seda 19th annual conference presentation slides - nov 2014
TRANSCRIPT
Structuring creative collaboration: considering the potential of Xerteto facilitate and support active, inquiry-based partnership learning
Dr Gordon Heggie - @gorheg
Dr Neil McPherson - @neilgmcpherson
19th Annual SEDA ConferenceNCTL Learning & Conference Centre, Nottingham, 12-13 Nov 2014 - #sedaconf
School of Media, Culture & SocietyUniversity of the West of Scotland
By the end of this session, delegates will be able to:
1. Evaluate the potential of learning technologies to structure creative collaboration in inquiry-based learning
2. Evaluate the particular pedagogic potentials of the Xerte technology
3. Locate this evaluation in the context of the contemporary challenges facing HE
4. Consider the potential of student-produced learning objects to support peer learning
Mapping on to conference themes
“What kind of world is it that curricula in higher education are preparing students for?
What kinds of capability, therefore, in general terms might curricula be fostering?”
Barnett & Coate 2005, p. 53
Context
Rethinking & reconfiguring the curriculum – external and internal drivers
Considering ‘research-type’ graduate attributes
Learning in ‘research mode’ / developing ‘research mindedness’
Engaging students as producers of knowledge
Growing potential of Xerte
Context
Heggie & McPherson, 2014
“Undergraduate education…requires renewed emphasis on a point strongly made by John Dewey almost a century ago: learning is based on discovery guided by mentoring rather than on the transmission of information”
Boyer Commission 1998: 15
Context
Rationale: why Xerte?
“Engaging students in the process of research and of creating resources does far more than simply enhancing the learning experience. It also develops valuable skills for life – while improving research outcomes too”
(Jisc Inform, 37: 14 – Open Lives Project)
Our focus:
To link active, inquiry-based learning with the production of editable, re-usable, re-purposable learning objects
Our approach:
Introducing Xerte as a mode of summative assessment on an interdisciplinary research-based module on BA Social Science programme (Level 9)
Xerte is a free open source authoring tool that allows users to produce interactive learning objects that underpinned by the principles of inclusivity and accessibility
See Xerte Homepage at
http://www.nottingham.ac.uk/xerte
Rationale: why Xerte?
How did we do it?
Participatory pedagogy developed from learning in partnership model
Supported through ambassador/champion framework
Institutional support
Framework of formative engagement supporting summative assessment
Our reflections
Disruption of ‘normal’ learning & teaching practice
Embracing uncertainty & ‘failure’
Enabled self direction & authentic experience
Integrated negotiated learning & engaged leadership (learners as teachers)
Personal development, lifelong learning and employability
“the purposes of open-ended exploration could be puzzling and unsettling to students who held strongly reproductive conceptions of learning”
(Levy & Petrulis 2012: 96)
By the end of this session, delegates will be able to:
Evaluate the potential of learning technologies to structure creative collaboration in
inquiry-based learning
We had to play around when making the Xerte because it can do so many different
things, and had to try them out as we went along which linked into the way the
module was structured, with more time for us as students to learn as we went
along and by doing things and not be confined to having to follow a set guide or
way to do it. We actually created and produced a real Xerte that can be published
for anyone to see.
By the end of this session, delegates will be able to:
Evaluate the particular pedagogic potentials of the Xerte technology
The learning has taken place through a process of discovery; I have found that in a
practical manner I have learned through trial and error in relation to the Xerte
coursework. My learning has been driven by challenging problems which I have
worked in a group to resolve, I enjoyed this aspect as I feel as though I could not
have solved many of these problems if I was working alone. I agree and support the
‘student as producer’ approach to learning as it allows for co-creation and for the
teacher and the student not to become totally separated.
By the end of this session, delegates will be able to:
Locate this evaluation in the context of the contemporary challenges facing HE
The research/inquiry based learning focus has grown my confidence in
relation to independent study. as well as this, the peer assisted learning
aspects have made time in class more enjoyable and encouraged me to
utilise support from my peers, which has made group tasks immeasurably
more enjoyable. Being given the space to actually leave class with
something tangible is particularly good. Generally the approach to
teaching has been conducive to an environment of personal/academic
development which has encouraged my engagement with not only this
module but my course in general. MORE OF THIS PLEASE!
By the end of this session, delegates will be able to:
Consider the potential of student-produced learning objects to support peer learning
The barrier between students and tutors broke down, which fostered an
enterprising attitude in students. Although teaching staff were on hand if they were
required, support from peers was encouraged by using a championship/
ambassador framework to assist in the use of Xerte. Although this type of peer
support was only intended to be used for using Xerte as a tool, it quickly became
the norm for students to utilise support from each other when it came to the
academic content of our assessments too.
References
Barnett, R. and Coate, K. (2005) Engaging the curriculum in higher education. Maidenhead: Open University Press and McGraw Hill.
Boyer Commision (1998) Reinventing Undergraduate Education: A Blueprint for America’s Research Universities. Stony Brook: State University of New York at Stony Brook
Levy P & Petrulis R (2012) How do first-year university students experience inquiry and research, and what are the implications for inquiry-based learning?. Studies in Higher Education, 37(1): 85-101.
Dr Gordon Heggie [email protected] - @gorheg
Dr Neil McPherson [email protected] - @neilgmcpherson