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Technology-enhanced learning, teaching & assessment for module:…
Technology-enhanced learning, teaching & assessment for module: Strategic Management Seminars
Teaching -
The lecturer perspective: How to construct and manage technology-enhanced learning for students
Getting started
Introductory
video
Password Telta
Using
OERs
I will experiment in this area.
Check reputation and licence
restrictions
Introduce an early webinar to the module]
Best practice in introducing effective assessment in a digital age
Link Title
Regulatory implications
DIT General Assessment Regulations (with appropriate [amendments]
Link Title
How can I make the content
accessible?
Reconfiguring the module
Supportive technologies
(
https://www.edutopia.org/blog/augmented-reality-new-dimensions-learning-drew-minock
Introduce
Slack
, encourage and monitor its use and effectiveness
Increase digital literacy through support apps
. Already experienced in developing a bespoke
transitions
app. Use off-the-shelf apps
Core technologies
VLE/Blackboard Online collaborative space
Maintain use of VLE (
Webcourses
), but increase use of wikis and discussion boards
Learning materials
Already using
Flipped Classroom
. Build on
this.
in-class technologies.
Already in use but sporadically. Increase and streamline use of these.
Socrative
Slido
Aurasma. Already using to a limited extent in class and for distance materials. This will be developed further
Gutierrez & Fernandez (2014) 'Augmented Reality in Learning, communicational and Professional Contexts in HE,
Digital
Education Review,
26 pp. 22-34
Specific intended
assessment changes
after undertaking TELTA
Replace 30% of current assessment with choice of tech-enhanced assessment: e.g.make a video or screencast around key module themes. Support use of Powtoon or Vimeo
Offer digital choice in assessment work. Support
interpretative flexibility
on students' part
Link Title
Be more mindful of creating a tech-enhanced learning environment. Be more experimental.
influenced by: Crisp (2011) -
efficiency, effectiveness, authenticity, engagement
Influenced by: Biggs (1996),
Constructive Alignment
In effect, I am adding a 'blended' learning aspect
Pedagogy
Blended vs. face to face. How will my own role have to evolve?
Link Title
Carlile & Jordan (2005) 'It works in practice, but will it work in theory? The theoretical underpinning of pedagogy', AISHE, Dublin pp. 11-26.
The learner perspective
#
In what way will my own
role as the lecturer
have to change in delivering and grading this assessment, and how will students perceive this?
Creating a
supportive online environment
for the new assessment, especially for the first iteration
Scaffolding
. The module is already well scaffolded, considering its scale and scope, but the online assessment dimension will require specific supports.
Overcoming transactional distance
. This will not be a central problem, as the majority of content delivery will still be face-to-face.
Can I develop a
community of 'learners'
? 7 disparate groups in this module, so buy-in will be a challenge.
Netiquette
Set clear expectations link to article
Formal communications.
Maintain individual & group email through Webcourses, and DIT Gmail.
Peer-to-peer and informal communications.
Facebook already in use. Introduce
Slack
Informed by: West (2010) 'A student's guide to strengthening an online community', T
ech Trends,
54:5, pp. 69-75, and Thompson, P. (2015), 'How digital native leaners describe themselves',
Education & Information
Technologies, 20:3, pp. 467-484.
Staying motivated Vroom's
Expectancy theory of Motivation
Link Title
)
Digital badges
. These may not be relevant immediately,
but could be worked up to as the module develops.
(
http://www.gillysalmon.com/journal-articles.html)[Link
Title](
http://www.gillysalmon.com/journal-articles.html
)
Intrinsic vs extrinsic motivation.
TELTA has encouraged me to consider this more as I attempt to shift the module to a greater aspect of tech-enhancement.
Dialogue
. Maintain the prompt email response which is currently in place.
Communication
Personal emails.
Create personalized ezine at module commencement & regular intervals (already used in other contexts using
Mail Chimp
and
Vertical Response
)
My own journey of personal learning
Informed by:
Link Title
Link Title
Informed by:
Link Title
What is successful technology integration?
https://www.edutopia.org/technology-integration-guide-description
)
Informed by
http://www.hea.ie/sites/default/files/national_strategy_for_higher_education_2030.pdf
The challenges
Large group - 120-150, composed of 7 disparate programme groups. Distinct sub-cultures & learning styles evident.
Bound by formal DIT GARs and module validation processes
Double-weighted capstone module, final semester, level 8.
Module is currently over-assessed, through series of written CAs and summative exam.
Module amendment
- a formal process - what's manageable within module amendment regs?
New Horizon Media (2016)[Link Title](
https://www.nmc.org/news/nmc-and-educause-learning-initiative-release-the-nmc-horizon-report-2016-higher-ed-edition/
Link Title
Do I, and the students, have the digital literacy skills? How far down the tech-enhanced road should I go?
Link Title
The module is team-delivered (2 staff). My co-instructor differs. Will all colleagues share my desire to rework the module?
The module
TFMG4003
School of Hospitality Management & Tourism. Running for around 15 years, largely unchanged
Connecting the teacher & the learner
