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Digital Learning
SLaSE Unit 4 7/3/17
Sheila MacNeill: sheila.macneill@gcu.ac.uk @sheilmcn
Jim Emery: j.emery@gcu.ac.uk @gcujime
Sabine McKinnon : Sabine.McKinnon@gcu.ac.uk @SabineMckinnon
Aims
- To support participants to gain a greater
understanding, and develop reflective
awareness of the role of technology in
supporting student learning and
engagement.
- To explore potential approaches to enhance
engagement through the use of technology.
Overview of the session
Part 1 – Overview
• Welcome and introductions
• Discussion and reflection on personal experiences of technology to
support learning and engagement.
• A little bit of theory
• Tea/coffee break
Part 2 – Blended and Digital Learning at GCU
• Overview and of blended and digital learning at GCU
• Benchmarking activity
• Summary and next steps
#GCUBlend
www.flickr.com/photos/edinei/3176666887
 Support for you, support for
learners
 Evaluate effectiveness
 Learner profile + context
 Types of activities
 Which technologies?
Could we live without it?
http://tinyurl.com/c7tntva
http://tinyurl.com/d55kv9q
http://tinyurl.com/cnpuu8d
Why technology for supporting
student learning and engagement?
http://tinyurl.com/cmv6hnu
Student expectations
Knowledge economy - finding,
evaluating and using information
effectively
Global society
Employer expectations
Digital capabilities
Forming professional and learning networks
Learning from others
Enabling
our people
Students as
partners
Digital
development
Student
support
systems
Campus
development
University
systems
Evidence base
for
enhancement
Partnership and
collaboration
GCU Strategy for Learning
Enablers
“an outstanding student
experience which equips
students with the
employability and
entrepreneurial skills to
succeed as global citizens
and enables them to make
a positive impact within
their communities,
transforming their lives
and the lives of others”
http://www.gcu.ac.uk/gaq/strategyforlearning2015-2020/
Learning Theories
Social
Constructivist
Building
understanding
through dialogue
and collaboration
Behaviourist
Practising skills
Absorbing new
knowledge
Cognitivist
Internal processing
of information
leading to
understanding and
retention
Constructivist
Building
understanding
through activity
and problem
solvingHow can
technology
help?
(Mayes & De Freitas, 2007)
https://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/
http://designingoutcomes.com/english-speaking-world-v5-0/
10
Digital Learning at GCU
developing creative approaches to learning, teaching and
assessment through the effective use of technology on
campus and online to enhance student engagement and
enhance flexible access through a range of digital devices”
https://gcublend.wordpress.com/2016/03/02/gcu-2016-programme-leaders-event/
Blended Learning at GCU
Face to
Face
Online Blended
An approach which combines excellence in established
modes of learning and teaching with the innovative use of
learning technology.
3/7/2017
Technology enhanced – content + support (20%)
 Some online resources & discussion groups or
blogs to supplement classroom-based teaching
Technology enabled – ‘wrap-around’ model (50%)
 Technology combined with classroom activities to
create a ‘blended’ model
 Includes online discussions, online activities,
group work
Technology dependent – integrated model (100%)
 Entirely online community
 Collaborative working, peer support, tutor as
facilitator
Areas of Blended Learning
http://repository.jisc.ac.uk/6140/1/Jisc_NUS_student_experience_benchmarking_tool.pdf
Benchmarking
• Reflection, discussion and examples
17
Discussion
30 January 2014 GTA Workshop 18
Summary
• We have looked at -
– How technology can help support student learning
and engagement
– What we mean by blended and digital learning in
GCU
– Shared experiences of supporting learning and
student engagement with technology
References/Useful links
Armellini A. & Nie M. (2013) Open educational practices for curriculum enhancement, Open Learning: The
Journal of Open, Distance and e-Learning, 28:1, http://dx.doi.org/10.1080/02680513.2013.796286
Bates, T (2015) Teaching in a digital age. Available at: https://opentextbc.ca/teachinginadigitalage
Blaschke, Lisa Marie (2014) Using social media to engage and develop the online learner in self-determined
learning. Research in Learning Technology, [S.l.], v. 22
http://www.researchinlearningtechnology.net/index.php/rlt/article/view/21635
Developing Student Digital Capability Benchmarking Toolkit, (NUS/Jisc 2015)
http://repository.jisc.ac.uk/6140/1/Jisc_NUS_student_experience_benchmarking_tool.pdf
Garrison, R. & Vaughan, N. (2008), Blended Learning in Higher Education, Jossey Bass, San Francisco
Smyth, K., MacNeill, S. and Hartley, P. (2016) Technologies and academic development. In D. Baume and C.
Popovic (Eds.) Advancing Practice in Academic Development. Routledge, pp.121-141.
Mayes, T, & de Freitas, S. (2007). Learning and e-learning. The role of theory. In Beetham, H. & Sharpe, R.
(2007) (Eds.) Rethinking Pedagogy for a Digital Age. Designing and delivering e-learning, 13-25. London:
Routledge
MacDonald, J. & Creanor, L. (2010) Learning with Online and Mobile technologies: a student survival guide,
Gower http://tinyurl.com/37g69ep

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SLaSE Unit 4 workshop

  • 1. Digital Learning SLaSE Unit 4 7/3/17 Sheila MacNeill: sheila.macneill@gcu.ac.uk @sheilmcn Jim Emery: j.emery@gcu.ac.uk @gcujime Sabine McKinnon : Sabine.McKinnon@gcu.ac.uk @SabineMckinnon
  • 2. Aims - To support participants to gain a greater understanding, and develop reflective awareness of the role of technology in supporting student learning and engagement. - To explore potential approaches to enhance engagement through the use of technology.
  • 3. Overview of the session Part 1 – Overview • Welcome and introductions • Discussion and reflection on personal experiences of technology to support learning and engagement. • A little bit of theory • Tea/coffee break Part 2 – Blended and Digital Learning at GCU • Overview and of blended and digital learning at GCU • Benchmarking activity • Summary and next steps #GCUBlend
  • 4. www.flickr.com/photos/edinei/3176666887  Support for you, support for learners  Evaluate effectiveness  Learner profile + context  Types of activities  Which technologies?
  • 5. Could we live without it? http://tinyurl.com/c7tntva http://tinyurl.com/d55kv9q http://tinyurl.com/cnpuu8d
  • 6. Why technology for supporting student learning and engagement? http://tinyurl.com/cmv6hnu Student expectations Knowledge economy - finding, evaluating and using information effectively Global society Employer expectations Digital capabilities Forming professional and learning networks Learning from others
  • 7. Enabling our people Students as partners Digital development Student support systems Campus development University systems Evidence base for enhancement Partnership and collaboration GCU Strategy for Learning Enablers “an outstanding student experience which equips students with the employability and entrepreneurial skills to succeed as global citizens and enables them to make a positive impact within their communities, transforming their lives and the lives of others” http://www.gcu.ac.uk/gaq/strategyforlearning2015-2020/
  • 8. Learning Theories Social Constructivist Building understanding through dialogue and collaboration Behaviourist Practising skills Absorbing new knowledge Cognitivist Internal processing of information leading to understanding and retention Constructivist Building understanding through activity and problem solvingHow can technology help? (Mayes & De Freitas, 2007)
  • 11.
  • 12. Digital Learning at GCU developing creative approaches to learning, teaching and assessment through the effective use of technology on campus and online to enhance student engagement and enhance flexible access through a range of digital devices” https://gcublend.wordpress.com/2016/03/02/gcu-2016-programme-leaders-event/
  • 13. Blended Learning at GCU Face to Face Online Blended An approach which combines excellence in established modes of learning and teaching with the innovative use of learning technology.
  • 14. 3/7/2017 Technology enhanced – content + support (20%)  Some online resources & discussion groups or blogs to supplement classroom-based teaching Technology enabled – ‘wrap-around’ model (50%)  Technology combined with classroom activities to create a ‘blended’ model  Includes online discussions, online activities, group work Technology dependent – integrated model (100%)  Entirely online community  Collaborative working, peer support, tutor as facilitator
  • 15. Areas of Blended Learning
  • 18. Discussion 30 January 2014 GTA Workshop 18
  • 19. Summary • We have looked at - – How technology can help support student learning and engagement – What we mean by blended and digital learning in GCU – Shared experiences of supporting learning and student engagement with technology
  • 20. References/Useful links Armellini A. & Nie M. (2013) Open educational practices for curriculum enhancement, Open Learning: The Journal of Open, Distance and e-Learning, 28:1, http://dx.doi.org/10.1080/02680513.2013.796286 Bates, T (2015) Teaching in a digital age. Available at: https://opentextbc.ca/teachinginadigitalage Blaschke, Lisa Marie (2014) Using social media to engage and develop the online learner in self-determined learning. Research in Learning Technology, [S.l.], v. 22 http://www.researchinlearningtechnology.net/index.php/rlt/article/view/21635 Developing Student Digital Capability Benchmarking Toolkit, (NUS/Jisc 2015) http://repository.jisc.ac.uk/6140/1/Jisc_NUS_student_experience_benchmarking_tool.pdf Garrison, R. & Vaughan, N. (2008), Blended Learning in Higher Education, Jossey Bass, San Francisco Smyth, K., MacNeill, S. and Hartley, P. (2016) Technologies and academic development. In D. Baume and C. Popovic (Eds.) Advancing Practice in Academic Development. Routledge, pp.121-141. Mayes, T, & de Freitas, S. (2007). Learning and e-learning. The role of theory. In Beetham, H. & Sharpe, R. (2007) (Eds.) Rethinking Pedagogy for a Digital Age. Designing and delivering e-learning, 13-25. London: Routledge MacDonald, J. & Creanor, L. (2010) Learning with Online and Mobile technologies: a student survival guide, Gower http://tinyurl.com/37g69ep

Notas do Editor

  1. http://www.celt.iastate.edu/teaching/effective-teaching-practices/revised-blooms-taxonomy/revised-blooms-taxonomy-flash-version
  2. Activity – where does SLaSE sit?