmaps/argument maps Coaching instead of teaching Text chat

21. Synchronous or non-synchronous? Copied from Hrastinski

22. Issues E-responsibility Digital identity

23. Contact support@rsc-em.ac.uk Twit: rscem moodle.rsc-em.ac.uk