What can e-learning do for me?
September 2010
Vic Jenkins
Learning Technologist
v.k.jenkins@bath.ac.uk
go.bath.ac.uk/e-learning
Aim
To raise awareness of the suitability
of a range of technologies for
meeting specific pedagogic purposes
“Choosing the appropriate tools for the job!”
go.bath.ac.uk/e-learning
Overview
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Exploring technologies
What’s my context?
What purpose does technology serve?
What role is technology playing?
Where does the technology fit?
Where next?
go.bath.ac.uk/e-learning
Audience
Response
System
Audio
podcasting
Blogs
(Microblogging)
Moodle
Assignment
Moodle
Forum
Moodle
Quiz
PaperShow
Photo video
story
Desktop
conferencing
SMS
(text messaging)
Social
bookmarking
Google
Documents
eXe/Xerte
(interactive
tutorials)
Panopto
(lecture
capture)
e-Portfolios
Wikis
go.bath.ac.uk/e-learning
What’s my context?
go.bath.ac.uk/e-learning
What purpose does the
technology serve?
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Communication
Collaboration
Reflection
Production (student)
Presentation
Interaction (student - course material)
Assessment/feedback
LAURILLARD D (2002) Rethinking University Teaching: a framework for the effective use of educational technology (2nd edition) London; RoutledgeFalmer
go.bath.ac.uk/e-learning
What role is technology playing?
Case Study 1 – Distance learning
The MA programmes in the Department of Education are using wikis to make learning materials
available to distance learning students. Two or three members of staff develop the materials
together. They can refer to units already created in the wiki for ideas about format and style. They
can refer to units already created in the wiki for ideas about format and style. There are some parts
of the unit which are generic and these are cloned across all units. Students can leave their
feedback as a comment on any wiki page. Some tutors make links to group activities located in
Moodle.
Case Study 2 – Engaging foundation degree students
Students on a sports foundation degree unit work in groups to design and record an interview with
an expert coach. Each group analyses their own interview to draw out how the coach identifies
talent in a particular sport. The groups then exchange the video via Moodle (the Virtual Learning
Environment) to gain further understanding about the similarities and differences across different
sports.
Case Study 3 – Peer learning
There is a move to diversify assessment on an undergraduate programme. To this end, students
taking a first-year unit were set the task of creating a ‘digital story’ (audio and images) that
captured reflections on an individual’s own effective learning. Students were encouraged to share
their developing stories (via Voicethread, a web-based service) and seek critique from their peers.
These critical comments and those of the tutor were then used to help students refine their stories.
This activity prompted students to engage with the assessment criteria.
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Where does the technology fit?
• Scenario 1 : Group work
• Scenario 2 : Preparing for seminars
• Scenario 3 : Supporting placement students
• Your own context?
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Where next?
How will you:
• embed the technology in a learning activity?
• establish rules for engagement with this new
technology-enabled learning environment?
• introduce the technology?
• support its use?
• evaluate the outcomes?
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Your feedback please….
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