Presentation on theme: "Ferl / TechDis training sample. Accessible for whom? The potential – and the pitfalls – in using e-learning with diverse student groups. Case study based."— Presentation transcript:
Ferl / TechDis training sample. Accessible for whom? The potential – and the pitfalls – in using e-learning with diverse student groups. Case study based on interactive Powerpoint techniques. Facets of accessibility: Physiological Cognitive Linguistic Perceptual Learning style Psychological I can’t see it I can’t do it It would make more sense in pictures They look the same to me I can’t get my head round it What does that actually mean?
Ferl / TechDis training sample. Adjustments for all? Hardware Software Pedagogy
Ferl / TechDis training sample. How learning works: When new information is learned, new connections are made between areas of brain activity. Before the learning has taken place, these connections did not exist. If these connections are not regularly used they will become redundant – hence we forget things we do not regularly practice. The implication of this concept is that the more ways we find of making connections to existing knowledge and the more we use them, the more learning will take place. A good teacher will: Use a variety of examples to give more opportunities for making connections Use their knowledge of individuals to personalise examples Create active opportunities for students to make their own links. Example 1 Click diagram for animation Next How learning worksMemorising or understanding Factors influencing learning Research findings Engaging learners Evaluating online practice Example 2
Ferl / TechDis training sample. Learning a formula in maths or science is a shallower level of learning than knowing how to apply it. It could be argued that deep level learning has not taken place until a learner can intelligently apply the information in an unfamiliar context. These twin concepts of application and transferability are the hallmarks of deep level learning. Memorising or understanding? V=… x R Q: Complete the formula Or…. 12 volts 2 ohms Q: Work out the current going through each bulb Next How learning worksMemorising or understanding Factors influencing learning Research findings Engaging learners Evaluating online practice
Ferl / TechDis training sample. The nature and quality of the learning activities. Factors influencing learning The learner’s motivation The learner’s self esteem and confidence The learner’s preferred learning style The learner’s awareness of the way they think (ie “metacognition”) The nature and quality of the learning materials Do I want to do this? Am I capable of doing this? Have you got a picture? I’d understand this more if I approached it differently It’s interesting and interactive I enjoy the debates Next How learning worksMemorising or understanding Factors influencing learning Research findings Engaging learners Evaluating online practice
Ferl / TechDis training sample. Research findings: There is a substantial research on the range of teaching strategies that have a value added effect on achievement. Notable among the research is Professor Hattie’s summary of the literature where the positive influences of direct instruction, feedback, class environment etc have been compared. In the scoring system used, an effect size of 1 is equivalent to improving the rate of learning by 50%. 25%-50% increase in rate of learning 10% - 25% increase in rate of learning Effect size Next How learning worksMemorising or understanding Factors influencing learning Research findings Engaging learners Evaluating online practice
Ferl / TechDis training sample. To engage learners in the learning process we need to pay attention to… Well crafted text – hover over link for more informationmore information Clear audience – hover over link for more informationmore information Images are used effectively – hover over link for more informationmore information Multi-sensory engagement – click link for sample video clipssample video clips The learning resourcesThe learning activity built around those resources Summarise Sketch Assemble Design Evaluate Recommend Explain Complete High quality learning resources should have the following characteristics: Engaging learners Next How learning worksMemorising or understanding Factors influencing learning Research findings Engaging learners Evaluating online practice
Ferl / TechDis training sample. The learning activities that go with the learning resource are an essential part of the equation. It is entirely possible to teach badly with a good resource or indeed to teach well with a bad one. The learning tasks must clearly develop from previous work clearly relate to the resources available include higher level thinking skills – for example evaluating, synthesising or decision making. Ideally involve a degree of user autonomy or creativity. The model above offers a simple way of evaluating your online practice. Much of the current online learning exists in the bottom left hand corner. It is possible to move away from this area by creating more imaginative resources or more imaginative tasks. See a technocentric approach See a teachocentric approach Evaluating online practice Next How learning worksMemorising or understanding Factors influencing learning Research findings Engaging learners Evaluating online practice
Ferl / TechDis training sample. The teacher has become inspired in terms of their resource creation. They enjoy working with new hardware (eg video cameras) or software (eg Hot Potatoes or Powerpoint). They create nice interactive materials but the task is nearly always the same… “work though and make your own notes….” ! Recommendation: Continue developing the things you enjoy but seek to create more active learning tasks – create Powerpoints with bits left for the student to finish or get students working collaboratively. Back See a teachocentric approach Drag and drop Word Video clips in Powerpoint Animated Powerpoints Technocentric
Ferl / TechDis training sample. The teacher has an imaginative approach to active learning and often involve learners creating things and working together in teams. The teacher has little ILT confidence and so the entire subject intranet consists of links to other people’s web pages. Whilst the active tasks are really suitable for some learners, others want to work on their own more and would like more interactive materials that would match their different learning styles. Recommendation: The teacher could easily incorporate some of the simple but highly effective Ferl techniques into their existing resources. The teacher would make some students feel more secure if they had online notes to refer to. See a technocentric approach Back Create a report Create a group presentation Teachocentric
Ferl / TechDis training sample. This is the end of the slide show. Slides beyond this point only include the optional examples that were linked to different pages of the presentation. Thankyou for working through this presentation.
Ferl / TechDis training sample. Linking learning to experience – travel and tourism OK, get in pairs. You’ve got a minute to tell each other your worst holiday experience of unfriendly locals. Right, as we go round the group, we’ll mark them up on the board under main headings – but we’ll have to decide the headings as we go along. Own memories Empathy with experience of another Categorising Teacher 1: Here’s a handout on the impacts of tourism on local communities. Make notes on it and answer the questions. Teacher 2: And why do you think they behaved like that? Evaluating Brain activity related to own experiences Limited < Back
Ferl / TechDis training sample. Multi-sensory learning Click on each image to start the video clip. Note in the boxes below the key senses engaged in each example < Back