Jim Turner, E- learner

Learning Technology Session (pg cert) 19/05/2011

We started off discussing the research and findings of this report. You can read the report here.

http://www2.ed.gov/rschstat/eval/tech/evidence-based-practices/finalreport.pdf

You can watch a quick overview of the findings here. http://www.screenr.com/dKg

Then we looked at 3 different case studies of learning technology design that attempts to improve student learning without impacting on staff’s time.

Here is a short video describing one http://www.screenr.com/dKg

Then I showed a few example of LJMU uses of technology. These are on Blackboard, go to the help tab, then staff help, then ‘getting started, and finally ‘case studies’. http://blackboard.ljmu.ac.uk/webapps/blackboard/content/listContent.jsp?cours...

Then we looked at Gilly Salmon’s 5 stage model http://www.screenr.com/vU4

Finally we looked at Carpe Diem workshop, developed at University of Leicester. Here are some more details http://blackboard.ljmu.ac.uk/webapps/blackboard/content/listContent.jsp?cours...

Useful quote from p. senge on resistance to change

'whenever there is resistance to change, you can count on there being one or more 'hidden' balancing processes. Resistance to change is neither capricious nor mysterious. It almost alw
Ys arises from threats to traditional norms and ways of doing things. Often these norms are woven into the fabric of established power relationships. The norm is entrenched because the distribution of authority and control is entrenched. Rather than pushing harder to overcome resistance to change, artful leaders discern the source of the resistance. They focus directly on the implicit norms and power relationships within which the norms are embedded.'
P88 the fifth discipline

Tuesday, 17 May 2011

Senge quote - fighting complexity with complexity

systems become -more complex
- react more dynamically over time, - different increasing ranges of time periods, They are tackled most commonly by an increase in compensating systems that add to the problem
Pp72 the fifth discipline The answer is understand feedback processes. We think linearly but the world works in systems. Senge uses example of filling a grass. You keep filling until you see it as full. Senge uses a diagram because language is no good at describing the whole process. It's too linear.

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Re-reading Senge, p. the learning organization, interesting howsystem thinking links with self-perception

According to Senge, system thinking allows us to see the 'whole', the links rather than the this themselves. this links with the research I have been doing with staff. A question I need to ask is, how do they see there own system thinking. What is the map that they use to navigate, and reflecting on this, what does it tell them about their place within it

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Monday, 16 May 2011

Technology and retention ALT podcast

This podcast explores some of the issues with using technology, and some possible solutions from different institutions. It’s not very in depth, but might prompt some ideas.

Examples include the LINK library at Abingdon and Witney College and how it is being refocused as central to student learning experience. This is very similar to the work done here.

Issues

The Digital Divide - Some students talk about how they are happy to talk online, but it is recognised that not all have the same level of access, in fact it looks like student access, confidence and knowledge issues are magnified by growth in technology.

Abingdon and Witney College have a Mandatory 1 hour face-2-face session for all new students that covers the basics. “Welcome to the college – this is how it works here”. It’s interesting how the introduction to web2 technology for most students comes directly from tutors on the course, rather than something they are taking up themselves. And how students are still in the dark about resources, eg google books, OERs from MIT, unless they are directed to them by staff.

<a href="http://www.jisc.ac.uk/blog/meeting-students-needs-to-improve-retention/