We have made a start on the first KOOCs (King’s Open Online Courses – for King’s students). The first approved KOOCs will be tailored to Bioscience Students on the themes of Academic Writing, Statistics and Ethics.
With this in mind we have designed a course structure to be followed by all courses, based on the learning design model: ICARE (Introduction, Connect, Apply, Reflect, Extend) -Hoffman and Ritchie, 1998- and inspired by other already familiar platforms such as FutureLearn or the Open University. This structure builds upon the familiarisation of the users with the system by reducing the learning curve and hopefully maintaining students motivation to learn (Tidwell, 2010). Continue reading →
I was recently invited to present some of my thinking (about TEL) to the Indian National Conference on the use of Technology in Higher Education. The event was organised on behalf of the Government of India ‘Ministry of Human Resource Development’ and the ‘Planning Commission Government of India’. My invitation came from the British Council (India)
As I offer an Introduction to Technology Enhanced Learning and talk with participants on the Preparing to Teach in HE (CPD Session) I am mindful of my own early ventures into teaching some 18 years ago. Indeed, I remember well and fondly my own experiences on such a course when I first joined the academy and started to teach.
At that time all I was really focused on was ‘fire-fighting’ and trying to understand the rules of teaching. How to answer a question I did not know the answer to, how to deal with late students, and, of course, (sticking with the fire metaphor), how to ignite in my soon-to-meet students the enthusiasm and passion for the discipline that I have?
I quickly became aware of the dual professional idea (interestingly something not over pushed at King’s) and the importance of having both a content and pedagogic knowledge.
If technology enhanced learning (TEL) is to be pervasive it should support our education aspirations and help respond to any ongoing challenges. TEL should not be something just used and developed by our educational innovators.
To help such matters, a collection of ideas highlighting the ways in which KEATS might help staff, Departments and Schools with their on-ongoing student engagement and hence student experience initiatives has been produced. The document is particularly framed with reference to the themes and questions of the National Student Survey (NSS). Continue reading →
The student experience in healthcare education can be the enhanced by maximising their visual perception skills – particularly in the diagnosis and management of patients (Naghshineh et al, 2008). If students can most effectively interface with the rich multimedia opportunities of computerisation, the essential skill of visual literacy can be boosted. Visual literacy is also important for the softer humanistic skills that are so often forgotten and are central to good communication. Body language and facial expressions are critical to understanding the needs of the patient and the student.
New ways of understanding visual thinking using TEL have been part of discussions in the past week between academic artists (Jen Wright, University of the Arts, London), (Prof Paola Ferroni, Curtin University, Australia, and Oslo University, Norway) and academic educationalist Dr Gila Levi-Atzmon, Director and Senior lecturer of the ICT and Learning Programme, College of Academic Studies, Or Yehuda, Israel. Gila has written her Master’s thesis with distinction on ‘visual literacy in healthcare education’ and has worked with us at King’s on previous TEL projects in dentistry.