I could watch this for hours, if I had the time.
A fascinating mashup called “WikiPediaVision” that shows the geographic origin of edits on Wikpedia, moments after they occur.
The JISC IPR Consultancy was started in October 2005 to provide expert advice to JISC in the area of intellectual property rights. IPR Consultants Naomi Korn and Charles Oppenheim talked to Sara Hassen, JISC Communications Manager, in a Skype interview about the interesting challenges we will face related to IPR in the education sector associated with the use of Web 2.0 & Social Software, and issues we need to consider and address.
Stop lecturing! Promote student engagement
Review of Malcolm Chrisp’s (SBE) lunchtime seminar on 5th October 2007
Malcolm’s session was truly an eye-opener, and I am going to implement some of his methods into my own modules. Not only was the presentation inspirational, but the chance to discuss in depth with Malcolm and fellow participants was invaluable.
Malcolm was faced with large student groups of 80-120 students in 2nd year. The traditional module delivery consisted of 50% lectures & tutorials and 50% self study. For the top students this posed no problem, while some of the average students occasionally underperformed, with the weak tail having a lot of issues, in particular with the self study. They seemed to be unable to drive self-learning, were easy to be beaten and showed lack of scholarship with poor preparation before tutorials.
The result of this was that Malcolm proposed a new teaching method, aided by and delivered through the VLE.
There are no more lectures nor tutorials, and in a way, Malcolm turned the original method around, with now the 50% of self study being done online via lecture notes and tutorials, aided by multimedia such as audio and video, as well as online quizzes. The other 50% are application classes, supported through contact with the lecturer.
Thus, three hours in the week are left for applications classes, where students are working in small groups around tables, in an informal atmosphere, but with 3 hours continuous work on hard problems. Depending on the size of classes, Malcolm is supported by a Masters student.
The students are thus engaging with:
- problem based learning
- deploying theory from notes
- study group based
- real problems
- significant increase in output
- repeated application of theory in different contexts
- contact environment has changed
- lecturer works with groups
- groups develop study group mentality
Furthermore, students now get the message that they need to deliver and the lecturer – in this format – can challenge student attitudes.
The outcomes of this new method of delivery are:
- develops work ethic which is carried over from class to self study
- completes full problem through support and guidance
- increased pace
- satisfaction of delivery
- promotes enthusiasm and attitude
The top students remained as good as before, average students showed increased motivation for high achievement and weak students showed improved motivation and hence increased performance, with the attitude significantly changed.
Future developments aim at promoting scholarship, developing work ethic, a wider take-up amongst staff and a move towards “studio based” learning.
Information about future lunchtime seminars can be found on the website.
Filed under: education | Tags: e-learning, flexible learning, JISC, learner centred, mobile learning
“The purpose of this JISC guide, Innovative Practice with e-Learning, is to explore roles for mobile and wireless technologies in blended learning, and to establish the key principles behind their effective use. Innovative Practice with e-Learning continues the practice-focused approach adopted in Effective Practice with e-Learning, JISC (2004). It reflects the findings of reports commissioned within the Innovation strandof the JISC e-Learning Programme and is aimed at practitioners and managers in further and higher education, and adult and community learning.
