Here are some notes from the week one ocTEL webinar:
Kyriaki Anagnostopoulou, University of Bath
-it’s difficult to evaluate learning technologies that are embedded in contexts: how to evaluate them separately from the context?
-learning design as a choreography to the ‘dance’ of learning. At first I thought this seemed prescriptive–“left foot here, right foot here”–until I thought, it depends what kind of dance you’re talking about. First-year choreography is necessarily prescriptive–a waltz–while final-year choreography may be more interpretive dance.
-Ron Oliver’s “tasks, resources, support” model (1999) (Hi Ron!)
-focus on authentic learning: public outputs result in higher quality of student work
-Verpoorten’s 8 learning events model
-Bath Digital Literacies online student self-assessment: student completes self assessment, and is then recommended student and faculty-specific resources to address any challenge areas identified
-technology needs to enhance and add to the learning experience, not to be a clumsy bolt-on
James Little, University of Leeds
-academics feel: “not enought time to catch up!” No real solution offered other than that they should be involved in multiple networks of communicaiton about T&L practice. This doesn’t seem to address the issue, however.
-don’t’ assume the same level of technological ability across the student cohort
-students just want technology to work, not to be an “additional barrier”
-digital resident/visitor rather than native/immigrant concept
-SAMR model: modification and redefinition using technology are transformative; substitution and augmentation using technology are enhancement