This is the result of the skills audit that I completed as part of Week 2 of #FLble1.
“Thank you for completing the skills audit. Your answers are below. Identify any areas of weakness and make a note of them in your journal.
- I have a general understanding of how I can use technologies to enhance my students learning 8 / 10
- I have a good grasp of the language and culture (netiquette) of online communication 9 / 10
- I am aware of the broad range of digital study skills that my learners will need for successful academic study 7 / 10
- I know how to plug in and configure a microphone on my computer 10 / 10
- I know how to plug in and configure a webcam on my computer 10 / 10
- I know how to plug in and configure speakers on my computer 10 / 10
- I can use the microphone, camera and speakers on my mobile devices 10 / 10
- I am confident using a media player on my computer for viewing multimedia 10 / 10
- I am confident that I can make the most effective use of our virtual learning environment (VLE) 9 / 10
- I am aware of all of the tools available within our Virtual Learning Environment 8 / 10
- I know how to set up an electronic submission area in our Virtual Learning Environment for learners to submit assignments electronically 10 / 10
- I am confident about writing good threads for discussion boards to encourage learners to engage in effective collaborative study 7 / 10
- I am confident using Google docs to produce and share presentations and documents 10 / 10
- I understand how to set up a wiki for my learners to work on collaborative writing exercises 9 / 10
- I am aware of how I could use social media to support my learners 7 / 10
- I understand how to access and use a chat room for my learners to access 7 / 10
- I can tell my learners how to find free online courses on the Internet to support their studies 7 / 10
- I can create quizzes or tests online for my learners to test their knowledge and understanding 9 / 10
- I know how to audio or video record my teaching sessions for learners to use later 10 / 10
- I can find and recognise good quality learning material on the Internet to use with my learners 9 / 10
- I can find copyright free or creative commons licenced digital learning materials on the Internet 10 / 10
- I am aware of the range of ways that a mobile device could be used to support learners’ study 8 / 10
- I know how to use digital technologies to support learners with special educational needs 6 / 10“
If I was honest with my answers (!) it’s pretty clear that I have no problems with technology but I am not as confident with the pedagogy or perhaps more correctly the appropriate selection of technology to support learning.
An interesting and revealing exercise and one which would be useful to adapt to gauge prior knowledge at the start of a module or course.
Chris Jobling November 10th, 2015
Blended learning can support a range of pedagogical approaches and in this section three are highlighted and summarized below. There is an emphasis in all three case studies on the use of mobile devices, particularly tablets for teachers and smart phones for students. The video and audio recording features of such devices are illustrated as well as content browsing and finger input. Interestingly pen input and keyboard input is not emphasized but in my experience these are weaknesses of the current generation of tablet and smart phone devices.
Note all illustrations were using tablets (probably iPads):
Not illustrated in section
Summary of section. Look for web-based tools that work across desktop, tablet and phones.
iObserve by Prospect Training Services (who appeared on video 1) costs £49.99. Illustrated being used to observe, record assess and give formative feedback to students performing authentic tasks. Could be used for teacher observation.
Nearpod – freemium software – free version, which is limited to a class size of 30 is essentially presentations with quizzes.
DREAMS – a proprietary e-learning system developed and used by Prospect Training Services. Not sure what it provides over a VLE and looks to have similar costs. Use of Open Educational Resources would be a better approach I think and using development tools like Xerte Online Toolkits might be a better way forward if you can call on the assistance of a good instructional designer.
Google Classroom – is a content delivery and assessment system built on Google Drive. It is free but unfortunately is only available for Google Apps for Education users at this time.
Attwell, G. and Hughes, J. (2010) Pedagogic Approaches to Using technology for Learning. Lifelong learning UK. September 2010. Accessed 9/11/15.
Draper, S. W. (2009), Catalytic assessment: understanding how MCQs and EVS can foster deep learning. British Journal of Educational Technology, 40: 285–293. Accessed 10/11/15.
Social Development Theory (Lev Vygotsky). Learning Theories. instructionaldesign.org. Web resource which includes references. Accessed 9/11/15.
Chris Jobling November 10th, 2015
For the record these are the answers I recorded for the Matching Pedagogy with Technology exercise in Week 2. This is particularly interesting as we plan to create a more comprehensive resource than the hand out for our institution.
Technologies I chose:
Collaborative writing, Video recording of learner activity, Discussion forums, Reflective logs (blog), Open Educational Resources, Practical activities, Simulations
How I’m actually using them:
2) Social constructivism
Technologies I chose:
Collaborative writing, Discussion forums, Social media, Video conferencing
How I might use them:
3) Problem-based learning
Technologies you chose:
Online formative assessments, Audio / video learning resources, Open Educational Resources, Practical activities, Simulations
How I might or do use them:
Comments seem to be turned off on this blog by Admin so until I’ve got them to fix this, comments are welcome on twitter: https://twitter.com/cpjobling/status/663812565101858816.
Chris Jobling November 9th, 2015
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