Tag Archives: pedagogy

Expanding horizons with a UCISA bursary

Beccy Dresden
Senior TEL Designer
The Open University

 

 

 

DigPedLab Vancouver 2017

Beccy Dresden was funded to attend this event as a 2017 UCISA bursary winner

HE TEL/IT community

Probably the biggest and most lasting benefit of receiving a UCISA bursary has been the impact that participating in DigPedLab Vancouver has had on me feeling part of a worldwide HE Technology Enhanced Learning (TEL)/IT community: my Twitter timeline now has a decidedly international flavour! The Literacies track included nearly 30 participants – two Brits apart from me, a professor from Puerto Rico, an educator based in the Austrian Alps, and the rest from North America, a mix of librarians, academics, educational project managers, IT folk, and even a practising attorney. This diversity was one of the many things that made DigPedLab so attractive to me: I wanted my western European, middle-class, middle-aged, cis white female perspective to be thoroughly challenged; over the course of the weekend, it certainly was. Each track had a dedicated Slack channel, and many of the participants have generously shared their own digital literacies resources via that medium, which I in turn have been able to share with Open University (OU) colleagues and, where those resources were publicly accessible, with the wider community (e.g. via links in my bursary blog posts). And of course the bursary also gave me an opportunity to share my work and that of my team/institution with the North American (and wider) HE TEL/IT community, an international visibility that would otherwise be difficult to achieve.

Institutional impact

While there have been fewer institutional opportunities than I had hoped to disseminate what I learned at DigPedLab Vancouver (they have mainly been restricted to knowledge-sharing activities within my team, and colleagues in our Learning and Teaching Innovation Portfolio), one exciting benefit to come out of it is that I am currently supporting faculty colleagues to deliver our own mini DigPedLab here at the OU. Having experienced their teaching first hand, I am a strong advocate for the critical digital pedagogy approach promoted by Jesse Stommel, Sean Michael Morris, and their associates, and I am looking forward to developing a network of support for this approach across my institution.

Since this year’s bursary scheme was launched I have been actively encouraging other OU staff to apply for it – by promoting it via email and other internal communication channels, and putting up posters across the campus.

Personal/professional development

I remain connected to many of the DigPedLab participants via Twitter, and the time difference between the UK and the US means my day often starts by reading their posts and following their links. Participating in such a challenging (but supportive) ‘summer school’ with innovative and inspiring practitioners has really boosted my confidence in what I have to offer around digital literacies as a TEL professional, as well as dramatically increasing my understanding of the challenges faced by my peers in North American HE institutions. My horizons could not have been expanded in this way without the opportunity provided by the UCISA bursary, which is why I have a tweet encouraging others to apply for it pinned to my Twitter profile.

Interested in finding out more about a UCISA bursary, then visit UCISA Bursary Scheme.

Award winner reflects on the value of a UCISA bursary

Emma Fletcher
Technology Enhanced Learning Advisor
York St John University

 

 

EDUCAUSE 2017 Conference, Philadelphia

Emma Fletcher was funded to attend this event as a 2017 UCISA bursary winner

Receiving a UCISA bursary allowed me to attend the EDUCAUSE annual conference in Philadelphia during November 2017. I believe it has had a number of positive effects on my personal development in higher education, for the directorate I’m a part of, and for colleagues within the university that I work with to support and advise.

Professional development

In terms of benefits to my personal CPD, I chose a number of relevant and useful sessions to attend at the conference. I selected sessions that aligned well with my role (and the University’s foci) to ensure it was a worthwhile experience. Some of the sessions have impacted on my practice at the University, such as the sessions focussing on video and recording academic staff. One of my team’s current projects is the digital transformation of a particular school, which involves recording staff talking about key themes in their modules. I have used some of the suggestions and ideas from the conference to develop these recordings which have been beneficial to the academic staff, along with the students who will be using the videos.

The overall experience and the information I gained from attending Educause has helped me in my own career and I have since applied for a technology enhanced learning (TEL) role at another institution. I used reflections from my time at the conference during the interview process and was successful.

Institution

Prior to attending the conference, the Director of my directorate was extremely positive about my being awarded the bursary and told me that Deputy Vice-Chancellor knew about it and was impressed. After the conference, I was given time during the directorate team meeting to speak about the conference with my colleagues. The team includes our educational developers, who work with academic staff on their teaching and learning. The team showed a real interest in some of the sessions and as a result I have had one to ones with some colleagues within the directorate about the sessions I attended and have shared some of the resources I collected whilst I was there.

I have spoken with my line manager about my experiences at the conference. We discussed the learning spaces and active learning sessions, as the former session was one I was asked to attend. Learning spaces is a particular area of interest, with my line manager overseeing a project at the University involving a redesigned learning space.

I have been able to informally present a number of times to colleagues at the university about some of the sessions I attended that relate to them. Along with the UCISA blogs I produced covering areas such as active learning spaces and universal design for learning (UDL) and learning management systems (LMS), I wrote a separate blog for the University, which highlighted sessions that I thought would be more relevant to the institution such as: learning spaces, universal design for learning and learning management systems, active learning, microlearning and social media, video creation and working with academic staff for technology innovation. When meeting colleagues across the University, I have spoken about the conference or sessions that I feel are relevant to them and hope this has impacted positively on them.

HE IT community

My attendance at the conference has broadened my knowledge and understanding of TEL, particularly from an international context, and allowed me to draw comparisons with the UK sector, and in particular the external factors influencing decisions we make about TEL (for example, Teaching Excellence Framework (TEF), apprenticeships etc.). This has impacted on my interaction, for example when speaking with colleagues across the university. I feel more confident in my knowledge of HE and Technology Enhanced Learning (TEL) (something which has been a steep learning curve after spending most of my career in secondary education) and I believe colleagues have seen the benefits.

I found the scale and programme of the conference made it difficult to connect with other attendees, however I discovered a lot of great people on Twitter and have developed my personal learning network a great deal. It has been particularly interesting to see TEL in an international context and I hope to cement some of the links I made over time.

Interested in finding out more about a UCISA bursary, then visit UCISA Bursary Scheme.

Supporting student learning in a digital world – opportunities and obstacles

Beccy Dresden
Senior TEL Designer
Open University

 

 

 

DigPedLab Vancouver 2017 – Day Two

Beccy Dresden was funded to attend this event as a 2017 UCISA bursary winner

For the first half of the afternoon on Day Two of DigPedLab 2017, we had a choice between one of five workshops delivered by the DigPedLab Fellows:

or a lightning talks session.

Three of the five workshops appealed to me, but Leonardo was happy to share the resources used in his, and Penny and Kris were both in my track, so I figured I could pick their brains another time (especially Penny, who is based in the UK), so I went for the lightning talks. These are detailed at the link above, but to save you clicking, I have included the summaries here in italics.

Interdisciplinary Solutions

Michelle Clement, Associate Faculty in the School of Business at Royal Roads University, will offer a talk and case study about how tackling homelessness isn’t a one disciplinary approach. The case study will show how sociology, marketing, mental health and nursing students worked together across disciplines and cultures to better understand homelessness in their community.

I noted the following:

  • Working in multidisciplinary teams, students felt that sharing different perspectives deepened their understanding of the problems.
  • Michelle is now living their experience by participating in the Writing track here!
  • Organising this kind of thing is administratively complicated, but focusing on making it a meaningful experience for students is key.

New Media and Pedagogy

Hannah McGregor, Assistant Professor in Publishing at Simon Fraser University will offer a lightning talk as a provocation: to explore how new media forms (podcasts, social media feeds, etc.) allow pedagogy to take place beyond the university. What would happen if we thought of our role, as academics, to be pedagogy (not research) first? How do forms like the podcast allow us to enact a public-pedagogy-first praxis? How the heck will we convince universities to get on board?

I noted the following:

  • Hannah loves podcasts, but hates the male-dominated maker culture, coding-boot-camps stuff.
  • Maker culture can be too focused on the production of a thing, as opposed to processes, community building, pedagogy, etc. (Is this a male vs female thing?)
  • Where are the women in podcasting? (Hannah referred to an article in Forbes that seems to claim people hate the sound of women’s voices.)

Open Pop Ups

Verena Roberts, Learning Specialist at Rocky View Schools, will discuss open learning networks. From September 2017 to June 2018 she will be connecting learning communities with open learning networks by facilitating serendipitous and planned ‘Open Pop Up’ learning activities with a K-12 contextual lens. She will be completing a pilot version of the ‘Open Pop-ups’ at her school district in the hopes of using the pilot to inform her doctorate research the following year.

I noted the following:

  • Um, what is K-12?! (I Googled it for you: https://en.wikipedia.org/wiki/K–12)
  • We need to keep talking about the differences between OERs and open(ing) learning
  • Stick metaphor – what children see (same with cardboard boxes?) [sorry, I have no idea what I meant by this!]
  • ePortfolios for high school students – not résumé building, but creating relationships and apprenticeships
  • Verena gave a couple of examples of her open pop-ups:

– Kindness ninjas – promoting sharing behaviours among children in underprivileged area

– Assembling diverse groups of students.

Daagu

Carolyn Steele, Career Development Coordinator at York University, Toronto, will discuss Daagu. Daagu is an online platform that offers holistic and collaborative eLearning opportunities to students. Developed at York University in Toronto, Daagu is designed to promote student choice and engagement, community dialogue and meaningful application of conceptual content. It’s very much a self-directed way of learning. This session will introduce Daagu and provide information on how to learn more.

I noted the following:

  • Carolyn has been working in blended classes for the last 5 years, and teaches 7–10pm – she tries to end at 8.30/9pm so the rest – the reflection part of the learning, mainly – can be done online. [This interested me because some Open University (OU) students complain about the timing of synchronous online teaching events.]
  • Daagu was developed for the nursing programme at York.
  • To me, students’ posts look like a combo of Pinterest and OpenStudio [an OU collaboration tool]
  • Students could provide emotional feedback, but they’re very resistant to doing that.
  • Quality vs quantity of posts? Assessing/grading that? How do you create a rubric for that?

Overcoming Digital Obstacles

Christina Chavez-Reyes, Professor in the College of Education and Integrative Studies at Cal Poly Pomona (California State Polytechnic University, Pomona) will discuss digital obstacles to learning and teaching. In her teaching, she has discovered college students’ fear of the digital domain (distraction and breach of privacy) impedes their use of and ability at digital media, particularly social media, to become 21st-century college-educated citizens and professionals. This circumstance undermines the concept of students as ‘digital natives’ and begs the question how colleges can better prepare students with the necessary digital skills and knowledge of the digital domain. An added element is college faculty’s resistance to develop their digital skills to incorporate tech appropriately in classrooms. These converging factors create an equity crisis for first gen college and low-income students (perhaps all students) who likely do not readily have available social and cultural capital in their homes and communities to supplement the lack of learning in college. Many will earn a degree without a model of professional and civic engagement for the digital age.

I noted the following:

  • Christina is a Faculty member plus department chair. She feels working class at heart and, being in a new leadership position, has to play two different roles/apply two different lenses.
  • Social mobility for its students is a key achievement of her institution.
  • The focus is on educating students to undo inequalities and inequities when they become educators.
  • Use of social media: 30% like it, 60% fear it as a distraction, and 10% have privacy concerns
  • Risks are real – going online involves a third party, and creates a ‘non-rival, non-excludable good’
  • To sustain democracy, there needs to be a clear and protected boundaries between civil society and markets
  • Empowerment—intention—confidence is a key continuum.

How Christina described her students really chimed with the challenges I know many OU students faced – demographically they are quite similar, I think, which was interesting, as my impression was that many of the other participants work with students who more closely resemble the UK stereotype of undergraduates than OU students do.

Net Neutrality

Brian Weston, Director of Distance and Accelerated Learning at College of the Canyons will discuss strategies for keeping information accessible for online education.

The main thing I noted from Brian’s presentation was his question ‘What happens if students don’t have top-tier internet access?’. This is a problem that many OU students in rural/remote parts of the UK still face – contrary to government claims of widespread high-speed broadband availability!

Interested in finding out more about a UCISA bursary, then visit UCISA Bursary Scheme.

Educating students for media literacy

Beccy Dresden
Senior TEL Designer
Open University

DigPedLab Vancouver 2017 – Day Two

Beccy Dresden was funded to attend this event as a 2017 UCISA bursary winner

Back to the classroom on Day Two of DigPedLab 2017 and Bonnie Stewart, Co-ordinator of Adult Teaching, University of Prince Edward Island and leader of the Digital Literacies track, warmed us up with a couple of images that generated horrified laughter:

 

 

 

 

 

 

 

 

 

 

 

(Slide courtesy of Bonnie Stewart)

These images illustrate all too clearly that media messages are constructed, so rather than accepting (mis)information presented as fact at face value, as media literate educators (and/or students), we need to be asking the following key questions:

  1. Who created this message?
  2. What creative techniques are being used to attract my attention?
  3. Who is the audience?
  4. What values and points of view are represented and omitted?
  5. Who gains profit or power if I accept this message?

These prompted a brief sidebar about snopes.com an on-line fact checking site – a site that, I confess, I only became aware of en route to Canada when various people I follow tweeted about it. (UK readers, is it more of a North American resource? I don’t recall ever hearing about it over here.)

Two more important questions to ask about the ‘news’ we’re served up

 

 

 

 

 

 

 

 

 

(Slide courtesy of Bonnie Stewart)

What’s interesting to me about this is the language: any news report that includes the phrase ‘hulking brute’ immediately sets off my credibility-questioning alarm! It takes me back to one of my favourite undergraduate English modules on stylistics, an area that I don’t hear mentioned much these days, but one that I think has a lot to offer media literacies

The aesthetic fallacy

Next Kris Shaffer talked to us about the aesthetic fallacy. My notes on this are a bit thin, so I just Googled the term and found this:

Put simply, the aesthetic fallacy is the belief that if it looks convincing, it is convincing; or, to refine it slightly, if it looks scholarly, then, agree or disagree with it, it is scholarly and must be taken seriously and allowed a place at the scholarly table.

(Source: Trueman, Carl R. (2010) Histories and Fallacies: Problems Faced in the Writing of History, Illinois, Crossway)

I’m not sure if this is how Kris would describe it, but certainly looking beyond plausible surfaces, using the questions noted above, seems like a key aspect of media literacies. Or, as Bonnie put it: ‘what does this do to our democracy if we don’t educate students to recognise and deal with the crap?’.

Another new-to-me angle was that of ’empire literacies’ – empires are constructed from money, territory and information. Consider…

 

 

 

 

 

 

 

 

 

 

 

 

(Slide courtesy of Bonnie Stewart)

… and then ask yourself, who owns them? Follow the money! In relation to that, Penny Andrews talked us through a slide that showed how the neutral-seeming information provider you rely on for your work could actually be funded by rather less benevolent backers…

(Slide courtesy of Bonnie Stewart)

(I’m pretty sure that in the midst of that Penny explained why Ashton Kutcher may be evil – hopefully I’ve expressed that vaguely enough to avoid either of us being sued – but I was too busy laughing to note the detail, so you’ll have to ask Penny if you want to know more!)

 

 

 

 

 

The point is, some messages have way more power and money behind them, and way more reach than may initially be apparent (e.g. you and Trump both have twitter accounts, but…). However, there is a degree of democracy on some media platforms, e.g. Twitter may be the only space where you can directly speak back to Rupert Murdoch.


(Slide courtesy of Bonnie Stewart)

Contribution literacies – e.g. how to use Twitter for activist public speaking

 

 

 

(Screenshot courtesy of Bonnie Stewart)

Catastrophe literacies – e.g. the ‘breaking news consumer’s handbook’

 

(Slide courtesy of Bonnie Stewart)

 

 

 

 

 

 

 

 

 

 

 

And this might be my favourite…

Crap detection literacies

Another participant, Sajni Lacey Learning and Curriculum Support Librarian, University British Columbia, Okanagan, talked us through an activity she runs in her first and second year classes when she is asked to come in and teach ‘the library stuff’. Rather than giving a traditional point-and-click session on accessing Library resources, she likes to try to get students thinking about the information that they consume in their own lives, and how that relates to what they are being asked to do for academic research.  She kindly shared this activity on the DigPedLab Slack channel, so these are her words.

Activity

“I start by having students get into small group, anywhere from 2 to 5 depending on the size of the class and come to consensus in their groups of the top 3–5 places they go in their personal lives to get information. I stress to them that I would like to see where they actually go for information not where they think I want them to tell me they go (i.e. the library website, books etc.). I ask them to rank these places from the most frequented places to the least. I then, when possible, ask the students elect one person to go to the board and write out the list. You could easily do this in a Google Doc, or Padlet if you have a large group or want to start keeping a record.

I then ask the entire class to tell me what stands out for them on these lists. Usually this is that Google and Wikipedia are at the top, followed by YouTube and various social media sites; currently the most frequent is Instagram.

I then ask them (depending on time) what it is they like about getting information on these platforms. Sometimes I do this in groups, and sometimes I just have a class discussion about it. I use their responses to get an idea of what, how, and why they like to consume information in this way. I use this to start the conversation on thinking about how they smell the crap in the information they are getting. Here I ask them to get back into small groups and list 3–5 criteria they look for in ‘good’ information on the sites they had previously listed and how they ‘smell the crap’ of bad information. Of course, this is very subjective as to what is ‘good’.

I bring the groups back, and through a class discussion start constructing a list of what they identified in their groups as good and bad information. These lists are usually pretty good, and I can use this to start a conversation about why we need to be critical of the information we consume, any authority structures that appear here (depending on what pops up in the list), and how this applies to academic research as well as their own lives.”

One point Sajni made in our class that stuck with me was that, as a librarian, she can’t professionally recommend Wikipedia, but actually it’s a really good resource for gaining broad context on an unfamiliar subject.

Incidentally, some of the things that Sajni’s students question are:

  • Breadcrumb trails
  • Location/domain
  • Media bias
  • Adverts
  • Visual literacy – aesthetic fallacy.

Deepening media literacy practices

The session ended with Bonnie asking us which media/digital literacies we could deepen in our own practices or classes.

(Slide courtesy of Bonnie Stewart)

Within our table I said I was struggling to link a lot of this stuff to the Open University context. David White from The University of the Arts London, challenged that and I said it felt like we were often ‘hiding the vegetables’, when I wanted us to more explicitly acknowledge that students should be ‘eating their 5 a day’, and to find engaging ways to support them in that. Is that a challenge at your institution?

Après ski

In the evening I sampled the delights of Seto Sushi. If you ever find yourself in Richmond, I highly recommend it: wild salmon for the price of the farmed stuff in the UK, yum!

Interested in finding out more about a UCISA bursary, then visit UCISA Bursary Scheme.

Technology Enhanced Active Learning and Active Learning Spaces

Emma Fletcher
Technology Enhanced Learning Advisor
York St John University

EDUCAUSE 2017

Emma Fletcher was funded to attend this event as a 2017 UCISA bursary winner

At the recent EDUCASE 2017 conference, which I was able to join courtesy of a UCISA bursary, I was able to attend a session on Active Learning Classrooms (ALCs), named by EDUCAUSE as the top strategic technology of 2017 due to the popularity and innovation of ALCs. Active learning classrooms (ALCs) are designed to create affordances that support active learning pedagogies (which research has demonstrated are better when compared with more passive types of learning).

Presented by D. Christopher Brooks and Malcolm Brown (from EDUCAUSE), Melody Buckner  (University of Arizona), Adam Finkelstein (McGill University) and Sehoya Cotner (University of Minnesota), the session explored the research around ALCs as well as looking at the teaching practices that work best in them. There were examples from research, at the University of Minnesota, where the traditional teaching (large lectures) was compared with smaller ALC style teaching. This showed that students in traditional classrooms achieved as expected, however ALC students outperformed against their expected grades. One message that came out of the session was that potential of ALCs can only be realised if you have good teaching. Changing the space may mean that the instructor doesn’t know how to teach in the new space (teachers may try and use the traditional lecture style in the new spaces so, for example, students would have their back to lecturers) and active learning gains are achieved by academics teaching to fit the learning space.

Goals of the Active Learning Initiative

The third day of the EDUCAUSE conference, had a  further technology session presented by Virginia Lacefield, Enterprise Architect at University of Kentucky, looking at ‘Evaluating the Impact of Technology-Enhanced Active Learning Classrooms on Students and Instructors: Lessons from our First Full Year’.

Between 2014 and 2016, the University of Kentucky had opened 17 new Technology Enhanced Active Learning (TEAL) spaces at the university and carried out an evaluation of the impact of these on teaching, student learning outcomes and retention. The data collected consisted of surveys from both students and instructors as well as classroom observations and course grades. The classroom observations (adapted from the University of Minnesota developed instrument) were timed observations where every five minutes they marked down what the students and instructor were doing.

The observations showed a great deal of variation between classes. The findings of the staff survey showed that 18% of staff did not plan to use active learning strategies and 29% of staff planned not to use the TEAL equipment. 126 of the courses taught in TEAL had enough data points for comparison, 35 of these courses had significant grade differences for all students (29 had a positive difference favouring the TEAL sections, six had a positive difference favouring the non-TEAL sections). When they looked at retention, they found that there was significant correlation between number of TEAL courses taken and second year retention. As a result they are increasing the support for staff to help support the use of TEAL, such as technology/pedagogy open houses, scheduled one-on-one support appointments, giving advance notice of classroom assignment and communicating about available support resources.

 

 

 

 

 

 

Other highlights of the EDUCAUSE conference included:

 

 

 

 

 

Interested in finding out more about a UCISA bursary, then visit UCISA Bursary Scheme.