Keynote presentation for Kingston University Festival of Learning
The swift pivot to online learning has without doubt been challenging for a multitude of reasons. My keynote will consider
- when looking back what my approaches were in relation to the use of technology to enhance learning;
- more recently my reflections on using technology for learning and teaching online,
- and then looking forward how we need to re-plan to use technology for engaging multimodal co-learning.
Engaging with technology for learning: The surprises the challenges and next steps
1. Engaging with technology for learning:
the surprises, the challenges and next steps
Sue Beckingham | @suebecks
Keynote Speaker 23 June 2020
Kingston University Festival of Learning
#KUFoL20
2. Engaging with technology for learning: the
surprises, the challenges and next steps
The swift pivot to online learning has without doubt
been challenging for a multitude of reasons. My
keynote will consider
• when looking back what my approaches were in
relation to the use of technology to enhance
learning;
• more recently my reflections on using technology
for learning and teaching online,
• and then looking forward how we need to re-plan
to use technology for engaging multimodal co-
learning.
3. Role of online learning
When online learning
activities are used
only to supplement a
course.
Where online
activities are used as
a significant part of a
course.
Describes courses in
which the majority (if
not all) of the course
activities are done
online
1.
ADJUNCT
MODE
2.
MIXED (FLEXIBLE)
MODE
3.
TOTALLY ONLINE
MODE
Adapted from Harasim 2006
8. Where to find
Free to use images:
https://openclipart.org/
https://www.flickr.com/creativecommons/
https://pixabay.com/
https://www.pexels.com/
https://commons.wikimedia.org/wiki/Main_Page
14. Using technology for learning online
First of all I want to pause and
focus on what we as educators
have experienced and just some
of the things we have learned
since the start of COVID19
16. Learning extended to...
Using the technology
Colleagues had to learn to use new technology
for online meetings, our own learning and
development, and to deliver teaching.
17. “People who never expected – nor
ever wanted – to use digital
technology to communicate or
work now must, and so they are
learning how,”
Sean Michael Morris, Director of the Digital
Pedagogy Lab at the University of Colorado
Denver
18. Learning extended to...
Online protocols
Adopting new rules for online meetings from
adding passwords and muting microphones to
use of chat and recordings; posture, lighting, the
angle of your device.
19. Learning extended to...
Self care
The need to provide guidance on how to
manage the blurred boundaries of remote
working and home life. Building in breaks and
time away from the screen.
20. Learning extended to...
Social isolation
Finding new ways we could check on our
students wellbeing, as well as our peers, and
our family.
21. Learning extended to...
Digital poverty
A realisation that many of our students (and
staff) did not have access to technology or the
same level of bandwidth. Having access to the
web through Wi-Fi or pay-as-you-go costs
money.
22. Learning extended to...
Caring responsibilities
Juggling home schooling, family life and
working. Weighing up the benefits of
synchronous and asynchronous activity.
23. Learning extended to...
Social presence
Developing a sense of belonging and
connectedness. Especially important for the
start of new modules during this period where
students hadn’t met face to face.
24. Learning extended to...
Learning to learn
Adapting to a new learning space. Students
were reticent to use video in online classes.
They were cautious of using chat in the learning
context.
25. “Immediacy is how much a given activity must
take place at a given time. But immediacy
places demands on student time, forcing
students build their schedule around specific
events. If they are at home, they need not
only to be available at a specific time, but to
get hold of the family computer, find a quiet
spot in the house, check that the internet
connection is stable at that time.”
Mike Caulfield WSU Vancouver
27. Adapted from Stanford 2020
High Bandwidth
Low Bandwidth
LowImmediacy
HighImmediacy
Practical immediacy
Audio and Video on Demand Natural Conversations at a Cost
Underappreciated Workhorses
Live web
conferencing
28. Re-plan to use technology for
engaging multimodal co-learning
30. Communities of practice
Communities of practice are
groups of people who share a
concern or a passion for
something they do and learn
how to do it better as they
interact regularly.
Etienne and Beverly Wenger-Trayner, 2015
36. Free international talks
• Wellbeing/care
literacy
• Equity literacy
• Socioemotional
literacy
• Workload literacy
• Openness/sharing
literacy
• Humanizing/auth
enticity literacy
• Big picture
literacy
Maha Bali 2020
37. Benefits of Working Out Loud
Internal
• peer-to-peer recognition
• improved internal
communications
• better working
relationships
• humanised work
• higher productivity
• increased innovation and
collaboration
External
• build professional
network
• opens virtual doors
• crowd source information
• breaks down
geographical barriers
38. Essential elements
of a community
• mutual interdependence
• sense of belonging
• connectedness
• spirit
• trust
• interactivity
• common expectations
• shared values and goals
• overlapping histories
Rovai 2002
Harasim, L. (2006). A history of e-learning: Shift happened. In J. Weiss, J. Nolan, J. Hunsinger, & P. Trifonas (Eds.), The international handbook of virtual learning environments (pp. 59-94). Netherlands: Springer.
Embedded in presentations
Move away from death by PowerPoint
https://learningonscreen.ac.uk/
The role of the Learning Technologist and Educational Developer has never been more important
Plan A We are teaching onlinePlan B We are teaching at a social distance
Plan C We need a plan to consider in class teaching, online syncronous teaching and online asynchronous teaching
Rovai, A. (2002) Building Sense of Community at a Distance. International Review of Research in Open and Distant Learning, 3(1). http://www.irrodl.org/index.php/irrodl/article/view/79/153