‘Don’t Look Back’: History and The Use of Multiple Learning Technologies
Chris Szejnmann
Department of Politics, History & International
Relations
14 September 2010
some questions for you...
Internet use in the
United Kingdom:
How many users are
there per 100
inhabitants in 2009?
1.
2.
3.
4.
5.
56
65
73
84
92
some questions for you...
‘Don’t throw technology
into the classroom and
hope for good things.
Focus on the change in
pedagogy, not the
technology.’
(Tapscott, Grown Up Digital)
1. Agree
2. Disagree
some questions for you...
‘Cut back on lecturing:
You don’t have all the
answers and “Broadcast
Learning” does not work
for this generation.’
1. Agree
2. Disagree
some questions for you...
‘Empower students
to collaborate.’
1. Agree
2. Disagree
some questions for you...
‘Focus on lifelong
learning, not teaching
to the test.’
(Tapscott, Grown Up Digital)
1. Agree
2. Disagree
some questions for you...
‘Developments in ICT
and e-learning will require
me to reinvent myself as
a teacher, professor, or
educator.’
(Tapscott, Grown Up Digital)
1. Agree
2. Disagree
background: Loughborough, History, ICT & e-learning
 History at Loughborough
 revolutionary developments in ICT and e-learning
background: Loughborough, History, ICT & e-learning




QAA Benchmark Statement for History (2007)
new government: ‘renewed emphasis on teaching’
Martin Hall: lure of technology; focus on pedagogy
Angela McFarlane: step back from technology;
reflect on how we want to use it; ‘technoromanticism’
 Marc Prensky (Teaching Digital Natives): pedagogy
to become a partnership between students and
educators
Multiple Learning Technologies in History at Lboro
 why did we introduce what, and what were the
outcomes?;
 activities: Lecture capture (Echo360); Audience
Response System; Video Presentations and Video
Feedback; SMS-texting;
 objectives: improving student engagement,
assessment, feedback;
 overall: extremely positive feedback from students
about teaching innovation
Multiple Learning Technologies in History at Lboro
outcomes/findings: Lecture Capturing
 offered students a level playing field in mastering
complex content; allowed access of lecture material
at any time, and was particular useful for revision;
provided a useful facility for dyslexic students, those
with hearing difficulties, and those who find it difficult
to focus for 50 minutes;
 Reflections about LC (including demo); see
http://curve.coventry.ac.uk/cu/items/e27e76ac-f3cc-2ceb-597b1b7acb84cdaf/1/Chris%20Szejnmann%20and%20Marcus%20Collins%20CG%20Exemplar_HTML.zip/chris_marcus_lough
borough_cg0_01.htm?tempwn.b=access%2Fcontribute.do
Multiple Learning Technologies in History at Lboro
outcomes/findings: Audience Response System
 enhanced student interaction; improved
attentiveness; brought some fun into teaching;
engaged passive listeners; allowed immediate
formative feedback; enabled us to identify
weaknesses/lack of knowledge amongst students
Multiple Learning Technologies in History at Lboro
outcomes/findings: SMS (text) messaging
 allowed us to boost student morale, make them feel
looked after, and allowed us to give tips for exam
revision
Multiple Learning Technologies in History at Lboro
outcomes/findings: Video Presentations and
Feedback





time saving & controlled assessment;
creative alternative;
presentation style can be assessed;
presentations can be made available;
video feedback offers a personal
and informal feedback
Multiple Learning Technologies in History at Lboro
other initiatives
 podcasting;
 History Timeline: interactive History Resource;
(BBC British History timeline:
 Facebook group for incoming History students:
)
http://www.bbc.co.uk/history/british/launch_tl_british.shtml
http://www.facebook.com/n/?group.php&gid=153403264671162&mid=2e1e913G5af32d22e963G7e04bfG6&bcode=gf77X&n_m=c.w.szejnmann%40
lboro.ac.uk
part of a bigger project attempting to make use of
time outside teaching term
conclusions and reflections...
 ‘Don’t throw technology into the classroom and hope
for good things. Focus on the change in pedagogy,
not the technology.’
 ‘Cut back on lecturing: You ‘don’t have all the
answers and “broadcast learning” does not work for
this generation.‘
conclusions and reflections...
Broadcast Learning versus Interactive Learning (Tapscott, Grown Up Digital)
Broadcast Learning
Teacher-centred
One-size-fits-all
Instruction: learning about
Individualistic learning
Interactive Learning
Learner-centred
One-size-fits-one
Discovery: learning to be
Collaborative learning
‘Developments in ICT and e-learning will require me to reinvent
myself as a teacher, professor, or educator.’
questions?
c.w.szejnmann@lboro.ac.uk