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2020 Teaching and Learning Forum
11th October 2020
Nurturing curiosity and inquiry within the
curriculum through technology:
How can digital tools support active student
learning?
Dr. Richard Walker
Session Outline
 Defining engaging learning
 How do we design for active student engagement?
 Identifying opportunities to design in student-led activities using
technology
 Discussion
 Review of blended course design approaches and activity modes
 Facilitating student-led teaching and content creation activities
 Instructional responsibilities and things to think about
How do we nurture curiosity and inquiry within the curriculum?
 What does engaging learning look like?
 What are the implications for the planning of contact time
between staff and students?
 How should we approach the design of student work?
Some questions to begin with….
Staff – student contact:
Meaningful interactions to encourage, inform, accelerate student
learning
Feedback loops: frequent, underpinning these interactions
(Chickering & Gamson, 1987)
Student work:
Spaced and interleaved practice
Retrieval of previously-learned material
Structure building of key ideas / mental frameworks
Collaboration
Development of transferable skills
(Brown, Rodiger & McDaniel, 2014)
Characteristics of engaging learning
Focus on active learning design -
developing students as autonomous
learners
 enabled through technology: designed
in and aligned with learning objectives
 supporting different modes of learner
engagement, activity and control
Curriculum design and technology
What role can digital tools play in
supporting engaging learning?
Modes of learner engagement supported through the
use of technology
Enabling learning: interleaved
practice
retrieval of previously
learned material;
application to new contexts
formative quizzing;
targeted online feedback
and support
Enhancing learning: insight
through structured interaction
dialogical learning and
collaborative research and
report writing tasks
wiki /blog spaces
online peer, assessment
and review
Transforming learning:
student-led teaching and
discovery
Student-led content
creation;
problem-based learning
resource hub
wiki / blog problem
solving space
Engagement Mode Illustrative Activities TEL support
Towards user-led education
Enabling learning Enhancing learning
Transformative
learning
Active Learning and Engagement
Increasing flexibility
and access to learning
 Nomadic & situated
(context aware) learning
 Facilitating discussion
and peer support
 Student-authored
teaching resources
 Student-led learning
through collaboration &
communities of inquiry
Extending range of
learning opportunities
 Re-envisioning role of students: producers rather than consumers of
learning
 Acknowledgement that students have skills to:
 Engage in collaborative knowledge creation activities
 Develop learning as active producers of ‘content’ (Generation ‘C’)
 Leading to hybrid ‘user-and -producer’ role
 including collaboration in content creation through teams and
wider learning community
Students as producers of content
(Bruns et al., 2007; Dziuban, Hartman & Moskal, 2004)
(Bruns, 2006)
 Designing for active learning:
 Focus on authentic learning activities
 Developing students’ creative capacities and literacies
 Addressing collaborative engagement in learning tasks
 communication skills and criticality in collaboration: through
feedback and review
Implications for learning and teaching
What do you see as the opportunities for the design of
student-led learning and teaching activities within your
institution?
Specifically activities that engage students as co-creators of
learning resources / course artefacts?
http://bit.ly/actlearn
http://goo.gl/C4ygga
DISCUSSION
Student-led learning & teaching activities
Use cases
TaskFocus
Participation
Group Work Individual Work
Procedural Collaborative research
summaries
Question authoring (MCQ) &
creation of solutions
Peer review (critiquing of
academic writing)
Dissemination of research
findings (video production /
social media)
Literature reviews (opinion
pieces)
Assessed Unguided group research
tasks (problem solving)
Developmental Cognitive Neuroscience
(Psychology)
3rd year module (circa 50 students)
 Collaborative summaries and
reflection on seminar discussion,
lectures and weekly reading
 Student development of MCQs and
open questions on topics
 Preparation for student led
seminars
Transforming learning through student-led summary
and presentation
Supporting time on task and deeper learning case study
The History and Theory of Criticism
(English & Related Literature)
3rd year module (circa 10 students)
 Blog posted weekly written analyses
on key texts in preparation for
seminars and class based discussion
 Encourage engagement with the
literature
 Opportunity to practise academic
writing
 Encourage participation and sharing
of ideas between peers extended
beyond the classroom
Transforming learning through academic writing and
critique
The History and Theory of Criticism case study
“by having to create a blog each week it meant that I had to think about
the reading, not just absorb it - so in our seminars the discussion already
had a depth of understanding which had not been there in many of my
other module seminars. It also helped me to keep up the practice of
arguing in a written way whilst simultaneously functioning as a starting
point for verbal discussion in seminars. I felt that it has contributed
substantially to the progress I feel I have made this term in
understanding and getting to grips with quite a challenging module.”
(3rd Year English Undergraduate)
Transforming learning through academic writing and
critique
Evolutionary Ecology:
3rd year module
 Collaborative summaries of
research literature forming
‘online textbook’
Transforming learning through student-led teaching
and discussion
http://tinyurl.com/student-led-teaching
Nurturing curiosity and inquiry within the curriculum through the use of technology: How can digital tools support active student learning?
“In their exam essays, two-thirds of the students included material from
their extra reading, which was much higher than I have ever seen before.
Five students based more than half of their essay on extra reading, which
was exceptional, and the average marks in essays was much higher. In
short, I think that there is some tangible evidence that not only the
students thought they were able to learn better and enjoyed the module,
but that they genuinely did learn better.”
(Evolutionary Ecology instructor)
Transforming through student-led teaching
York Law School
 shared blog and wiki spaces used by
postgraduate law students to
perform unguided group research
tasks
 enabling groups of students who
are geographically dispersed to
collaborate online in self-directed
learning tasks, researching
solutions to the targeted learning
outcomes which have been agreed
with their PBL tutor
Problem-based learning : Student-led teaching and
discovery
York Law School Blended PBL Case Study
 Facilitates face-to-face discussion
 Steers definition of outcomes
 Mid-cycle review with feedback on group performance
PBL Roles
• leading discussion
• managing group
interaction
Managing
Partner or Chair
• defining learning
outcomes to shared
problem
• researching problem
& possible solutions
PBL Group
• recording outcomes
of discussion
• drafting solution to
shared problem
Scribe
PBL Tutor
Active learning
 “if you do something in PBL you will remember that forever,
whereas [on my previous course] I had like hundreds of pages to
learn by heart and then after two weeks I wouldn’t remember
half of it” (International LLM student)
Thinking ‘like a lawyer’
 You’re applying what you’ve learned into a practical context and
that really does help … by working through a problem you
actually see how you get to it” (International LLM student)
Problem-based learning
 Students allocated to project groups facilitated by ‘near
peers’ – experienced in targeted learning methods
 Weekly plenary face-to-face meetings (and as needed)
 Use of communication tools: Google Drive & Slack
 Virtual shared space where students feel comfortable to
ask questions of instructors, ‘near peers’ and each other
 Hub to share ideas / findings; engage in collaborative
problem-solving & trouble-shooting
Case study: https://tinyurl.com/peer-led-research
‘Near-peer’ group research : Student-led teaching and
discovery
Peer-led learning design model
Types of interactions
 Interactions between students and staff / ‘near peers’
 asking questions
 sharing solutions
 displaying data
 Peer interaction
 more and much earlier
 general communication
Nurturing curiosity and inquiry within the curriculum through the use of technology: How can digital tools support active student learning?
Benefits
 Developing transferable skills
 Less reliance on instructor-led learning
 More ownership of the project and independent learning
 Peer learning
 Critical thinking
 Reduces working hours time pressure on instructors and allows
students to make progress out of hours
Disadvantages
 Developing the students’ confidence in using the medium takes a
little time
 Raised expectations of immediate and frequent contact
‘Near-peer’ group research : Lessons learned
Some further questions to ponder:
 What role can digital tools play in supporting engaging learning
through assessed activities?
 How can we encourage creative and collaborative learning outcomes
through assessment?
Thinking about assessment and technology
Assessment of learning – Assessment as learning
Increased focus on metacognitive skills
Increasedcollaborationand
participation
(Walker & Jenkins, 2019)
Assessment of learning Assessment as learning
Group Tasks
Document sharing applications
Wikis
Content authoring tools for
video, podcast artefacts
Collaborative Tasks
Digital storytelling (audio,
video, images)
Social media for peer review
(i.e. blogs, Twitter
Individual Tasks
MCQs
Learning units (e.g. SCORM
packages)
Individual Tasks
Blogs
Portfolios
Simulations
Heritage Practice (Archaeology)
 Communicating research through
video production and blogging
Transforming learning through student-created
content (Video) http://tinyurl.com/student-videos-blogging
http://tentativestepsheritage.blogspot.co.uk/
http://yorkstudentheritage.blogspot.co.uk/
 Encouraging students to create videos
to develop transferable media
production, presentation and
evaluation skills
 Asked students to explore methods of
communicating an ‘excavation’ in a
public-facing, engaging fashion with
use of a digital medium
 Sought to encourage deeper level
understanding of core concepts,
critical reflection of individual input
and evaluation of audience
perceptions
Transforming learning through authentic tasks
Transforming learning: Reporting research through videos
http://bit.ly/2pgfi9p
 “The video project has greatly improved my
understanding of the subject as it has
expanded my knowledge of how heritage
can be presented in many different ways
and through different mediums. It has
shown me a modern and innovative way of
presenting ideas surrounding heritage
projects and also allowed for a great deal of
creativity and freedom of thought which I
really enjoyed.”
 “I would definitely use the skills I have
learned through the video project in the
future, probably to produce projects that
present aspects of heritage in an exciting
way to an audience.”
Transforming learning by developing transferable skills
Transforming learning: Student Feedback
http://bit.ly/2pgfi9p
What do you see as the key challenges to ‘designing in’ and
supporting student-led learning and teaching activities?
Supporting activities that engage students as active learners;
e.g. as co-creators of learning resources/course artefacts
DISCUSSION
 Student acceptance of active learning design
 Student competencies to engage in target activities
 academic skills: critical reflection & peer review
 technical skills for content creation
 group organisational skills: self-regulation & monitoring
 Assessment & feedback design: discrimination between individual and
group outputs
 ‘Join’ between online (student-led) and class-based sessions
 Workload: facilitation, monitoring and feedback
Key challenges associated with student-led learning &
teaching activities
Facilitating student-led activities
Phase 1:
Preparation
(design phase)
Phase 2:
Socialising
learners
(start of the
module)
Phase 3:
Supporting
student
participation
(early stages)
Phase 4:
Sustaining student
participation
(later stages)
Phase 5:
Summing up the
learning
outcomes for the
module
(end of module)
http://bit.ly/ytelhb-4-2 (Walker & Baets, 2008)
 Socialising: induction – modelling of course tasks and targeted
learning behaviour; building confidence & addressing technical and
learning competencies
 Supporting: just in time instructions; model learning; provide
feedback / technical support (tips)
 Sustaining: monitoring of work; on-going evaluation & accountability
– ‘little and often’
 Interlinking and Summing Up: acknowledge and summarise on-line
contributions in class; invite class presentations on collaborative work
(peer accountability); make explicit learning outcomes from class-
based and online activities
Instructional responsibilities: delivery tips
Wanttoknowmore?
Please refer to sections
4 and 5 of the
York TEL Handbook:
http://bit.ly/ytel-hb
Addressing:
Design of online activities and their
relationship to learning objectives;
instructional guidance and support to
students during the performance of online
activities
Casestudyreferences
Problem Based Learning
Case study: http://tinyurl.com/blended-PBL
Peer-led group research
Case study: https://tinyurl.com/peer-led-research
Student-led teaching and discussion (Evolutionary Ecology)
Case study: http://tinyurl.com/student-led-teaching
YouTube summary: https://www.youtube.com/watch?v=fiysfbBvWQg
Reporting research through video production (Heritage Practice)
Case study: http://tinyurl.com/student-videos-blogging
YouTube summary: https://www.youtube.com/watch?v=A_uAII8n9uI
Academic writing and critique (History and Theory of Criticism)
Case study: http://tinyurl.com/critical-literature-review
Student-led summary and presentation (Cognitive Neuroscience)
Case study: http://tinyurl.com/deeper-engagement
Brown, P.C., Rodiger, H.L, McDaniel, M.A. (2014). Make it stick: the science of successful
learning. Cambridge, MA: Belknap Press.
https://www.hup.harvard.edu/catalog.php?isbn=9780674729018
Bruns, A. (2006). Towards produsage: Futures for user-led content production. In
Proceedings: Cultural Attitudes towards Communication and Technology 2006, eds. Fay
Sudweeks, Herbert Hrachovec, and Charles Ess. Perth: Murdoch University, pp. 275-84.
Retrieved from: https://eprints.qut.edu.au/4863/
Bruns, A., Cobcroft, R., Smith, J., & Towers, S. (2007). Mobile Learning Technologies and
the Move towards ‘User-Led Education’. In Proceedings Mobile Media, Sydney. Retrieved
from: http://eprints.qut.edu.au/6625/1/6625.pdf
Chickering, A.W., & Gamson, Z.F. (1987). Seven Principles for Good Practice in
Undergraduate Education. AAHE Bulletin, March 1987:3-7. Retrieved from:
https://teaching.uncc.edu/sites/teaching.uncc.edu/files/media/files/file/InstructionalMe
thods/SevenPrinciples.pdf
Referencesand
recommendedreading
Dziuban, C., Hartman, J., & Moskal, P. (2004). Blended Learning. EDUCAUSE Center for
Applied Research, Research Bulletin, 7, March 30, 2004. Retrieved March 15, 2007 from:
http://www.educause.edu/LibraryDetailPage/666?ID=ERB0407
Walker, R. & Baets, W. (2008). Instructional design for class-based and computer-
mediated learning: Creating the right blend for student-centred learning. In R.
Donnelly & F. McSweeney (Eds.), Applied E-Learning and E-Teaching in Higher Education
(pp. 241-261). New York: Information Science Reference. https://www.igi-
global.com/gateway/chapter/5164
Walker, R. & Jenkins, M. (2019): Designing engaging assessment through the use of
social media and collaborative technologies. In C. Bryan & K. Clegg (Eds.) Innovative
Assessment in Higher Education: A Handbook for Academic Practitioners. Second
Edition.
https://www.routledge.com/Innovative-Assessment-in-Higher-Education-A-
Handbook-for-Academic-Practitioners/Bryan-Clegg/p/book/9781138581197
Referencesand
recommendedreading
Questions?
Dr. Richard Walker
Programme Design and Learning Technology
Team
University of York, UK
richard.walker@york.ac.uk
Nurturing curiosity and inquiry within the curriculum through the use of technology: How can digital tools support active student learning?

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Nurturing curiosity and inquiry within the curriculum through the use of technology: How can digital tools support active student learning?

  • 1. 2020 Teaching and Learning Forum 11th October 2020 Nurturing curiosity and inquiry within the curriculum through technology: How can digital tools support active student learning? Dr. Richard Walker
  • 2. Session Outline  Defining engaging learning  How do we design for active student engagement?  Identifying opportunities to design in student-led activities using technology  Discussion  Review of blended course design approaches and activity modes  Facilitating student-led teaching and content creation activities  Instructional responsibilities and things to think about
  • 3. How do we nurture curiosity and inquiry within the curriculum?  What does engaging learning look like?  What are the implications for the planning of contact time between staff and students?  How should we approach the design of student work? Some questions to begin with….
  • 4. Staff – student contact: Meaningful interactions to encourage, inform, accelerate student learning Feedback loops: frequent, underpinning these interactions (Chickering & Gamson, 1987) Student work: Spaced and interleaved practice Retrieval of previously-learned material Structure building of key ideas / mental frameworks Collaboration Development of transferable skills (Brown, Rodiger & McDaniel, 2014) Characteristics of engaging learning
  • 5. Focus on active learning design - developing students as autonomous learners  enabled through technology: designed in and aligned with learning objectives  supporting different modes of learner engagement, activity and control Curriculum design and technology What role can digital tools play in supporting engaging learning?
  • 6. Modes of learner engagement supported through the use of technology Enabling learning: interleaved practice retrieval of previously learned material; application to new contexts formative quizzing; targeted online feedback and support Enhancing learning: insight through structured interaction dialogical learning and collaborative research and report writing tasks wiki /blog spaces online peer, assessment and review Transforming learning: student-led teaching and discovery Student-led content creation; problem-based learning resource hub wiki / blog problem solving space Engagement Mode Illustrative Activities TEL support
  • 7. Towards user-led education Enabling learning Enhancing learning Transformative learning Active Learning and Engagement Increasing flexibility and access to learning  Nomadic & situated (context aware) learning  Facilitating discussion and peer support  Student-authored teaching resources  Student-led learning through collaboration & communities of inquiry Extending range of learning opportunities
  • 8.  Re-envisioning role of students: producers rather than consumers of learning  Acknowledgement that students have skills to:  Engage in collaborative knowledge creation activities  Develop learning as active producers of ‘content’ (Generation ‘C’)  Leading to hybrid ‘user-and -producer’ role  including collaboration in content creation through teams and wider learning community Students as producers of content (Bruns et al., 2007; Dziuban, Hartman & Moskal, 2004) (Bruns, 2006)
  • 9.  Designing for active learning:  Focus on authentic learning activities  Developing students’ creative capacities and literacies  Addressing collaborative engagement in learning tasks  communication skills and criticality in collaboration: through feedback and review Implications for learning and teaching
  • 10. What do you see as the opportunities for the design of student-led learning and teaching activities within your institution? Specifically activities that engage students as co-creators of learning resources / course artefacts? http://bit.ly/actlearn http://goo.gl/C4ygga DISCUSSION
  • 11. Student-led learning & teaching activities Use cases TaskFocus Participation Group Work Individual Work Procedural Collaborative research summaries Question authoring (MCQ) & creation of solutions Peer review (critiquing of academic writing) Dissemination of research findings (video production / social media) Literature reviews (opinion pieces) Assessed Unguided group research tasks (problem solving)
  • 12. Developmental Cognitive Neuroscience (Psychology) 3rd year module (circa 50 students)  Collaborative summaries and reflection on seminar discussion, lectures and weekly reading  Student development of MCQs and open questions on topics  Preparation for student led seminars Transforming learning through student-led summary and presentation Supporting time on task and deeper learning case study
  • 13. The History and Theory of Criticism (English & Related Literature) 3rd year module (circa 10 students)  Blog posted weekly written analyses on key texts in preparation for seminars and class based discussion  Encourage engagement with the literature  Opportunity to practise academic writing  Encourage participation and sharing of ideas between peers extended beyond the classroom Transforming learning through academic writing and critique The History and Theory of Criticism case study
  • 14. “by having to create a blog each week it meant that I had to think about the reading, not just absorb it - so in our seminars the discussion already had a depth of understanding which had not been there in many of my other module seminars. It also helped me to keep up the practice of arguing in a written way whilst simultaneously functioning as a starting point for verbal discussion in seminars. I felt that it has contributed substantially to the progress I feel I have made this term in understanding and getting to grips with quite a challenging module.” (3rd Year English Undergraduate) Transforming learning through academic writing and critique
  • 15. Evolutionary Ecology: 3rd year module  Collaborative summaries of research literature forming ‘online textbook’ Transforming learning through student-led teaching and discussion http://tinyurl.com/student-led-teaching
  • 17. “In their exam essays, two-thirds of the students included material from their extra reading, which was much higher than I have ever seen before. Five students based more than half of their essay on extra reading, which was exceptional, and the average marks in essays was much higher. In short, I think that there is some tangible evidence that not only the students thought they were able to learn better and enjoyed the module, but that they genuinely did learn better.” (Evolutionary Ecology instructor) Transforming through student-led teaching
  • 18. York Law School  shared blog and wiki spaces used by postgraduate law students to perform unguided group research tasks  enabling groups of students who are geographically dispersed to collaborate online in self-directed learning tasks, researching solutions to the targeted learning outcomes which have been agreed with their PBL tutor Problem-based learning : Student-led teaching and discovery York Law School Blended PBL Case Study
  • 19.  Facilitates face-to-face discussion  Steers definition of outcomes  Mid-cycle review with feedback on group performance PBL Roles • leading discussion • managing group interaction Managing Partner or Chair • defining learning outcomes to shared problem • researching problem & possible solutions PBL Group • recording outcomes of discussion • drafting solution to shared problem Scribe PBL Tutor
  • 20. Active learning  “if you do something in PBL you will remember that forever, whereas [on my previous course] I had like hundreds of pages to learn by heart and then after two weeks I wouldn’t remember half of it” (International LLM student) Thinking ‘like a lawyer’  You’re applying what you’ve learned into a practical context and that really does help … by working through a problem you actually see how you get to it” (International LLM student) Problem-based learning
  • 21.  Students allocated to project groups facilitated by ‘near peers’ – experienced in targeted learning methods  Weekly plenary face-to-face meetings (and as needed)  Use of communication tools: Google Drive & Slack  Virtual shared space where students feel comfortable to ask questions of instructors, ‘near peers’ and each other  Hub to share ideas / findings; engage in collaborative problem-solving & trouble-shooting Case study: https://tinyurl.com/peer-led-research ‘Near-peer’ group research : Student-led teaching and discovery
  • 23. Types of interactions  Interactions between students and staff / ‘near peers’  asking questions  sharing solutions  displaying data  Peer interaction  more and much earlier  general communication
  • 25. Benefits  Developing transferable skills  Less reliance on instructor-led learning  More ownership of the project and independent learning  Peer learning  Critical thinking  Reduces working hours time pressure on instructors and allows students to make progress out of hours Disadvantages  Developing the students’ confidence in using the medium takes a little time  Raised expectations of immediate and frequent contact ‘Near-peer’ group research : Lessons learned
  • 26. Some further questions to ponder:  What role can digital tools play in supporting engaging learning through assessed activities?  How can we encourage creative and collaborative learning outcomes through assessment? Thinking about assessment and technology
  • 27. Assessment of learning – Assessment as learning Increased focus on metacognitive skills Increasedcollaborationand participation (Walker & Jenkins, 2019) Assessment of learning Assessment as learning Group Tasks Document sharing applications Wikis Content authoring tools for video, podcast artefacts Collaborative Tasks Digital storytelling (audio, video, images) Social media for peer review (i.e. blogs, Twitter Individual Tasks MCQs Learning units (e.g. SCORM packages) Individual Tasks Blogs Portfolios Simulations
  • 28. Heritage Practice (Archaeology)  Communicating research through video production and blogging Transforming learning through student-created content (Video) http://tinyurl.com/student-videos-blogging http://tentativestepsheritage.blogspot.co.uk/ http://yorkstudentheritage.blogspot.co.uk/
  • 29.  Encouraging students to create videos to develop transferable media production, presentation and evaluation skills  Asked students to explore methods of communicating an ‘excavation’ in a public-facing, engaging fashion with use of a digital medium  Sought to encourage deeper level understanding of core concepts, critical reflection of individual input and evaluation of audience perceptions Transforming learning through authentic tasks Transforming learning: Reporting research through videos http://bit.ly/2pgfi9p
  • 30.  “The video project has greatly improved my understanding of the subject as it has expanded my knowledge of how heritage can be presented in many different ways and through different mediums. It has shown me a modern and innovative way of presenting ideas surrounding heritage projects and also allowed for a great deal of creativity and freedom of thought which I really enjoyed.”  “I would definitely use the skills I have learned through the video project in the future, probably to produce projects that present aspects of heritage in an exciting way to an audience.” Transforming learning by developing transferable skills Transforming learning: Student Feedback http://bit.ly/2pgfi9p
  • 31. What do you see as the key challenges to ‘designing in’ and supporting student-led learning and teaching activities? Supporting activities that engage students as active learners; e.g. as co-creators of learning resources/course artefacts DISCUSSION
  • 32.  Student acceptance of active learning design  Student competencies to engage in target activities  academic skills: critical reflection & peer review  technical skills for content creation  group organisational skills: self-regulation & monitoring  Assessment & feedback design: discrimination between individual and group outputs  ‘Join’ between online (student-led) and class-based sessions  Workload: facilitation, monitoring and feedback Key challenges associated with student-led learning & teaching activities
  • 33. Facilitating student-led activities Phase 1: Preparation (design phase) Phase 2: Socialising learners (start of the module) Phase 3: Supporting student participation (early stages) Phase 4: Sustaining student participation (later stages) Phase 5: Summing up the learning outcomes for the module (end of module) http://bit.ly/ytelhb-4-2 (Walker & Baets, 2008)
  • 34.  Socialising: induction – modelling of course tasks and targeted learning behaviour; building confidence & addressing technical and learning competencies  Supporting: just in time instructions; model learning; provide feedback / technical support (tips)  Sustaining: monitoring of work; on-going evaluation & accountability – ‘little and often’  Interlinking and Summing Up: acknowledge and summarise on-line contributions in class; invite class presentations on collaborative work (peer accountability); make explicit learning outcomes from class- based and online activities Instructional responsibilities: delivery tips
  • 35. Wanttoknowmore? Please refer to sections 4 and 5 of the York TEL Handbook: http://bit.ly/ytel-hb Addressing: Design of online activities and their relationship to learning objectives; instructional guidance and support to students during the performance of online activities
  • 36. Casestudyreferences Problem Based Learning Case study: http://tinyurl.com/blended-PBL Peer-led group research Case study: https://tinyurl.com/peer-led-research Student-led teaching and discussion (Evolutionary Ecology) Case study: http://tinyurl.com/student-led-teaching YouTube summary: https://www.youtube.com/watch?v=fiysfbBvWQg Reporting research through video production (Heritage Practice) Case study: http://tinyurl.com/student-videos-blogging YouTube summary: https://www.youtube.com/watch?v=A_uAII8n9uI Academic writing and critique (History and Theory of Criticism) Case study: http://tinyurl.com/critical-literature-review Student-led summary and presentation (Cognitive Neuroscience) Case study: http://tinyurl.com/deeper-engagement
  • 37. Brown, P.C., Rodiger, H.L, McDaniel, M.A. (2014). Make it stick: the science of successful learning. Cambridge, MA: Belknap Press. https://www.hup.harvard.edu/catalog.php?isbn=9780674729018 Bruns, A. (2006). Towards produsage: Futures for user-led content production. In Proceedings: Cultural Attitudes towards Communication and Technology 2006, eds. Fay Sudweeks, Herbert Hrachovec, and Charles Ess. Perth: Murdoch University, pp. 275-84. Retrieved from: https://eprints.qut.edu.au/4863/ Bruns, A., Cobcroft, R., Smith, J., & Towers, S. (2007). Mobile Learning Technologies and the Move towards ‘User-Led Education’. In Proceedings Mobile Media, Sydney. Retrieved from: http://eprints.qut.edu.au/6625/1/6625.pdf Chickering, A.W., & Gamson, Z.F. (1987). Seven Principles for Good Practice in Undergraduate Education. AAHE Bulletin, March 1987:3-7. Retrieved from: https://teaching.uncc.edu/sites/teaching.uncc.edu/files/media/files/file/InstructionalMe thods/SevenPrinciples.pdf Referencesand recommendedreading
  • 38. Dziuban, C., Hartman, J., & Moskal, P. (2004). Blended Learning. EDUCAUSE Center for Applied Research, Research Bulletin, 7, March 30, 2004. Retrieved March 15, 2007 from: http://www.educause.edu/LibraryDetailPage/666?ID=ERB0407 Walker, R. & Baets, W. (2008). Instructional design for class-based and computer- mediated learning: Creating the right blend for student-centred learning. In R. Donnelly & F. McSweeney (Eds.), Applied E-Learning and E-Teaching in Higher Education (pp. 241-261). New York: Information Science Reference. https://www.igi- global.com/gateway/chapter/5164 Walker, R. & Jenkins, M. (2019): Designing engaging assessment through the use of social media and collaborative technologies. In C. Bryan & K. Clegg (Eds.) Innovative Assessment in Higher Education: A Handbook for Academic Practitioners. Second Edition. https://www.routledge.com/Innovative-Assessment-in-Higher-Education-A- Handbook-for-Academic-Practitioners/Bryan-Clegg/p/book/9781138581197 Referencesand recommendedreading
  • 39. Questions? Dr. Richard Walker Programme Design and Learning Technology Team University of York, UK richard.walker@york.ac.uk