UChicago CMSC 23320 - The Best Commit Messages of 2024
Learning virtually
1. Learning virtually Rhona Sharpe Oxford Centre for Staff and Learning Development Associate College Partnership 14 January 2011 Directorate of Human Resources
STROLL video, playing as you came in – bloke in his room showing off all his different bits of kit Students tend not to see the university making use of the technologies that they all have (e.g. mobile phones, laptops) (LEAD) In terms of personalisation, this occurs where needed e.g. high for disabled learners, but v. low in pb-lxp’s work based learners.
Many arriving students are relatively conservative in their approach to study, preferring to work at home or in the library and to use books and lecture notes as the primary resource, supplemented by online sources “on demand”. (LEAD) Access to key academic resources such as online journals requires guidance and training, which should not be confined to one point in the student's career. First year students are quite conservative and traditional in their views. This is reflected in a strong desire for face to face, supplemented and enhanced by technology. (LEAD) Most learners use technology recommended to them by their tutors in support of learning, trust them to know best, and are reluctant to look elsewhere. (e4L) Learners’ expectations for innovative uses of technology are limited by a lack of prior experience and knowledge of what institutions can offer. They are not pushing for the use of particular technologies and have no clear vision of a technology-rich education.
No longer an underworld Lead example of peer support, recording lectures for colleague to play in the car Many students, but by no means all, make extensive use of social networking sites for recreational use. However, there appears to be a clear separation between online learning and online social activities. (LEAD e4L and STROLL) Use of Web 2.0 tools centres on Facebook (THEMA) Peer-support groups which were set up early in the courses (e.g. for exchanging resources) had degenerated into purely social groups by the end of the second term (THEMA) Worryingly, some students had joined Facebook reluctantly, feeling under pressure from their peers (THEMA) The low usage of online calendars, social bookmarking and RSS suggests a low awareness of the potential role of Web 2.0 in managing their learning (THEMA)
Training and support for students Learners value pre-arrival access, ongoing induction, peer support, help with choices, customization, sharing strategies So.. facilitate learning from each other Like Lexdis have done at Southampton University Also see STROLL’s guidelines for induction
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