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Brian Smith
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Introduction
Head of Technology Enhanced Learning, Edge Hill University Higher Education Academy National Teaching Fellow Technology Enhanced Learning - The Study off
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This session
Three parts to this session: Scene setting - Outline Act 1 - Revisiting what we mean by Pedagogy Act 2 - Adding the e into Pedagogy
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Pedagogy and the Learning Design: Integrating simulations effectively into the design and delivery of online courses.
Outline
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Origin - 'Pedagogy'
Freire (1998) - Critical Pedagogy - Education Movement to guide passion and principles to help students develop their skills and freedom to take constructive action. Gagne (1985) - identified five major categories of learning: verbal information, intellectual skills, cognitive strategies, motor skills and attitudes. Vygotsky (1978)- Zone of Proximal Distance; the acquisition of new knowledge based on previous learning. Laurillard (2002) - Conversational Framework;
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Pedagogical origin Greek historical connections meaning leading the child Today, 2013 - It has a morphic meaning; how content is delivered, engagement, use of video and teaching artifacts.
Nicol, D. & Macfarlane-Dick (2006) Formative assessment and self-regulated learning: A model and seven principles of good feedback practice.
3. Deliver high quality feedback information 4. Encourage teacher and peer dialogue 5. Encourage positive motivation and selfesteem 6. Provide opportunities to close the gap
Nicol, D. & Macfarlane-Dick (2006) Formative assessment and self-regulated learning: A model and seven principles of good feedback practice.
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Origin of my pedagogy
Pedagogical origin childhood; watching others when playing games; monopoly, backgammon, chess, then the Rubik cube.
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Saving lives - immersion into the culture, organisation, profession, community of practice, timely feedback.
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Self-posed Questions
What behaviours do I hope to elicit it in the learning process?
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Learning design
Tutor planned stimulus Arousing curiosity Modelling behaviour Story telling
Contextual Voice
Critical thinking
Communication
Smith B, Reed P & Jones C (2008) Mode Neutral pedagogy. European Journal of Open, Distance and E-learning. June 2008
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Interconnecting
Interconnection
Classroom
Online/Distance
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Findings
Findings and benefits 35% move towards online in the first three weeks. High communication among participants Modelling good practice Application of knowledge into practice Centre point for support Fairness and Equality Accessed 22 hrs out of 24hrs (3am-5am!)
Smith B, Reed P & Jones C (2008) Mode Neutral pedagogy. European Journal of Open, Distance and E-learning. June 2008
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2. Create a convergence among the constellation of mode of delivery to one of mode of learning.
3. Ensure the learning is context-centric fostering situated learning and student generated learning.
Smith B, Reed P & Jones C (2008) Mode Neutral pedagogy. European Journal of Open, Distance and E-learning. June 2008
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Curiosity
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Immersion
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Virtual: Place
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Inspiring Teaching
Virtual: Creative
Inspiring Learning
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Immersion
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Inspiring Teaching
Virtual: Practice
Inspiring Learning
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Immersion
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Inspiring Teaching
Virtual: Connecting
Inspiring Learning
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Immersion
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Inspiring Teaching
Virtual: Reflecting
Inspiring Learning
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Immersion
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CONCENTRATION
Immersion
ENGAGED EMOTIONAL RESPONSES DESIRE TO SUCCEED
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Candy Crush
14.4 million daily players King.com believe the game is so family friendly and social. Meant for everyone on any platform
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Have many of us understand the game elements? Have there been any successes in implementing the virtual world design into the real world? Does it success depend upon physical rooms or can Education take place Without Walls?
Is the technology developed enough to keep people immersed in what they are doing? Is the Virtual World a red herring to what should happen in the real world?
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Blurred Terminology - Virtual Words, Virtual Reality, Virtual Environment, Blended learning, Distance Education, Hybrid education, trans-model learning and more.
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Activity 1
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In groups, use the flip chart to draw a visual representation of how you structure one of your teaching sessions.
List the pedagogical principles you integrate into your diagram; getting the students to become independent learners, etc
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Plenary 1
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Activity 2
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In the same groups, use your visual representation from activity 1 and ask each other where can technology simulate/enrich the pedagogical principles within the learning experience. What technology might you consider using: Facebook, Twitter, Video, Google Glass or something else?!
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Plenary 2
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2. Embedding social media to foster the need for feedback with one another.
3. Delivery of high-fidelity media for learning and stimulating engagement. 4. Knowing others are waiting to help you achieve your epic mission.
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Further reading
Cogill J (2008). Primary teachers interactive whiteboard practice across one year: changes in pedagogy and influencing facto rs. EdD thesis Kings College University of London. Allen, M., Bourhis, J., Burrell, N., & Mabry, E. (2002). Comparing student satisfaction with distance education to traditional classrooms in higher education: A meta-analysis. The American Journal of Distance Education, 16, 83-97. Angelo, T. A., & Cross, K. P. (1993). Classroom Assessment Techniques: A handbook for college teachers (2nd ed.). San Francisco: Jossey-Bass. Beetham, H. (2002). Design of learning programmes (UK). Dewhurst, D. G., & Williams, A. D. (1998). An investigation of the potential for a computer-based tutorial program covering the cardiovascular system to replace traditional lectures. Freire, P. (1998). Pedagogy of Freedom: Ethics, Democracy, and Civic Courage (Clarke, P., Trans.). Maryland: Rowman & Littlefield. Gagne, R. (1962). Military training and principles of learning. American Psychologist, 17, 263-276. Gagne, R. (1985). The Conditions of Learning (4th.). New York: Holt, Rinehart & Winston. Gagne, R. (1987). Instructional Technology Foundations. Hillsdale, NJ: Lawrence Erlbaum Assoc. Gagne, R. & Driscoll, M. (1988). Essentials of Learning for Instruction (2nd Ed.). Englewood Cliffs, NJ: Prentice-Hall. Gagne, R. M., Briggs, L. J., & Wager, W. W. (1992). Principles of instructional design (4th ed.). Fort Worth TX.: Harcourt Brace Jovanovich. Hannon, P. and Umble, C (2002) Gagne and Laurillard's Models of Instruction Applied to Distance Education: A theoretically driven evaluation of an online curriculum in public health. The International Review of Research in Open and Distance Learning. 3, 2. Kulik, C. L. C., & Kulik, J. A. (1986). Effectiveness of computer-based education in colleges. AEDS Journal, 19, 81 108. Laurillard, D. (1993). Rethinking University Teaching: A framework for the effective use of educational technology. London: Routledge. Laurillard, D., Stratfold, M., Luckin, R., Plowman, L. & Taylor, J. (2000) Affordances for Learning in a Non-Linear Narrative Medium. Journal of Interactive Media in Education, 2, [www-jime.open.ac.uk/00/2] Laurillard, D. (2002). Rethinking university teaching. A conversational framework for the effective use of learning technologies. London: Routledge Russell, T. R. (1999). The no significant difference phenomenon. Montgomery, AL.: International Distance Education Certification Center.
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Further reading
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Salmon, G. (2000) E-moderating: The Key to Teaching and Learning Online. Kogan Page.
Schulz, K. C., & Dahale, V. (1999). Multimedia modules for enhancing technical laboratory sessions. Campus-Wide Information Systems 16, 81 88. Twigg, C. (2001). Innovations in online learning: Moving beyond no significant difference. Troy, NY: Center for Academic Transformation, Rensselaer Polytechnic Institute.
Vygotsky, L.S. (1978) Mind in Society The Development of Higher Psychological Processes. Harvard University Press. Cambridge: Massachusetts. Links http://www.jisc.ac.uk/digiemerge http://www.jisc.ac.uk/whatwedo/programmes/elearning/digilifelong.aspx http://www.jisc.ac.uk/whatwedo/programmes/elearning/developingdigitalliteracies.aspx http://www.jisc.ac.uk/uploaded_documents/sb%20conversational%20framework.pdf Laurillard (2010) Conversational Framework https://www.youtube.com/watch?v=97NjUUAdyq0
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