Technology enhanced learning activities
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Technology Enhanced Learning Activities for Deep Learning
Elaine Tan, LTThttp://www.flickr.com/photos/travellingrunes/with/3012916770/
http://www.flickr.com/photos/7502393@N04/
http://www.flickr.com/photos/roland/
Deep Surface
Focus is on “what is signified” Focus is on the “signs” (or on the learning as a signifier of something else)
Relates previous knowledge to new knowledge
Focus on unrelated parts of the task
Relates knowledge from different courses Information for assessment is simply memorised
Relates theoretical ideas to everyday experience
Facts and concepts are associated unreflectively
Relates and distinguishes evidence and argument
Principles are not distinguished from examples
Organises and structures content into coherent whole
Task is treated as an external imposition
Emphasis is internal, from within the student
Emphasis is external, from demands of assessment
Based on Ramsden 1988
http://www.flickr.com/photos/bradhoc/
Low tech face to face
Activities
Your students?
http://www.flickr.com/photos/remysharp/
Active Passive
Where do they sit?
Deep Surface
Focus is on “what is signified” Focus is on the “signs” (or on the learning as a signifier of something else)
Relates previous knowledge to new knowledge
Focus on unrelated parts of the task
Relates knowledge from different courses Information for assessment is simply memorised
Relates theoretical ideas to everyday experience
Facts and concepts are associated unreflectively
Relates and distinguishes evidence and argument
Principles are not distinguished from examples
Organises and structures content into coherent whole
Task is treated as an external imposition
Emphasis is internal, from within the student
Emphasis is external, from demands of assessment
Based on Ramsden 1988
Toolkit
http://www.flickr.com/photos/neilt/
Activity Tool
Reflection Discussion boardBlogJournalTwitter
Collaboration WikiBlogSocial NetworkingDiscussion boardWhiteboards
Socialisation Discussion boardsSocial tools (internal and external)
Discovery Online resources (websites)Learning Materials (reading lists)Interaction with other participants
Integration Online assessmentsBlogsVoting HandsetsWiki
Evaluation Online AssessmentsPlagiarism DetectionVoting SystemsPeer review
Expression Online PresentationsBlogsDiscussion BoardsOnline Assessments
Constructive Alignment • Why are we proposing to put the module on at all? (purposes or
aims)• What are our students supposed to know, think, and to be able to
do as a result of successfully completing the module? (intended learning outcomes)
• In order for our students to attain those outcomes, what do they need to learn?
• How can our students best be enabled to attain those outcomes? • What resources are needed to support students to attain those
outcomes?• How can we establish whether they have attained those outcomes
and to what level?
Additional Questions
1. Why is the tool the correct choice? Affordances?2. What benefit is achieved by putting this activity
online?3. What interactions or reflections are you hoping
to elicit?
Where do they sit?
Planning
http://www.flickr.com/photos/bohman/
Planning
Hands on
http://www.flickr.com/photos/24oranges/
http://www.flickr.com/photos/ajc1/