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. mechanics creative dialogue effect

3. case study holistic redesign of a unit for blended learning

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

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

7. unit re-design routines communication power sanctions lectures present tutor know-how & demonstrate e-materials & hit logs hit logs enable tutors to withhold support until students try for themselves tutors give time to those engaging with e-materials tutor as expert of last resort assignment brief specifies precise file naming criteria tutors classify non-compliant submissions as ‘failures to submit’ late work regulations limit non-compliant assignments to 40% attention to detail tutors book regular 1 hour labs & maintain strict Q&A times regular weekly lectures provide additional info over slides in VLE first year leader summons poor engagers to discuss progress regular engagement assignment grid specifies rewards for levels of achievement for each unit learning outcome personal feedback explains achievement against grid tutors mark strictly to publicised grid demonstrate learning outcomes

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

9. 1.Students > VLE 2.Content > VLE 3.Control VLE features 4.Review engagement by tut group 5.Demo & monitor e-submission 6.Send e-submissions for analysis 7.Navigate analysed e-submissions 8.Enter marks/comments 9.Send personalised feedback

10. 1.Students > VLE 2.Content > VLE 3.Control VLE features 4.Review engagement by tut group 5.Demo & monitor e-submission 6.Send e-submissions for analysis 7.Navigate analysed e-submissions 8.Enter marks/comments 9.Send personalised feedback DB snapshot* Edit VLE course# Edit VLE course DB join Custom LAMP *Should have gone to IMS Enterprise #Could have gone to IMS Content Packaging

11. Crossing the chasm Degree of Conservatism Percentage of Population Innovators Early Adopters Late Majority Early Majority Laggards 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 ChasmMoore, G (1999) Crossing the Chasm

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

13. thank you for listening I’ll be back

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