Using the Internet for Learning and Teaching
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A presentation to our Associate Teachers Course
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Using the Internet for Learning and Teaching
- 5. Oxford Centre for Staff and Learning Development http://www.google.com/profiles/georgebroberts
- 6. Oxford Centre for Staff and Learning Development http://www.xmind.net/share/_embed/georgeroberts/xmind-198337/
- 7. Learner voices: Laura Oxford Centre for Staff and Learning Development http://www.jisc.ac.uk/whatwedo/programmes/elearning_pedagogy/elp_learneroutcomes/elp_learnervoices.aspx
- 8. communication/collaboration Oxford Centre for Staff and Learning Development “ Students are part of a wider, networked, community of peers …[in which they] share resources, ask for help and peer assess” (LXP, Conole et al 2006) Yet … “ In the surveys of courses making use of multiple features of the VLE, discussions frequently appear as the part which is least used and valued by students … and as being something that is difficult to engage undergraduate students with.” (Sharpe et al 2006)
Notas do Editor
- Good morning and welcome. I am…. Today’s workshop is titled ‘.,……’ and has been put together to support you at
- Underworld – staff don’t know we are doing this Learners often reported taking control of their learning by making choices on how, when and where they learned. This often subversive behaviour was reported as being mostly invisible to tutors. Staff don’t know we’re doing this. And not even other students know about it
- Both the studies confirm the messages Phase 1 gave out about learners immersed in technology, adept with it (mostly) The second quote points to what seems to be an important research area: disjunction between learner and tutor proficiency with and knowledge of technology. This intersects with questions about course design what are suitable pedagogies for the net geners?
- Both the studies confirm the messages Phase 1 gave out about learners immersed in technology, adept with it (mostly) The second quote points to what seems to be an important research area: disjunction between learner and tutor proficiency with and knowledge of technology. This intersects with questions about course design what are suitable pedagogies for the net geners?
- Information search and retrieval strategies Clear consensus that internet is primary information source. But variation in use. Some students are using in unsophisticated, and frankly worrying ways e.g. Others are actually quite good at getting information out of the internet e.g. Well I use Google almost everyday. And it actually turns up quite a bit of scientific data and if you go to limit, or do a special search or detailed search you can limit things down too”(LXP, p 22) I try to type in a string of words that probably covers it more you know instead of trying to type in a, ‘computer’, you know, I type in a detail thing, you know, like ‘computer network, type robot network’, you know you type in a really detailed string, you might get a more relevant result but still there is a lot of information you filter through and that’s probably the only bad thing about it at the moment, because you might not know if it’s a reliable source you’re looking at or if it’s a proper one you could be reading something someone typed out themselves, like out of their own head without having, you know, any experience in it, or you can look at where it comes from, if it’s in an encyclopaedia, or something, it should be ok. Where if it’s on a, you know, on a university, if it’s got the .ac button in its name, it’s ok you’re probably on the right track. Eh but if it’s just on Geocities, you know or something it might not be the right kind of thing you’re lookin’ for. (LXP, p. 32) It was surprising how many students talked about accessing content from other universities.
- Information search and retrieval strategies Clear consensus that internet is primary information source. But variation in use. Some students are using in unsophisticated, and frankly worrying ways e.g. Others are actually quite good at getting information out of the internet e.g. Well I use Google almost everyday. And it actually turns up quite a bit of scientific data and if you go to limit, or do a special search or detailed search you can limit things down too”(LXP, p 22) I try to type in a string of words that probably covers it more you know instead of trying to type in a, ‘computer’, you know, I type in a detail thing, you know, like ‘computer network, type robot network’, you know you type in a really detailed string, you might get a more relevant result but still there is a lot of information you filter through and that’s probably the only bad thing about it at the moment, because you might not know if it’s a reliable source you’re looking at or if it’s a proper one you could be reading something someone typed out themselves, like out of their own head without having, you know, any experience in it, or you can look at where it comes from, if it’s in an encyclopaedia, or something, it should be ok. Where if it’s on a, you know, on a university, if it’s got the .ac button in its name, it’s ok you’re probably on the right track. Eh but if it’s just on Geocities, you know or something it might not be the right kind of thing you’re lookin’ for. (LXP, p. 32) It was surprising how many students talked about accessing content from other universities.