The revolution has been cancelled: the current state of UK Open Access
Sera2010
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A TDA Technology in Learning & Teaching project Migrating to Blended Learning. A Small-Scale Research Study of an ICT Course for Trainee Teachers. John Lodge & Miles Berry, Roehampton University DIT: http://www.flickr.com/photos/jiscinfonet/447054638/sizes/o/in/photostream/
Transcript of Sera2010
A TDA Technology in Learning & Teaching project
Migrating to Blended Learning. A Small-Scale Research Study of an ICT Course for Trainee Teachers.
John Lodge & Miles Berry, Roehampton UniversityPHOTO CREDIT: http://www.flickr.com/photos/jiscinfonet/447054638/sizes/o/in/photostream/
Solving a Teaching Problem
Designing a Solution
Early Outcomes
Second Iteration
Studying Outcomes
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Solving a Teaching Problem
The course & the students
The problem
Possible solutions
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Designing a solution
Restructuring the course delivery
Looking to the literature
Course design
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Early outcomes
Satisfactory course completions.
Increased amount of written reflection.
Tutors found it difficult to provide sufficient feedback.
Technical difficulties experienced.
PHOTO CREDIThttp://www.flickr.com/photos/zooboing/4390566099/sizes/o/in/photostream/
Early outcomes
Satisfactory course completions.
Increased amount of written reflection.
Tutors found it difficult to provide sufficient feedback.
Technical difficulties experienced.
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Second iteration
Conceptual framework
New degree – new challenges
Design of online BlogFolio system
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Studying outcomes
Focus on . . .
Methodology
Reporting to TTRB
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ICT capability1 – Little or no experience2 – Some experience3 – Very confident
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Social networking experience
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Preferred strategies for learning ICT
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What is this?
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Literature
Beale, R. (2007) ‘Blogs, reflective practice and student-centred learning’, BCS HCI Conference Proceedings, Lancaster
Chan, K. & Ridgway, J. (2006) Students’perceptions of using blogs as a tool for reflection and communication, ALT-C
Hramiak, A., Boulton, H & Irwin, B. (2010) ‘Trainee teachers’ use of blogs as private reflections for professional development, Learning, Media & Technology, 34:3, 259-269
Kerrawalla, L et al. (2008) An empirically grounded framework to guide blogging in higher education, JCAL 25: 31-42
E-learning component
Lecture component
Evidence & reflections
Evidence & reflections
ICT session structure
Preparatory activity
Independent practical work
Lecture time
