OK Bloggs, just watch the blackboard while I run through it: what has elearning got to do with EBL?

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Published on June 26, 2008

Author: cilass.slideshare

Source: slideshare.net

OK Bloggs, just watch the blackboard while I run through it: what has elearning got to do with EBL? Sheffield Hallam University, UK Ivan Moore: Centre for Excellence in Teaching and Learning (Promoting Learner Autonomy) Mike Bramhall: Arts, Computing, Engineering and Sciences June Clarke: Organisation and Management Claire Craig: Health and Wellbeing

What is an autonomous learner? • Someone qualifies as an autonomous learner when (s)he independently chooses aims and purposes and sets goals; chooses materials, methods and tasks; exercises choice and purpose in organising and carrying out the chosen tasks; and chooses criteria for evaluation. • Holec 1982

A definition of learner autonomy • An autonomous learner takes responsibility for his/ her own learning • They can identify: – their learning goals (what they need to learn) – their learning processes (how they will learn it) – how they will evaluate and use their learning

Characteristics of ʻeffectiveʼ autonomous learners • they have well-founded conceptions of learning • they have a range of learning approaches and skills • they can organize their learning • they have good information processing skills • they are well motivated to learn

STANCE TOWARDS LEARNING WILLINGNESS TO LEARN Orientation to learning Balance of vocational, academic, Appropriate conceptions of learning personal and social motivations to learn Deep approach to learning Intrinsic motivation A range of appropriate learning Extrinsic motivation strategies Goals Short - Medium - Long Confidence INFORMATION MANAGEMENT Information handling Study Skills Access to resources: Planning and problem solving On line and Paper-based Evaluation & Metacognition Role models (people, exemplars, Self-assessment designs) Focus & ʻstickabilityʼ Equipment Time and project management Other learners Balancing social, work and learning Contexts needs Assessment

STANCE TOWARDS LEARNING WILLINGNESS TO LEARN Orientation to learning Balance of vocational, academic, Appropriate conceptions of learning personal and social motivations to learn Deep approach to learning Intrinsic motivation A range of appropriate learning Extrinsic motivation strategies Goals Short - Medium - Long Confidence INFORMATION MANAGEMENT Information handling Study Skills Access to resources: Planning and problem solving On line and Paper-based Evaluation & Metacognition Role models (people, exemplars, Self-assessment designs) Focus & ʻstickabilityʼ Equipment Time and project management Other learners Balancing social, work and learning Contexts needs Assessment

The SHU social model • learning is a social activity • people are not only a resource • sense of belonging • sharing, supporting, discussing, debating • working in partnership • teamwork, leadership, inter-personal skills

Learning as a journey • We become more autonomous as learners as we make more of our own choices about what we learn and how we learn it. dependence interdependence Independence or autonomy

The journey

Intellectual capacity Learning as growth Level three Independence Level two Knowledge (breadth and Level one complexity)

Enquiry Based Learning • Natural form of learning: curiosity and desire to understand • Students determine and pursue their own lines of enquiry • Supported

Digital Fluency • Capacity to operate effectively in a web-enabled world • IT skills • information literacy • critical thinking • social interactions – email, blogs and wikis

A sharing workshop • A range of case studies in EBL/use of IT • Our facilitation and experience • Your experiences and thought processes • Some answers to some questions

Exploiting IT in EBL - the questions • When choosing the extent to which we 'use' IT in our EBL activities – what are our decision making processes? – how do we encourage other academic staff to engage in the process? – how do we equip other academic staff with the tools to make appropriate decisions?

what are our decision making processes? • Is it available? Is it reliable? Will I look foolish • How appropriate is the technology to the task: what is the ʻfitʼ • Is there something I donʼt know about. Is there more appropriate technology • Limited by availability of technology and resources • Mobile technology: how available and familiar is the technology • Fear….. Graded approach • Supporting staff in engagement process • Donʼt worry when it doesnʼt go to plan…. • Donʼt need to know everything….. • Time involved in learning and using technology, particularly on-line forums

how do we encourage other academic staff to engage in the • Types of support mechanisms • Technology that works and the necessary technical expertise to step in when needed • Peer supported • Making technology ʻfitʼ and ensuring that it has a specific purpose • Making technology ʻinvisibleʼ • Ensuring that it doesnʼt add to workload • Perhaps challenging staff ʻto answer the questionʼ

how do we equip other academic staff with the tools to make • Appropriate use of technology • Provide the equipment, preferably in the classroom and not in a bag… • Needs to be tying up of strategies within organisations • Strategic considerations • Conversations: how do you use a blog etc • Sharing ideas and learning around using technology • Putting technology into context • Simple templates to get people started • Make it easy • Support systems that are readily available

OK Bloggs, just watch the blackboard while I run through it: what has elearning got to do with EBL? Sheffield Hallam University, UK Ivan Moore: i.moore@shu.ac.uk Mike Bramhall: m.bramhall@shu.ac.uk June Clark: j.clark@shu.ac.uk Claire Craig: c.craig@shu.ac.uk www.shu.ac.uk/cetl/cplahome

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