Rethinking Pedagogies with New Technologies (Solent Exchange 2013)
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Presentation by Sam Taylor and Julian Prior at Solent Exchange 2013 at Southampton Solent University, Tuesday September 16th. The focus of the presentation is on rethinking our ways of teaching and learning in preparation for the new teaching building due to be completed in 2015. The 'Flipped Classroom' is the key teaching innovation discussed.
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Rethinking Pedagogies with New Technologies (Solent Exchange 2013)
- 1. Rethinking Pedagogy with New Technologies Julian Prior & Sam Taylor Learning Technologies 17th September 2013
- 2. Intro...Intro... This will be a show & tell and discussion based session in which we demonstrate technology enhanced teaching & learning scenarios through case studies of existing practice and speculative scenarios of how the new building’s technologies may be exploited for improved student learning experiences. The focus is very much on building on good practice with a view to continuous enhancement in the future. http://mycourse.solent.ac.uk/EdTechPed Flickr: Scott McLeod CC: BY
- 3. Digital Literacies/SkillsDigital Literacies/Skills “those capabilities which fit an individual for living, learning and working in a digital society.” JISC 2011 Digital Literacies Cultural Cognitive Constructive Communicative Creative Confident Critical Civic dougbelshaw.com/ebooks/digilit/
- 4. Why DL is important:Why DL is important: • Problem solving • Employability • Innovation/Creativity • Cultural awareness • Connect/Collaborate • Student engagement • Inclusivity • Public/Civic engagement http://www.library.illinois.edu/diglit/definition.html
- 5. Examples of howExamples of how technology istechnology is enhancing how weenhancing how we teach andteach and how students learnhow students learn
- 7. Flipped Classroom: Pedagogical model which reverses the traditional lecture and homework elements of a course and 'flips' them around. Model:Model: Transferring knowledgeTransferring knowledge (Easy bit!)(Easy bit!) Embedding knowledgeEmbedding knowledge (Hard bit!)(Hard bit!) Traditional (Sage on the stage) Face-to-face Lecture Homework/assessment •No time to ask questions when stuck •Next face-to-face session is on different topic •Can’t assess understanding until end of unit Flipped (Guide on the side) Homework Pre-class listen/read/watch Face-to-face activities Peer Interaction, group work, seminars, role play, show and tell, creating scenarios, Higher level skills (think Bloom’s Taxonomy)
- 8. Case study: Rhian JonesCase study: Rhian Jones Diverse student cohort Drip feeding FTW! Student engagement tracking Improved NSS scores! Accessible learning content Portable/mobile content Rhian Jones, Senior Lecturer in Sport, SSU
- 9. Resources – What do I need?Resources – What do I need? Make your own: - Present.me - Camtasia (site license) - Screenflow/Quicktime Pro (Macs) - Screencast-o-matic - Lecture capture Already existing: - Khan Academy - iTunes U - Academic Earth - TEDEd - MIT OpenCourseWare Webcam, microphone, computerWebcam, microphone, computer
- 10. Try before you buy…Try before you buy… http://http://ed.ted.ed.ted.com/on/g0Sd2mG7com/on/g0Sd2mG7
- 11. Clickers at the ready! Q1. From what you’ve heard so far, do you think you’ll consider using the ‘flipped’ model in your teaching/training? Yes No Already use it Not sure
- 12. DiscussDiscuss Discuss/argue your response with your colleagues on your table/near you You have 3 mins Flickr: Open Michigan CC: BY
- 13. Clickers at the ready! Q2. Following your discussion, do you think you’ll consider using the ‘flipped’ model in your teaching/training? A. Yes B. No • Already use it • Not sure
- 15. Peer Instruction: “You can forget facts but you cannot forget understanding.” Question Lecturer poses thought- provoking question Thinking Students given 1-2 mins to think about question Voting Students vote on question using PRS/clickers Peer Discussion Students discuss answers in small groups Voting Students vote again. Lecturer compares the results. Explanation Brief or in- depth explanation offered Professor Eric Mazur Source: Wikimedia Commons “Peer instruction is all about QUESTIONING rather than TELLING.”
- 16. Clickers at the ready! Q3. Do you think you’ll consider using the ‘Peer Instruction’ model in your teaching/training? A. Yes B. No • Already use it • Not sure
- 17. DiscussDiscuss Discuss/argue your response with your colleagues on your table/near you You have 3 mins Flickr: Open Michigan CC: BY
- 18. Clickers at the ready! Q4. Following your discussion, do you think you’ll consider using the ‘Peer Instruction’ model in your teaching/training? Yes No Already use it Not sure
- 19. (Find TELCoP on Yammer!)
- 20. Thank you:Thank you: Julian Prior julian.prior@solent.ac.uk Ext: 3766 @jpodcaster Sam Taylor sam.taylor@solent.ac.uk Ext: 3290 @SamWiseFox Learning Technologies Portal page: http://portal.solent.ac.uk/learningtechnologies myCourse support: http://mycourse.solent.ac.uk/EdTechPed Join us for a cuppa in RM015!Join us for a cuppa in RM015!
Notes de l'éditeur
- SM
- SM
- What are they? No single definition of DLs – broadly speaking encompasses a range of skills, attributes, competencies, identities all of which are essential for thriving in a digital society (work, learn, play) Underpins a lot of what we do with technology in teaching and learning and a lot of what we ’ll talk about this morning – essential for staff and students Big push towards embedding across curriculum and services at HE institutions – lots of funding for projects - Bath 100k for embedding DLs across curriculum/services Not just about ‘surviving’ but THRIVING in a digital world – we want to immerse our students in the Digital Environment so that they are fully competent and confident and creative etc. when they leave Solent. Both a challenge and opportunity.
- Why are DLs important? Not just about competency using software but Higher order skills (problem solving) Employability – 90% of employers look for high level of digital skills Creativity – not just about consuming online content – imp that students (and staff) are confident creating online content (see YouTube) Story tellers - Adrian Mills - digital storytelling, blogs etc. Cultural aspects of DLs – ability to use different LTs in different contexts (e.g Facebook) Networking and connections with others Student engagement etc. THRIVING NOT SURVIVING!! – already used to working and studying in a digital world
- SM: Here ’s a couple of examples of pedagogical techniques that we’d like to share with you to see what you think and whether they might be worth trying out in your academic practice.
- SM
- SM
- SM – Introduce Rhian
- Lots of resources to assist you in Flipping your classrooms already exist and are freely available – video-based content on iTunesU, Khan Academy, MIT OpenCourseWare, YouTube Ed etc. If you want to create your own video content for use in a flipped setting the hardware basics = webcam, microphone and PC/laptop. Software = Present.me (freemuim, web-based), Screencast-o-matic (free, web-based), Camtasia (site license) or Screenflow/Camtasia/Quicktime for Mac. If you need help creating video content come and talk to Learning Technologies!
- TED talks TEDEd – lots of pre-made Flipped lessons for you to use, including one on how to Flip your class … (switch to web browser to illustrate?)
- Think about your response and answer individually
- SM
- Jp: What do we do during contact time - in the classroom? PI Doesn ’t have to involve digital technologies – watch this video
- JP: Professor Eric Mazur - Harvard Prof of Physics All about QUESTIONING rather than TELLING (Mazur). Aim is not to learn facts, but to learn deeper understanding. “You can forget facts but you cannot forget understanding.” (Mazur) Ask a thought-provoking question (using clickers but don ’t have to use clickers). Question is based on the issues that students found difficult in the pre-class activities. (JITT) Take a minute or so to think about the question then answer the question individually – ideally using clickers so lecturer gets immediate feedback (but doesn ’t tell class what the results are) Discuss answers in small groups, trying to convince each other of the correct choice. Looking for a consensus on the right answer. Lecturer circulates and joins in the discussion where appropriate. Learners vote again. If the majority are correct then lecturer gives a brief explanation. If majority are incorrect then a more detailed explanation is offered before moving on.
- SM
- SM
- JP - Both Flipping and Peer Instruction can be useful parts of a toolkit for an inclusive curriculum.
- SM