Designing Effective Learning Environments for Graduate Teacher Education Programme

Editor's Notes

• #4: Next slide has possible responses but there may be others, of course.
• #5: This slide to be used following the pair/three activity and to make links to what has emerged from their discussion Issues that may emerge: Tutor notes In the lecture – struggling to understand new material Problems in following the slides to hear the tutor to understand the particular ideas, to know what was most important In the seminar or workshop as above challenges plus n not feeling like a member of the group, not feeling comfortable asking questions which would show that something wasn’t understood not feeling that I could contribute and that it would be valued, feeling that I would be heard, feeling that the learning was valuable, feeling enthused, believing that I could do this, etc In the lab – some of the above (lecture and seminar/workshop) plus Problems in understanding the brief and protocol, Not playing an active part in the practical element (lab work often done in twos and threes due to space and resources), Not feeling that I could check things out if unsure, etc In the one to one tutorial (pastoral or academic) Not sure that the tutor was interested in my situation, Not sure that they would want to listen and help, Feeling that my situation or current challenge would be seen as ‘silly’, that they would be able to offer academic guidance that would be valuable, etc. On a field trip or visit Not being clear about the purpose for the event, Not knowing what I might get out of it, Not knowing the logistics (transport, safety, what I needed to take, food, equipment) , Unsure about how I needed to interact with other students Unsure about what data or information I needed to gather, Unsure about how I would use it at the end Unsure about how it fitted with assessment if relevant) When studying and working towards assessment on own/independently Problems accessing relevant material and briefs Problems understanding materials and briefs Problems with understanding what is really required Selecting material for particular purposes Unsure about how this would fit with assessment protocol Knowing what to do with the material in terms of assessment tasks Who to ask for help When working with others in group work (outside the learning sessions) Unsure about the brief Unsure about my role and tasks Unsure about the process for achieving the group task Unsure about how I would be assessed Experiencing difficulties within the group (some doing more than others, some doing much less, individual absence, conflict, etc) Unsure about how to resolve the challenges and difficulties – where to go for help/advice
• #6: Tutor notes In the lecture Tutor support struggling to understand new material planning for tricky bits – use of examples, real life examples, preparing explanations, using visuals, asking for Qs Problems in following the slides and planning an overview of whole lecture, discussing the shape, providing a visual and mental map, fewer slides, etc to hear the tutor good use of mic, checking that all can hear (at the back!), using pauses, signposting sections, voice modulation to understand particular ideas, planning more time on these sections, planning activities where students can self-check, pauses and thinking time, also * to know what was most important highlighting and signposting these visually and verbally at beginning and in closing comments, guiding to additional material: reading and websites* In the seminar or workshop as above challenges plus not feeling like a member of the group, agreeing ground rules at the beginning, expectations of how you want not feeling comfortable asking questions which would show that something wasn’t understood students to learn in the sessions (collaboratively, respectfully, listening to not feeling that I could contribute and that it would be valued, others) feeling that I would be heard, Tutor models productive group behaviours (above) feeling that the learning was valuable, Learning students’ names and using them feeling enthused, Sharing own curiosity and interest in subject believing that I could do this, etc Valuing effort and encouraging effort and persistence Using a variety of tasks and group work, providing structure and clear briefs Consider seating and group arrangements In the lab – some of the above (lecture and seminar/workshop) plus Problems in understanding the brief and protocol, Planning for clear structure and user-friendly briefs Not playing an active part in the practical element Allocating and switching tasks and roles within lab session (planning for)(lab (lab work often done in twos and threes due to space and resources), Pre-emptive and contingency plans (identifying where things may go awry Not feeling that I could check things out if unsure, etc Working collaboratively with technicians (plans and management of session) Observing individuals and small group dynamics closely and using helpful and timely interventions In the one to one tutorial (pastoral or academic) Not sure that the tutor was interested in my situation, Allow time and suitable space for tutorials (academic or pastoral) Not sure that they would want to listen and help, Listen and closely ‘attend’ to student (phone on mute, close pages on PC) Feeling that my situation or current challenge would be seen as ‘silly’, Non-judgemental responses, positive responses, acknowledge, accept. that they would be able to offer academic guidance that would be valuable, etc. Have information to hand around other UL support services (email and phone contacts) if of a very personal nature. Where the personal is impacting on the academic (eg accommodation issues): ask student what they have thought about doing about the ‘problem’ and what would help them and encourage them to explore options and pros and cons of these, help to summarise and plan for solutions. On a field trip or visit Not being clear about the purpose* for the event, Clear planning of the event and student information pack prepared for * Not knowing what I might get out of it, * Briefing and discussion, Q & A session built in to a session Not knowing the logistics* (transport, safety, what I needed to take, food, equipment) , Plenary session built in to a session or at end of visit/trip for reflection on Unsure about how I needed to interact/work with other students* learning and how to incorporate into future learning and assessment. Unsure about what data or information I needed to gather,* Unsure about how I would use it at the end* Unsure about how it fitted with assessment if relevant)* When studying and working towards assessment on own/independently Problems accessing relevant material and briefs Clear briefings, FAQs around tasks and criteria for assessment for * Problems understanding materials and briefs Briefing and discussion and Q & A session built in to session/s Problems with understanding what is really required Making links to assessment tasks throughout learning, directed reading. Selecting material for particular purposes Using Blackboard to point to other resources plus links to variety Unsure about how this would fit with assessment protocol of resources (audio, video, web-based, real-life examples, cases, etc) Knowing what to do with the material in terms of assessment tasks Building into learning sessions and online, activities which link directly to Who to ask for help skills required in assessed tasks and which can be formatively assessed by tutor, peers or self-check) Setting up discussion groups online, ‘where to go when stuck’ guidance. When working with others in group work (outside the learning sessions) Unsure about the brief As above in terms of planning ahead, provide clear guidance and Unsure about my role and tasks briefs around group work: consider group processes and ‘when things don’t go to plan’; build in time to discuss group issues in advance as well Unsure about the process for achieving the group task consider what are productive group behaviours? Unsure about how I would be assessed Clear and fair assessment criteria for group (product, process or both) Experiencing difficulties within the group Criteria should be discussed by group and if a peer assessment element (some doing more than others, some doing much less, individual absence, conflict, etc) encouraged to construct the criteria here for themselves. Unsure about how to resolve the challenges and difficulties – where to go for help/advice
• #9: QUESTIONS: What is IT and why does it matter? Information Technology Inclusive Technology Don’t know how students and staff work online Need to consider diversity ways people use computers and access the Internet
• #10: Effective learning environments are about digital as much as face to face experiences Digital Education Plan Digital Scholarship strand of Student as Producer UL PSF – Core Knowledge 4 – need to demonstrate use and value of appropriate learning technologies Single Equality Act requires a pro-active approach to accessible learning environments DSA changes
• #11: QUESTION: what causes IT problems One word to describe Blackboard Jane Seale – double edged sword of technology – potential to both enable and disable access Creating an effective digital environment means thinking about the user experience – identifying and removing potential barriers to access
• #12: QUESTION: examples of IT use in teaching and learning No technical reason for exclusion from digital learning environments Users should be able to change the appearance of digital text, hear text read out loud with text to speech software, convert speech to text, have access to alternative formats Multimedia valuable learning tool but also full of potential barriers to access Individual responsibility for inclusive practice – to ensure text, images, audio and video are accessible to the widest audience image http://en.wikipedia.org/wiki/Tandy_1000#mediaviewer/File:Sabu_with_his_Tandy_1000_Computer.jpg
• #13: QUESTION: how to ensure access to text, images, audio, video Consider difficulties with Seeing, Hearing, Poor Broadband Connections, English as a second language Dyslexia Style guide http://www.bdadyslexia.org.uk/about-dyslexia/further-information/dyslexia-style-guide.html
• #14: Principles of inclusive design are changes for some create an improved experience for all e.g. access to the built environment/public buildings etc.
• #15: Adjustments which help creative inclusive resources for eight categories of learner needs and the benefits and barriers associated with them Inclusive curriculum design should pre-empt and reduce the need for reasonable adjustments for individual students.