Digital learning and small group teaching
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This document provides an overview of a workshop on digital learning and teaching with small groups. The workshop aims to increase understanding of the role of technology in learning and teaching and explore approaches to enhance engagement. It discusses digital learning approaches at the university, including technology-enhanced, enabled, and dependent models. The document also covers what constitutes small group work, potential benefits and challenges, and skills for managing small group teaching. Sample small group activities are provided to discuss topics like the importance of small group learning and challenges of group work.
Digital learning and small group teaching
- 1. Digital Learning and Teaching with Small Groups Graduate Teaching Assistants Workshop, January 2018 Sheila MacNeill Senior Lecturer, Academic Development: Digital Learning, Dept. of Academic Quality and Development
- 2. Session Overview • Part 1 - Digital Learning • Part 2 – Teaching with Small Groups page 2
- 3. Part 1 Aims • By the end of this session you should have: • A greater understanding and awareness of the role of digital technology in learning and teaching. • Begun to explore some potential approaches to enhance engagement through the use of technology.
- 4. 4 Technology – could we live without it? Photo by Dai KE on Unsplash
- 5. 5 Why?
- 6. 6 Digital Learning at GCU developing creative approaches to learning, teaching and assessment through the effective use of technology on campus and online to enhance student engagement and enhance flexible access through a range of digital devices
- 7. 7 An approach which combines excellence in established modes of learning and teaching with the innovative use of learning technology Digital, blended learning at GCU Face to Face (f2f) Online Digital blended
- 8. 8 Digital Learning at GCU Photo by Mike Petrucci on Unsplash Technology Enhanced – content + support (20%) • Some online resources & discussion groups or blogs to supplement classroom based teaching. Technology Enabled – ‘wrap-around’ model (50%) • Technology combined with classroom activities to create a ‘blended’ model. • Includes online discussions, online activities, group work. Technology dependent – integrated model (100%) • Entirely online community. • Collaborative working, peer support, tutor as facilitator.
- 9. 9
- 11. 11 Part 2 Teaching With Small Groups Photo by Nathan Dumlao on Unsplash
- 12. Aims • By the end of this session you should be able to: – Demonstrate knowledge of what constitutes small group working and how it can be used in higher education – Outline the potential benefits and challenges of small group working – Consider some of the skills for managing small group teaching – Participate and learn from involvement in a small group
- 13. What is a small group? • Informal groups page 13
- 14. Formal groups Consciously created and organised, recruited for and put together by somebody for a specific aim Members share: • common objectives, goals and rewards • have complimentary skills • are committed to a common purpose, performance goals, and approach • hold themselves mutually accountable for achieving these goals • the teacher becomes a facilitator • Planning is vital page 14
- 15. 15 Depends on context and nature of learning outcomes. Consider size of whole class, available rooms and facilities What is the best group size? Passenger behaviour? Personalities? Avoidance behaviour? Mixed abilities? Subgroups? Casting vote?
- 16. 16 Group of 3: (Very popular) Likelihood of passenger behaviour low One member might feel marginalised Vulnerable if one is often absent Group of 4: Can be split for subdividing tasks Passenger behaviour possible No possibility of ‘casting vote’ Group of 5: Sufficient people for range of perspectives but still manageable Increased risk of passenger behaviour →leader for each stage of work What is the best group size? Photo by rawpixel.com on Unsplash
- 17. Larger groups (6-10 Still workable but needs careful management Can be split into subgroups Best for substantial tasks Passengers might avoid contribution → outcasts Shy members can be overshadowed Skilled facilitator needed Learning Teams Select on prior experience, expertise and ability Opportunity to benefit from each other’s divergent talent and skills Often assessed Takes careful organisation PLANNING IS VITAL page 17
- 18. 18 Each group discusses a topic You have 5 minutes for the discussion Agree on the 3 best points from your discussion and present them on the flipchart on your table Appoint a presenter who feeds back your results to the class Small Group Activity 1
- 19. 19 Reflecting on your learning as a student . . . Groups 1 & 4: What have been the advantages of small group working for you? Groups 2 & 5: What have been the disadvantages of small group working for you Group 3: What skills should the ‘ideal’ facilitator have? Topics for discussion
- 20. Why is small group learning important? (Group activity 2) • You have 10 minutes for the whole activity. • Discuss the question in your group. • Agree on the 3 best points from your discussion and present them on the flipchart on the table. • Appoint a presenter who feeds back your results to the class. page 20
- 21. 21 Learning from other people is the oldest, most natural and instinctive learning context we experience. Learning can only be done by the learner not to the learner Practises essential skills for research and employment: Listening to others’ ideas sympathetically and critically Thinking creatively and collaboratively Building on others’ work Managing time and processes effectively Persevering in the face of adversity Why is small group learning important?
- 22. What has been your experience with group work? page 22 I don’t think I have ever had a good experience when working in a group. I have lots of horror stories, including people not turning up for presentations (where they had to be present), people waiting to the last minute, then putting pressure on me to help them get it done and finally, I fell out with a friend over our final year project and 4 years on we are till not talking.
- 23. 23 How can individuals sabotage a group? You have 5 minutes for the discussion Agree on the 3 best points from your discussion Appoint a (different) presenter to feed back your results Activity 3: Challenges of small group working
- 24. What can go wrong? Conformity in groups : the Asch effect • https://www.youtube.com/watch?v=qA- gbpt7Ts8 page 24
- 25. An example of group work operating guidelines • Discuss the following points with the members of your group and tick those with which you ALL agree. Sign and date your copy I will contribute and share my ideas equally with other team members. I will listen to and value the ideas of other team members. I will be open to new ideas and to different ways of working. I will encourage other team members. I will give feedback in the form of constructive criticism. I will bring a positive attitude to teamwork in this project. I will complete tasks assigned within the group on time. I will attend all team meetings decided on by the group. If delayed, I will advise the other members of the team in advance. I will do my share of the work associated with the team project. My contributions will equal (or exceed) others in quality. page 25
- 26. What’s your role? Some essential skills for a facilitator (HEA, 2013) • Preparation matters • Set tasks ahead of the group work • Have clear aims for the session • Be enthusiastic and understanding • Be honest • Be a good listener • Be attentive • Be creative • Be reflective Be a learner too ! page 26
- 27. Group effort can bring out the best and the worst in people
- 28. References and sources of information • Exley, K. and Dennick (2004) Small group teaching: tutorials, seminars and beyond. Abingdon:Routledge • Higher Education Academy (2013) Small group teaching: a toolkit for learning • https://www.heacademy.ac.uk/resource/small-group-teaching-toolkit-learning • Jaques, D. (2004) Learning in groups: a handbook fort improving groupwork; London: Kogan Page • Race, P. (2015) Making small-group teaching work; • in: Race, P., The Lecturer’s toolkit, 4th edition, London: Routledge • http://phil-race.co.uk/making-small-group-teaching-work/ • University of Sheffield, Toolkit for Learning and Teaching: Small group teaching • https://www.sheffield.ac.uk/lets/toolkit/teaching/smallgroup page 28