Key issue I’ve identified to address in work for SLT course = how to engage students and staff and get interaction going on a relatively consistent basis.
My concern as a student: Using time effectively. I’m feeling somewhat alarmed about about fitting in 126 hours of student learning time between now and June – do I have this much time available within what I’m already commited to? It’s going to take a lot of planning. I guess this is the first step. Challenge for me – keeping focused on the clear benefits in the midst of time that on occasion tech skills or lack of tech skill will suck up. I am convinced of the benefits especially as additive an option for those who it suits but not confident in my own persistence in the face of what will no doubt be frustration at times. However I shouldn’t be too hard on myself as in this area of ease of use, I don’t think I’m any different from most people – if something’s easy to use, we’ll use it; if not we’ll wait till a new opportunity or something better comes along.
In my practical teaching assessment I want to try out activities on students and colleagues – maybe just those on course but also perhaps my teaching team so I’m already starting to give back. This is a brainstorm of ideas I’m tossing round: try to get a small scale community of practice going. Challenge – getting students to engage with other students; making it genuinely collaborative. There are a number of ways I could go with this – all relevant to current work or projects, and I can’t muck around too long before deciding:
- Lecturers – re PG supervision
- PG course work students – 1 cohort
- Nursing students – spoken lang for clinical practice
- One of my workshops: e.g.
- Ac reading and writing for PG
- Paraphrasing – students or staff
- Referencing – staff
Atwell, G., & Hughes, J. (2010). Pedagogic approaches to using technology for learning: Literature review. Lifelong Learning UK ( check source)
Notes on above: Chose an initial reading which seemed to be in tune with some of my beliefs about slt and education. With technologies there are greater expectations in terms of how immediate feedback is – if you put it out there you want to get something back. Stuff you write quickly feels stale and if no one comments it may feel like a waste of time or at least that you’re talking to yourself. I see that my key concern about motivating students to add to or create content is reflected here, as in White (2007) “the issue of how to encourage students to move from being ‘lurkers’ to active participants is crucial” (as cited in Atwell & Hughes, 2010, p.
Instead of Prensky’s division into natives and immigrants, David White (2008) makes a distinction between digital residents and digital visitors – though this seems just like using different words. Questions around the use of the social tools within social tools – it’s possible to use social networking apps in fairly traditional and non-collaborative ways. Just posting about yourself without really engaging with others.
“Citing Bruns & Humphreys (2005) and Landow (2006) as sources, Beetham et al claim that “new ways of sharing content online are blurring the boundaries between creative production and consumption, through practices such as commenting, reviewing, re-purposing, re-tweeting, media meshing. Education needs to respond by focusing on creative collaboration” (p13).
Definitions of digital literacies in this article don’t seem very helpful or earth-shattering – key point I take from it is that digital literacies are essential, and will become more and more important for full social engagement. Doolittle and Camp have as one of eight principles “learning should involve social negotiation and mediation” – yes, because learning is richer as a result. Of the theories around learning with technologies, community of practice is the one that most resonates with me, because it emphasises common interests, the benefits of participation and a range of ways in which participants can engage. I think it also emphasises the temporary nature of many such communities – while some will be long-term survivors, many will have a limited shelf life- such as those created (or is it evolved) around an educational course.
Scaffolding is an approach I’m very familiar with, but usually it’s described as a skill that the teacher has and can ‘apply’ to the learner. It’s quite artful – involves thinking about where the learner is and what’s the next step for that person. An issue with student – student collaboration is that comments on each others input are often not scaffolded, but more random which can be hard to deal with.