Technology in the classroom and teacher immediacy

In looking around for papers that have explored this dimension, I found Witt & Schrodf [2006] the influence of instructional technology use and teacher immediacy on student affect for teacher and course. The method is a set of experimental 'first days' where groups of students get told about the course and the level of technology by either a low immediate teacher and a high immediate teacher.
The results show a similar curve in student affect for both low and high immediate teachers. A lower student affect on courses that offer no technology, higher student affect on courses that offer a range, lower student affect on a course that offers on f2f. But the is a separation between the curves of 20%. Showing that teachers with higher immediacy can influence the interest in courses that range in the amount of technology used. The most interesting part is completely online courses. Here the more immediate teacher is closest to the less immediate one. 50% to 40%. 'without the skillful and competent use of communication behaviors in the classroom, the use of instructional technology may have very little impact on student outcomes' p12

In looking around for papers that have explored this dimension, I found Witt & Schrodf [2006] the influence of instructional technology use and teacher immediacy on student affect for teacher and course. The method is a set of experimental 'first days' where groups of students get told about the course and the level of technology by either a low immediate teacher and a high immediate teacher.
The results show a similar curve in student affect for both low and high immediate teachers. A lower student affect on courses that offer no technology, higher student affect on courses that offer a range, lower student affect on a course that offers on f2f. But the is a separation between the curves of 20%. Showing that teachers with higher immediacy can influence the interest in courses that range in the amount of technology used. The most interesting part is completely online courses. Here the more immediate teacher is closest to the less immediate one. 50% to 40%. 'without the skillful and competent use of communication behaviors in the classroom, the use of instructional technology may have very little impact on student outcomes' p12

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Finally got blackboard to talk to google docs and yahoo

the wikis in blackboard are sending out an rss feed of student blog urls. Google docs collects this feed and turns it in to a CSV feed. The CSV feed is needed for yahoo pipes to break the data into rss feed data. So a yahoo pipe collects the table data, finds the rss feeds for each url, then returns all the stings for that feed.

All this means that students who are writing blogs can paste their url into the bb wiki, and then students and lectures can receive those in a single mixed feed. they are now linked together.

This mini project was for the art and design academy, but unfortunately i'm not sure that they will ever use it. So I want someone to use it out thereso my hard work comes to something. See previous posting for more details

the wikis in blackboard are sending out an rss feed of student blog urls. Google docs collects this feed and turns it in to a CSV feed. The CSV feed is needed for yahoo pipes to break the data into rss feed data. So a yahoo pipe collects the table data, finds the rss feeds for each url, then returns all the stings for that feed.

All this means that students who are writing blogs can paste their url into the bb wiki, and then students and lectures can receive those in a single mixed feed. they are now linked together.

This mini project was for the art and design academy, but unfortunately i'm not sure that they will ever use it. So I want someone to use it out thereso my hard work comes to something. See previous posting for more details

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Peer assessment opportinity for only the students who want to take part

The idea is to allow students to submit an essay plan, and then to allow only those who submit a chance to peer mark these in a wiki.

With a little fiddling you can get Blackboard to do this

Listen to these guides and it will show you how

http://screenr.com/fsm

http://screenr.com/3sm

1.     Set up a quiz to collect the essay plans in the Gradecentre

2.     Use the data in grade centre to create the group, and copy the essay plans

3.     Use a wiki to limit access and paste in the essay plans

Students then review them and add comments.

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peer marking of group work in blackboard

Many staff members are interested in providing a quick and fair method that allows students within a group to allocate a mark to each other’s effort. WEBPA is a great tool for doing this, but we don’t have this. So here is a ‘get around’. It takes a little bit of setting up, but could save some time.

1.       Set up your groups – see here for details Groups (Batch Allocate)
How to break large cohorts into smaller groups

Create a test for each member of the group to mark the other student by. This will collect the scores. Tell each student which student in their group relates to which test. http://screenr.com/Nsm

Student name	Student reference
Robin hood	Student A
John Little	Student B
Marion Maid	Student C

So it looks like this

Once the data has been collated you need to download it from the grade centre and change the columns to rows, then upload it back into the gradecentre

Here are some video guides to give you more detail.

http://screenr.com/Hsm

http://screenr.com/Usm

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Student evaluation of web2 tools

Purpose
This project used Honey and Mumford's 4 styles of learners to support student evaluations of web 2.0 technology. This is the first stage of a project to engage students in user-centric design methods of future learning technology Method
35 student were given a 1 hour workshop on H&M learning styles. They then evaluated 12 different web2.0 tools.
Results; the full results have not been analyzed but students see these technologies as strongly supporting the theorist learning styles with lowest being reflectors.
Activist 7
Reflector 4
Theorist 11
Pragmatist 5

Further details this research was conducted to establish ways of working with students to design uses of learning technology. There are many different methods of user-centric design. There can be a weakness in this approach that users tend to use their prior knowledge with which to design or evaluate new things. In order to take them beyond this the project used H&M learning styles to give students different profiles of students to consider that are in some cases different to themselves. The students found little difficulty in understanding the different learning styles, and demonstrated this in their feedback. Students saw that theorist would benefit most from the technologies on offer, mostly by actively constructing links between resources but also by consuming the information.

Purpose
This project used Honey and Mumford's 4 styles of learners to support student evaluations of web 2.0 technology. This is the first stage of a project to engage students in user-centric design methods of future learning technology Method
35 student were given a 1 hour workshop on H&M learning styles. They then evaluated 12 different web2.0 tools.
Results; the full results have not been analyzed but students see these technologies as strongly supporting the theorist learning styles with lowest being reflectors.
Activist 7
Reflector 4
Theorist 11
Pragmatist 5

Further details this research was conducted to establish ways of working with students to design uses of learning technology. There are many different methods of user-centric design. There can be a weakness in this approach that users tend to use their prior knowledge with which to design or evaluate new things. In order to take them beyond this the project used H&M learning styles to give students different profiles of students to consider that are in some cases different to themselves. The students found little difficulty in understanding the different learning styles, and demonstrated this in their feedback. Students saw that theorist would benefit most from the technologies on offer, mostly by actively constructing links between resources but also by consuming the information.

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Podcasting in assessment video case study

Stephanie Davy-Jow (Senior Lecturer School of Natural Sciences & Psychology)

Stephanie discusses her use of student created podcasts in assessments

https://blackboard.ljmu.ac.uk/webapps/blackboard/content/listContent.jsp?course_id=_52216_1&content_id=_1449710_1

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Steve Harrison (LJMU school of Journalism) discusses the use of twitter is assessments

This is a brief outline (5 min) interview covering the use of twitter as an assessment and as the ‘glue’ for the student community

Click here for access to the interview

https://blackboard.ljmu.ac.uk/courses/1/BBTSTAFF/content/_1449130_1/dir_!74776974746572207374657665206861727269736f6e.zip/twitter%20steve%20harrison.htm

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Using undergraduates in user-centric design process in learning technology developments

Overview and recommendations If you want to involve students in learning technology design teach them about learning. A good place to start in Honey and Mumford learning styles, as this allows them to see beyond their own approach to learninga provides a frame work for looking objectively at designs.

Undergraduates are the end 'users' of the learning technology universities put in place. The massive growth of online tools and services which give a far greater range for staff and students to utilise. VLE design is also trying to keep up with this, and incorporating new software tools within their existing systems. To help understand, develop and use the opportunities, user-centric or learner-centric design is being proposed. User-centric design requires the user to shift position from consumer of designs towards consultant/designer. There is a great range within this process of shifting power.
To successfully design in this environment requires a great deal of knowledge in a wide variety of fields. More importantly, it requires fresh eyes, and not a heavy handed stamp of the past. The problem with this approach is that users tend to view things from there current knowledge. What they know of, is expressed in their designs. Here's what I tried recently . Ideo is a famous design company that uses user-centric design. part of this process involves profiling imagined users to test ideas against. I spent 1 hour with a group of 35 students to teach them the four different learner 'profiles' within Honey/Mumford's theory. We then looked at a list of social software tools through the perspective of these 4 profiles in small groups, each student looked after 2 profiles each.
Although the learning style theory has been criticised, here we were just using it to open the students to consider beyond their immediate frames of reference.

The results were very positive with students understanding the profiles and identify opportunities and issues for each profile.

I also recommend 'design research' as a book with many innovative ideas on how to work with users

Overview and recommendations If you want to involve students in learning technology design teach them about learning. A good place to start in Honey and Mumford learning styles, as this allows them to see beyond their own approach to learninga provides a frame work for looking objectively at designs.

Undergraduates are the end 'users' of the learning technology universities put in place. The massive growth of online tools and services which give a far greater range for staff and students to utilise. VLE design is also trying to keep up with this, and incorporating new software tools within their existing systems. To help understand, develop and use the opportunities, user-centric or learner-centric design is being proposed. User-centric design requires the user to shift position from consumer of designs towards consultant/designer. There is a great range within this process of shifting power.
To successfully design in this environment requires a great deal of knowledge in a wide variety of fields. More importantly, it requires fresh eyes, and not a heavy handed stamp of the past. The problem with this approach is that users tend to view things from there current knowledge. What they know of, is expressed in their designs. Here's what I tried recently . Ideo is a famous design company that uses user-centric design. part of this process involves profiling imagined users to test ideas against. I spent 1 hour with a group of 35 students to teach them the four different learner 'profiles' within Honey/Mumford's theory. We then looked at a list of social software tools through the perspective of these 4 profiles in small groups, each student looked after 2 profiles each.
Although the learning style theory has been criticised, here we were just using it to open the students to consider beyond their immediate frames of reference.

The results were very positive with students understanding the profiles and identify opportunities and issues for each profile.

I also recommend 'design research' as a book with many innovative ideas on how to work with users

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discussioboards/wikis/blogs - a way of thinking/designing tools that educational tech providers could help us with?

There has been recent developments by learning technology companies to intergrate wikis and blogs within VLEs. There is an interesting argument that placing them within this environment strips them of their fundamental social essence. I don't want to argue this here, but want to think about how to intergrate them far deeper and how they support and link to assessment.
this video gives more detail.
http://screenr.com/NgC

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discussioboards/wikis/blogs - a way of thinking/designing tools that educational tech providers could help us with?

i made this video to illustrate my point

-----Original Message-----
From: Turner, James
Sent: Sun 13/06/2010 02:07
To: Posterous (post@abstractrabbit.posterous.com)
Subject: Blackboard - why doesn't the staff profile follow you , why do you have to retype it each time, has it changed in bb9
I made this video to illustrate the point
http://screenr.com/A1g

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Blackboard - why doesn't the staff profile follow you , why do you have to retype it each time, has it changed in bb9

I made this video to illustrate the point
http://screenr.com/A1g

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Using Screenr with international students to record student presentations for formative feedback and peer feedback.

Purpose; an increase in student numbers means student groups presenting back their findings takes a long time. To help students gain confidence in speaking english. Context; 35 malaysian level 3 students on a new media technology course.
Results; the technology is very robust and easy to use. Students need time to get use to the process.

Background 35 malaysian students attended an all day session on the use of web 2.0 tools to support learning. After an initial discussion on the subject groups of 3 students reviewed a online tool using a criteria discussed at the beginning of the session. The students final summary of their days work was recorded using screenr. only one student in each team narrated the presentation. Screenr is a screen capture tool attached to the twitter service. It creates videos with or without audio that can then be shared.

The technology Only on account was needed all students recorded into the same account. There were no issues from this the technology easily supported multiple file creation in the same account. Students used the pause feature extensively to help them collect their thoughts during the process, or to arrange the screen for the next section. 2 student groups were very reluctant to have their voices recorded. One group even tried to use a text to speech service to create the presentation. All student group eventually produced screenr presentations with audio. The limit of 5 minutes for recording length was useful for getting the students to think about cutting content down.
a large IT suite was used to create the recordings. The background noisse was a problem for some students. Students that finished on time tended to hang around in the space chatting and helping other groups. These had to be moved on at one stage. It was planned that students would have an opportunity to review each others work at the end of the session. Half the group were late completing their presentations which meant this had to be moved to be reviewed in their own time.
The use of one account could be a problem. It is possible for students to permanently delete each others work. The password to the account was changed after the session was complete to prevent any returning students from doing this.

Discussion Saving time
The technology did save time, and allowed opportunity for further review after the event. Fur her research is needed to identify how many times the movies were reviewed and what they were reviewed for.

Encouraging speaking Only 12 of the students from the different groups were involved directly speaking and recording using the technology. The use of the pause button could allow all students in the group to contribute. the tool allows students to re-record. This can allow students to practice and perfect t eir delivery. More research needs to be undertaken on how this effects confidence. .
5 min rule
The amount that can be said in 5 mins was greater than the assessment called for. The recordings were tended to be short.

Feedback The opportunity to provide feedback in the spaces is limited to uneditable and undeleteable twitter postings. The brevity to provide feedback in such a short form is a challenge, but several postings can be made of the same piece of work. The movies can be placed in a vle with a feedback tool there such as a wiki, but this does take extra time to organize. Recommendations and conclusions There are definite possibilities for this tool. Increased use will develop a practice for its use.
Key points 5 mins is a long time, don't set the amount of information to low
Feedback is limited, use multiple tweets
Use the pause to allow others to contribute to the recording
It is a tool that can replace normal presentation delivery.
More research is needed to measure its affect on confidence in speaking for international students.

Purpose; an increase in student numbers means student groups presenting back their findings takes a long time. To help students gain confidence in speaking english. Context; 35 malaysian level 3 students on a new media technology course.
Results; the technology is very robust and easy to use. Students need time to get use to the process.

Background 35 malaysian students attended an all day session on the use of web 2.0 tools to support learning. After an initial discussion on the subject groups of 3 students reviewed a online tool using a criteria discussed at the beginning of the session. The students final summary of their days work was recorded using screenr. only one student in each team narrated the presentation. Screenr is a screen capture tool attached to the twitter service. It creates videos with or without audio that can then be shared.

The technology Only on account was needed all students recorded into the same account. There were no issues from this the technology easily supported multiple file creation in the same account. Students used the pause feature extensively to help them collect their thoughts during the process, or to arrange the screen for the next section. 2 student groups were very reluctant to have their voices recorded. One group even tried to use a text to speech service to create the presentation. All student group eventually produced screenr presentations with audio. The limit of 5 minutes for recording length was useful for getting the students to think about cutting content down.
a large IT suite was used to create the recordings. The background noisse was a problem for some students. Students that finished on time tended to hang around in the space chatting and helping other groups. These had to be moved on at one stage. It was planned that students would have an opportunity to review each others work at the end of the session. Half the group were late completing their presentations which meant this had to be moved to be reviewed in their own time.
The use of one account could be a problem. It is possible for students to permanently delete each others work. The password to the account was changed after the session was complete to prevent any returning students from doing this.

Discussion Saving time
The technology did save time, and allowed opportunity for further review after the event. Fur her research is needed to identify how many times the movies were reviewed and what they were reviewed for.

Encouraging speaking Only 12 of the students from the different groups were involved directly speaking and recording using the technology. The use of the pause button could allow all students in the group to contribute. the tool allows students to re-record. This can allow students to practice and perfect t eir delivery. More research needs to be undertaken on how this effects confidence. .
5 min rule
The amount that can be said in 5 mins was greater than the assessment called for. The recordings were tended to be short.

Feedback The opportunity to provide feedback in the spaces is limited to uneditable and undeleteable twitter postings. The brevity to provide feedback in such a short form is a challenge, but several postings can be made of the same piece of work. The movies can be placed in a vle with a feedback tool there such as a wiki, but this does take extra time to organize. Recommendations and conclusions There are definite possibilities for this tool. Increased use will develop a practice for its use.
Key points 5 mins is a long time, don't set the amount of information to low
Feedback is limited, use multiple tweets
Use the pause to allow others to contribute to the recording
It is a tool that can replace normal presentation delivery.
More research is needed to measure its affect on confidence in speaking for international students.

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The twitter room, exciting l&t practice in news room in journalism.

Steve Harrison showed me how he is using twitter in his news room in journalism. This pedagogical use of technology could be applied to other subjects.
The news room has around 15 pcs, 3 newfeed plasma screens and a projector.
Steve sets a task, students us tweets to share information and ask questions. This feed is projected for all to see, but also appears on everyone's pc.
This physical and virtual communication and display could help problem based learning in other areas

Steve Harrison showed me how he is using twitter in his news room in journalism. This pedagogical use of technology could be applied to other subjects.
The news room has around 15 pcs, 3 newfeed plasma screens and a projector.
Steve sets a task, students us tweets to share information and ask questions. This feed is projected for all to see, but also appears on everyone's pc.
This physical and virtual communication and display could help problem based learning in other areas

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List of technology

1. www.google.com/reader 2. http://www.flickr.com/ 3. http://twitter.com/
4. http://www.slideshare.net/
5. http://www.wetpaint.com/
6. http://prezi.com/
7. http://www.citeulike.org/
8. http://www.gotomeeting.com/fec/
9. https://www.blogger.com/start 10. http://posterous.com/ 11. http://www.mindmeister.com/
12. www.voicethread.com
13. http://www.evernote.com/
14. http://animoto.com/ 15. http://bubbl.us/
16. http://www.surveymonkey.com/

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Innovative Learning Spaces - ljmu report

Download now or preview on posterous

Innovative Learning Spaces at LJMU 2.docx (3225 KB)

Here’s is my final report on the research into innovative learning spaces at ljmu

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