2011 Enhancem

ent Sw

apshop

AddingVaLuE:AddingVaLuE:

Call for Session Proposals& Conference Information

ww

w.chi.ac.uk/sw

apshop

From Surface to Deep Learning Using VLEs

Adding VaLuEFrom Surface to Deep Learning Using VLEs

Job Title:

Institution:

Postcode:

Special Requirements: Please list any special dietary, accessibility or other requirements:

Payment Details: Please tick the appropriate box below:

Please find enclosed a cheque for £25, made payable to the University of Chichester

or

Please invoice my organisation/institution against purchase order number:

Data Protection: Please tick the appropriate boxes below:

I agree to my name, title, institution and email address being featured on the attendance list distributed to all delegates at the named event

I agree to the information I have supplied on this form being stored in an electronic format by the University of Chichester

Signed: Date:

Booking FormName:

Department:

Address:

Email:

Telephone:

Fax:

24 May 2011

Enhancement Swapshop

AddingVaLuE:

Call for Session Proposals

The aim of this swap-shop is to showcase examples of where VLEs have been used to enhance the quality of learning and teaching, and the wider student experience. The swap-shop is not specifically focused on e-learning, and it is the intention to highlight a broad range of examples of where VLEs have supported and enhanced different approaches to learning and teaching. Submissions are welcome on a range of topics that illustrate the innovative use of VLEs in supporting the transition from surface to deep learning.

The aim is to showcase a range of practical examples and individual sessions will be limited to a maximum of 15 minutes. A provisional programme for the conference is outlined overleaf and will be confirmed in March.

Submission Information

If you would like to make a presentation at the event please send a session proposal (up to 250 words) including:

- Title- Names and affiliations of authors (with

contact email addresses)- Session outline - contributors are asked

to clearly indicate what elements of their current practice they will be ‘swapping’

Session proposals are invited from colleagues within the following subject areas: Business and Management, Tourism, Sport, Geography, Adventure Education, Physical Education, Theology, Music, English, Media Studies, History, Maths, Performing Arts, Fine Art, Social Studies, Psychology, Childhood Studies, and Teacher Education.

Provisional Conference Outline

9.30am Coffee and Registration

10.00am Welcome and Introduction

10.10am Key Note Speaker

Peter Hartley

Professor of Education

Development

‘Supporting Student Learning with

Your VLE: Part of the Solution or Part

of the Problem?’

1.00am Session 1

12.00pm Refreshments

12.15pm Session 2

1.15pm Lunch

2.15pm Session 3

3.15pm Refreshments

3.30pm Session 4

3.50pm Summary

4.00pm Close

Session proposals should be submitted, via email, for review to Dr Andrew Clegg (a.clegg@chi.ac.uk), Principal Lecturer for Learning and Teaching, at the University of Chichester and titled ‘Session Proposal’ to arrive no later than Friday 18th March 2011.

Booking Information

To book a place at the conference please complete the booking form overleaf and return to:

Kevin BottoHuman ResourcesUniversity of ChichesterBishop Otter CampusCollege LaneChichesterPO19 6PE

Alternatively please confirm attendance via email to:k.botto@chi.ac.uk

The deadline for bookings is Friday 15th April 2011.

Additional information can be found at www.chi.ac.uk/swapshop

‘Supporting Student Learning With Your VLE: Part of the Solution or Part of the Problem?

The keynote presentation will start by exploring the proposition that modern computer technologies provide new opportunities to transform student learning. I will argue that developments in both hardware and software enable new methods of teaching and assessment which were either not possible or not practical only a few years ago. As a result, educational institutions must support their teaching staff to explore and pilot new methods. We must also recognize that many (if not most) students are not ‘digital natives’ in terms of educational applications – they may well use a rich variety of computing technologies in their social lives but they need support to ‘translate’ this fluency into sound educational practice. Of course, many students and staff now own or have access to mobile devices, offering further opportunities for more flexible learning.

The intelligent use of new technology allows new flexibility in curriculum design and delivery, access to an ever-increasing range of good educational resources, and more flexible assessment and feedback opportunities for learners. The technology can be relatively inexpensive or even ‘free’. This argument will be illustrated by examples taken from current practice at the University of Bradford and other recent UK initiatives, including:

• new approaches to curriculum design and curriculum mapping

• open educational resources and applications which allow more flexible delivery

• creative information searching and conceptual presentation

• developing employability skills through multimedia software

• flexible formative and summative assessment through computer-aided assessment

• new forms and methods of assessment feedback• enhancing student reflection through e-portfolios

The potential of this technology depends upon appropriate institutional support and systems and we must also recognise and deal with problems of access and accessibility.

But none of these examples depend upon a VLE. And so this raises the question - what is the function of the modern VLE? Is it an essential component of the e-learning landscape or is it a historical stepping stone on the way to more open educational support?

I will conclude by arguing that a major obstacle to educational progress is the way that our institutions conceptualise and manage their use of technology. If we build elaborate closed educational and administrative systems which effectively increase student dependence then we are doing those students a massive disservice. To prepare our students for the realities of an increasingly competitive global society, we must use the technology to consciously develop and improve their creativity and independence. As presently conceptualized and implemented, the VLE may not be the best tool to achieve this.

Professor Peter Hartley