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2. What can e-learning do for me?

3. “Choosing the appropriate tools for the job!”
Aim
To raise awareness of the suitability of a range of technologies for meeting specific pedagogic purposes
“Choosing the appropriate tools for the job!”

4. Overview Exploring technologies What’s my context?
What purpose does technology serve?
What role is technology playing?
Where does the technology fit?
Where next?

5. Audience
Response
System
Audio
podcasting
Blogs
(Microblogging)
Interactive
tutorials
VLE
Forum
Lecture
capture
Online
Submission
Quiz
Photo video
story
Desktop
conferencing
Electronic
Pens
e-Portfolios
Social
bookmarking
Google
Documents
SMS
(text messaging)
Wikis

6. What’s my context?

7. What purpose does the technology serve?
Communication
Collaboration
Reflection
Production (student)
Presentation
Interaction (student - course material)
Assessment/feedback
LAURILLARD D (2002) Rethinking University Teaching: a framework for the effective use of educational technology (2nd edition) London; RoutledgeFalmer

8. What role is technology playing?
Case Study 1 – Distance learning
The MA programmes in the Department of Education are using wikis to make learning materials available to distance learning students. Two or three members of staff develop the materials together. They can refer to units already created in the wiki for ideas about format and style. They can refer to units already created in the wiki for ideas about format and style. There are some parts of the unit which are generic and these are cloned across all units. Students can leave their feedback as a comment on any wiki page. Some tutors make links to group activities located in Moodle.
Case Study 2 – Engaging foundation degree students
Students on a sports foundation degree unit work in groups to design and record an interview with an expert coach. Each group analyses their own interview to draw out how the coach identifies talent in a particular sport. The groups then exchange the video via Moodle (the Virtual Learning Environment) to gain further understanding about the similarities and differences across different sports.
Case Study 3 – Peer learning
There is a move to diversify assessment on an undergraduate programme. To this end, students taking a first-year unit were set the task of creating a ‘digital story’ (audio and images) that captured reflections on an individual’s own effective learning. Students were encouraged to share their developing stories (via Voicethread, a web-based service) and seek critique from their peers. These critical comments and those of the tutor were then used to help students refine their stories. This activity prompted students to engage with the assessment criteria.

9. Where does the technology fit?
Scenario 1 : Group work
Scenario 2 : Preparing for seminars
Scenario 3 : Supporting placement students
Your own context?

10. Where next? How will you: embed the technology in a learning activity?
establish rules for engagement with this new technology-enabled learning environment?
introduce the technology?
support its use?
evaluate the outcomes?

11. Your feedback please….