Kodo Millet PPT made by Ghanshyam bairwa college of Agriculture kumher bhara...
“Using online delivery can enhance the campus student learning experience
1. USING ONLINE DELIVERY CAN
ENHANCE THE CAMPUS STUDENT
LEARNING EXPERIENCE
SARAH HONEYCHURCH
2. ASSUMPTIONS ABOUT ONLINE LEARNING
• Using technology is bound to enhance the student learning
experience
• Students are all digital natives nowadays
• “I’ll just convert my F2F course …”
• “I need to free up some of my time …”
• “That’s an admin job, not an academic one …”
3. STRUCTURE OF TALK
• Examples of recent blended learning experiments
• Brief evaluation of each
• Some conclusions
4. BLENDED LEARNING: POS PSYCH & CERE
• 5 x 2 hour F2F “lectures”
• Twitter “back channel”
• PMWiki web pages
• Reading lists
• Lecture slides
• Moodle course
• Group wikis and forums
• Assessed by Group wiki pages and 2 hour exam
• Jigsaw Classroom: collaborative learning facilitated by lecturer and TA
5. AUDIOTAGGING: PHYS & ASTRO
• Lecture content is hard! Handouts provided, lecture provides
examples
• F2F lectures: audio recordings for 6 courses made available to
enrolled students
• Beta version of audiotagging tool with demo by lecturer
• Students encouraged (prizes in some cases) to tag lectures (all tags
were public)
• Students could “like” other tags
• Attempt to encourage Jigsaw-like interactions
6. VPAL: USING FACEBOOK GROUPS TO SUPPORT
STUDENT LEARNING
• Level 3 Maths and Comp Sci
• Level 2 Maths, Comp Sci and Physics
• Level 1 for all schools in Sci & Eng, plus general College group
• “Moderated” by LTC
• Students from higher years/graduates invited to join (dojo type model)
• Pre-registration: basic info about induction, advisers, skills test, reading lists,
accommodation …
• Students began organising own F2F (induction, study groups, pub after the
last exam)
• Ongoing: links to SLS drop ins and workshops, articles, cartoons, trivia
• Groups virtually self-supporting by this time of year
7. HOW DID THESE ENHANCE STUDENT LEARNING?
• Psych: students, not the lecturer, became the subject experts (with the help of Prof. Google)
• Wikis as a study resource for all students (students intended using other wikis as exam
preparation)
• Twitter: Storify and TAGS (containing links to extra resources)
• Phys & Astro:
• International students could process information at their own speed (focus group
comment)
• VPAL:
• home students were able to engage even when off campus
• Non-native speakers could take their time to respond
• Students could get quick answers to “how to” questions (usually from other students!)
• Inclusive environment for all students
8. CONCLUSIONS
• Online learning can enhance campus student learning experience but:
• Students are not digital natives (are visitors and residents better
metaphors? (White))
• Need for careful scaffolding to support student engagement (neo-
Vygotskian, Jigsaw)
• Design and delivery of (good) online learning is hard!
• Design before content: think about how to teach before asking what to
teach (Mazur)
• Use appropriate pedagogies to make informed choices about available
technologies