Thoughts for the morning - Opportunities of a Flexible Future
re: rote learning to deep learning discussion. Example in health HAP lends iself to rote learning, then transistioning to pathophysiology wher application of knowledge from HAP is required. Good example of Einstein/chaffeur story. Suggestion of no formal lecture, using an object- students go and research and come back with information for discussion. Another is being given a goal of the paper and then going out to staff and interviewing them as to their thoughts. Get students to make own MCQ's - 'peer wise' - told will be used in the exam. Students negotiating topics for their assignment via wiki. For every answer there should be another question.
How do you decide when student's needs are differnt to what they what? Tension between. Teaching needs to be flexible, not restricted by technology in use. Process is useful ie how do you manage that tension, engage in ways to overcome that resistence? How to move the question on? Similar to above issue rote/deep learning. What medium do you use? How to you persuade someone else that something is better?
Thoughts for the afternoon - Challenges of a Flexible Future
You can have all the technolgoy in the world but if its not used effectively and intellingtly its of limited use.
Teachers have to understand the benefits that technology has to their students and to themselves. Why do you want to learn it?
What are the incentives that mean students will engage and use the technology? What are the roles of assessment, accreditation and exams? Will students contribute to online material if they can't continue to use them after their degree?
How does the use of technology impact on workload?
When do students realise that learning is important and not just doing stuff to pass? Students might not realise this to well after finishing their degree and working. What kind of skills are we hoping to pass on to students? Research, critical thinking, questioning, discretion, evaluation of information,
There is still a need for content delivery but maybe there are other ways that the content can be delivered, interacted with and constructed. How do teachers still have authority of their content?
Evolve or die!
How do you measure learning? Are you looking at what they know or how much they know since they started?
What is motivating students? How do you engage students who don't have a vested interest in learning? How do you engage students while they are with you? The atmosphere in the classroom is still so important. How is this related to topic, course level and the students? What aspects of learning are better able to be negotiated with students? Why is there a perception that students will be easier or less critical than the teacher. What are the roles of peer and self assessment?
Student assessment needs to be managed well but can contribute very well to student learning and assessment.
re: rote learning to deep learning discussion. Example in health HAP lends iself to rote learning, then transistioning to pathophysiology wher application of knowledge from HAP is required. Good example of Einstein/chaffeur story. Suggestion of no formal lecture, using an object- students go and research and come back with information for discussion. Another is being given a goal of the paper and then going out to staff and interviewing them as to their thoughts. Get students to make own MCQ's - 'peer wise' - told will be used in the exam. Students negotiating topics for their assignment via wiki. For every answer there should be another question.
How do you decide when student's needs are differnt to what they what? Tension between. Teaching needs to be flexible, not restricted by technology in use. Process is useful ie how do you manage that tension, engage in ways to overcome that resistence? How to move the question on? Similar to above issue rote/deep learning. What medium do you use? How to you persuade someone else that something is better?
Thoughts for the afternoon - Challenges of a Flexible Future
You can have all the technolgoy in the world but if its not used effectively and intellingtly its of limited use.
Teachers have to understand the benefits that technology has to their students and to themselves. Why do you want to learn it?
What are the incentives that mean students will engage and use the technology? What are the roles of assessment, accreditation and exams? Will students contribute to online material if they can't continue to use them after their degree?
How does the use of technology impact on workload?
When do students realise that learning is important and not just doing stuff to pass? Students might not realise this to well after finishing their degree and working. What kind of skills are we hoping to pass on to students? Research, critical thinking, questioning, discretion, evaluation of information,
There is still a need for content delivery but maybe there are other ways that the content can be delivered, interacted with and constructed. How do teachers still have authority of their content?
Evolve or die!
How do you measure learning? Are you looking at what they know or how much they know since they started?
What is motivating students? How do you engage students who don't have a vested interest in learning? How do you engage students while they are with you? The atmosphere in the classroom is still so important. How is this related to topic, course level and the students? What aspects of learning are better able to be negotiated with students? Why is there a perception that students will be easier or less critical than the teacher. What are the roles of peer and self assessment?
Student assessment needs to be managed well but can contribute very well to student learning and assessment.