E learning Walk

E-Learning Walk: Teachers’ reflections and resources Barnet and Southgate College

On the LEARNING in e-Learning …

Deborah Eagle, T&L Quality Manager

The April Learning Walks demonstrated two things: 1. The power of the model to promote collaborative learning on important themes:

Team participation was high; the ‘buzz’ tangible in some quarters. 192 digital experiments were uploaded and reflected upon for their potential to enhance the classroom experience. The variety was enormous and the insights – from the point of view of teachers and learners – along with some of the ‘finds’ are included in this booklet. Resources will continue to be shared on the Bright Ideas and E-Learning buttons on the Quality page, the Hub. 2. The potential for digital technologies to engage and motivate learners:

It’s Generation Z we’re nurturing, and the world they live in is complex, connected, competitive and experiencing unprecedented rates of change. For this second generation of digital native, ‘a magazine is an i-Pad that doesn’t work’. Attention spans are short; capturing and directing that attention quickly and usefully is the challenge in the classroom.

Our learners have access to vast amounts of information at the click of a button. Our role, increasingly, is to help them navigate that information, to distinguish between fact and opinion, determine relevancy, connect things up. They need us more than ever – not simply to deliver knowledge, but to develop the skills and grow the confidence that will enable them to synthesise, organise, critically analyse, own and create knowledge anew.

Technology, used appropriately, is a means to this end. It’s all about the learning: the stretch, the problem-solving and communication skills that learners must have if they’re to participate successfully in the knowledge economy we’re preparing them for.

Use technology when appropriate to develop:

Communication Skills

Creativity

Critical Thinking 2

Bronze – Silver - Gold Angela Rideau, e-Learning Coordinator

https://youtu.be/-ulVg6nnwx0 http://padlet.com/angela_rideau/elearningwalk

Click on the video above to see some examples of Bronze, Silver and Gold types of e- Learning. This is a useful way of thinking about how digital technologies can be used within a classroom context to engage learners and to differentiate and stretch the learning.

You’ll find a short explanation and some examples drawn from the e-Walks.

The 3E framework: Enhance - Extend - Empower (K. Smyth et al, 2011, Edinburgh Napier University) was adopted and translated into an E-Learning Quality Standards Model for online/blended learning. The Bronze (B), Silver (S), Gold (G) model helps practitioners think about best use of technology to stimulate learning for enhanced outcomes.

Bronze – Repository ‘I see’ Resources are presented to learners i.e. the students are able to view your activity. E- Learning is teacher-driven. Resources from the lesson and extra resources are made available online.

Silver – Interactive ‘I do’ Learners are able to engage and interact with each other or with the resource such as contribute to a resource, complete an activity or add a comment.

Gold – Collaborative ‘I create’ Learners are empowered to create their own online content for example creating discussions, set-up their own case studies, projects or activities.

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Sharing good practice and innovations in teaching Franca Marchese, Teaching and Learning Coach /ESOL Lecturer

Lecturers at Barnet and Southgate College have been utilising technology enhanced learning (TEL) innovatively in order for learners to become central to the learning process.

The idea behind this e-book is for our teachers’ ideas and reflections to be shared and celebrated across the College’s many subject areas. The aim of this fantastic resource is to start to build and encourage more innovative practice through the effective use of technology to enhance learning.

‘When some people look at the Internet, they see it as a way to deliver instruction.

When other people look at it, they see a huge database for students to explore. When I look at the Internet, I see a new medium for construction, a new opportunity for students to discuss, share and collaborate on constructions.

Garrison and Anderson, 2003

‘Even as digital technology becomes ever more

pervasive in learning and teaching, 'I don't do digital' is still a comment we hear from teachers and staff in further education.’ http://www.jisc.ac.uk/blog/five-reasons-why-you-should-do-digital-01-may-2015

Select the link above to read the JISC article, giving 5 reasons why teachers should embrace technology in the classroom. Alternatively, select the image above and listen to writer’s podcast.

This book has been divided into Bronze, Silver and Gold sections with teachers’ reflections and the techniques they experimented with arranged under those headings.

Additional resources, links and suggestions have also been provided to allow you to develop and adapt technology-enhanced activities for teaching and learning in your own contexts.

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Bronze – Repository

‘I see’

Resources are presented to learners i.e. the students are able to view your activity. E- Learning is teacher-driven. Resources from the lesson and extra resources are made available online.

Kathy Hyndman used YouTube to introduce spreadsheets to her group. The 12-minute extract provided the main basic elements of spreadsheets. It gave the students a different voice with its slick presentation, given by a highly motivated speaker. She used the video as a tool to present the learning content then, following the video, was able to re-emphasise the main points.

Students were attentive throughout, asked relevant questions and were able revisit the video individually afterwards, if needed.

She felt that she would continue to use small relevant YouTube clips, from time to time to break up the lesson into smaller segments especially when the classes are long.

What next?

Developing this format into a more interactive mode (silver- I do/extend), so students can complete exercises online, either at home or in the classroom, independently or collaboratively.

Why not experiment with Flipped-learning. Embed the video into the course iLearn/ Moodle page. Ask the learners to watch the video at home or outside of the classroom. In the following class provide practical tasks and check learning. Where students haven’t been able to watch the videos at home, prepare an area of the classroom for them to watch the video content. https://youtu.be/V9xfKJZ90n0

Ronald Pereira created a computer component glossary for students to view while they were working on their assignments. He created the glossary on his iLearn Course page and then encouraged his learners to use it.

What next?

Encourage students to create their own glossary.

Why not embed a tutorial explaining to students how to use and add new items to a glossary in iLearn/ Moodle. Then set a task asking them to create a glossary for new vocabulary or useful terms they have learnt in class. The glossary can also be used in class as a quiz, by selecting random glossary items, ask the students to give definitions or put into a sentence.

Guide to how to use and add words to a glossary on Moodle: http://goo.gl/eXhLle

Select the image to see an example of an interactive iLearn course page or click on the link below. https://youtu.be/DyrHiZzjoTc

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Silver – Interactive ‘I do’ Learners are able to engage and interact with each other or with the resource - such as contribute to a resource, complete an activity or add a comment.

Jane Kessler, created an online poll and asked students to respond to questions about what they had learnt in their ICT class. After demonstrating to the learners how to respond to the poll, the students sent text which they could view, in real time, on the screen.

An additional outcome was that she exploited use of language, in particular "text speak” in the next lesson and was able to revisit the student responses. The sentences had taken some time and the students could see the advantage of text speak in certain situations.

The online poll was easy to set up and use once teachers and learners understood the process.

What next?

Create a different kind of poll after their exam to glean students’ feelings about the exam and future needs for their learning. http://www.polleverywhere.com/ Emoke Nagy also used 'Poll Everywhere'. Emoke wanted students to use their mobile phones in a useful, constructive way in the lessons. Students had to follow instructions carefully to be able to send a message (good practice before their exams). They could see each other's comments. It was very useful for peer correction, improving their spelling and grammar.

Emoke suggested that the option for everybody to be able to vote several times if they want to should be selected, and also to trial before using in class.

What next?

To try and embed the Poll Everywhere into a PowerPoint and collect live responses.

Poll Everywhere tutorial

http://www.polleverywhere.com/guide#creating_a_poll https://www.polleverywhere.com/videos?v=presenting_from_powerpoint_pc

Kate James and Clare Hallam both used Blendspace for lesson planning. Clare had encouraged her learners to create their lessons using Blendspace (gold –I create/empower), whilst Kate was experimenting with delivering her lesson using this tool and students interacting with the lesson.

Kate commented on Blendspace being an interactive and creative way of planning lessons. Her students were engaged in the session and planned and created their own resources using Blendspace. She felt that students were better able to apply theoretical perspectives to their settings and practices.

She had created 6 lessons and shared them on Twitter. Thus exploited viewing opportunities by the use of social media. Within a few hours of posting the feed on Twitter she had gained 45 views.

What next?

Clare Hallam using Blendspace

Kate wants to use it as a basis for discussion and flipped learning opportunities.

She will continue to use this for lesson planning. It’s fun quick and easy.

She also wants students to use the comment panel to create a discussion. https://www.blendspace.com/login Online tutorial https://youtu.be/ICw-MlgPAlI 6

Franca Marchese used two different online tools Socrative and Quizlet o capture learning in class.

Quizlet is a flashcard maker; once the set of cards has been created, they can be used in various ways to test understanding. Franca created a set of vocabulary words. Students were first given a set of cards, matching the word with its definition. They were provided with a QR code which they scanned and checked their answers. If the answer was correct, the words disappeared, if they were wrong then they remained on the screen. This was an alternative way to conduct feedback in the classroom and students who finished quickly were encouraged to try the alternative activities, such as the spelling race.

Quizlet task used in class: https://quizlet.com/80544711/sacked-vocab-flash-cards/ Quizlet tutorial: http://goo.gl/hJOSsE

Socrative (https://b.socrative.com/) is a great assessment for learning tool. Once the teacher creates an account and a classroom, students can enter the classroom and complete the activities. Franca used Socrative to check learners’ understanding. Franca created a QR code for her Socrative classroom, which can be used again for future activities. Her class has been using QR codes since the beginning of the year, she demonstrated how to use them during induction week.

Franca activated the activity and then asked her students to complete in pairs/small groups. Once the task had been completed, Socrative generated an Excel report and individual learner response PDF files (see learner responses here https://goo.gl/hPnOZz)

The student responses were saved onto the class iLearn page, for student to access and correct.

Alternatively, they could be used as recap activity, students swap response sheets and peer correct.

Both are fun and engaging activities which learners - especially younger students, enjoy. They are an alternative to providing a handout and even the least engaged students participate using these web tools (especially Socrative). These are valuable learning resources. Any difficulties are quickly uncovered and students are keen to collaborate.

Franca’s Socrative account: https://b.socrative.com/teacher/#dashboard What’s next?

Encourage students to create their own ‘Quizlets’ for revision purposes. Also, get them started on Quizlet at the beginning of the year to learn new vocabulary/terms.

Encourage students to create a Google account, as Quizlet is an add-on.

Socrative tutorial: to view select the image or clicking on the link below:

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Liz Scott used Padlet to capture client feedback The students recorded client feedback onto a Padlet wall, which had been created. As the salon was very busy, Liz did not have time to evaluate the feedback, but intended to use the Padlet wall with its comments at the beginning of the next lesson.

A student was the salon manager and communicated with all the clients for feedback The student found it quite difficult initially and needed 1:1 support. Next lesson this student could demonstrate how to use Padlet to the other students.

What next?

Share feedback with the team and train colleagues how to use it.

https://padlet.com/auth/login Tutorial and ideas: https://youtu.be/5c9vWCPn8ys

Nefi Dizdarevic used Padlet as an interactive matching activity. She used QR codes for her students to access Padlet and review what was covered in the previous lesson. At the end of the session, they used Padlet again to add tips/ideas on what was covered in the lesson (planning and drafting). Students then came to the board to sort the comments into very useful and not so useful.

Students were fully engaged and the use of Padlet (and QR code scanning) helped the learning process.

What next?

Use QR codes on iLearn and handouts/emails. Get students to create a Padlet and share with their classmates.

Watch the video of her learners matching their ideas into useful and not useful.

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Nina Bloomfield encouraged her learners to access Macmillan Online dictionary by scanning a QR code with the website address embedded into the code.

The students were then given a list of words to define which were related to their assignment.

What next?

She was keen to use this for future lessons and provide additional resources using QR codes and learners’ own technology.

Instead of taking dictionaries/reference books to the classroom create a set of cards with the website address embedded into a QR code.

Create scavenger hunts or web quests with QR codes inserted into your worksheet.

Selasi Okudzeto used QR CODES for her students to access a YouTube link.

Firstly, she demonstrated to her students how to use a QR code. Then students individually scanned the QR CODES and followed the YouTube link for LACE FRENCH HEART VALENTINE PLAIT. Students used the clip to learn the techniques and Selasi was able to reinforce this technique and able to work with students individually. All students saw the plaiting and gave their own feedback as well as class feedback. She had created QR codes for different techniques and plans to use them in future lessons.

She felt delivering the lesson using this format encouraged more participation and active learning.

The session was very successful as all students were trying their best to produce the best Valentine plait.

What next?

Build on this using QR CODES as extension work either to challenge or to strengthen understanding.

Encourage learners to video themselves using the techniques they have learnt in class, upload to YouTube and set restricted access settings.

Then they can share their videos via the course iLearn page, in a forum and students can peer assess.

QR code maker: http://www.qrstuff.com/ Tutorial: https://youtu.be/IphTJHiKGos

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Dinah Thompson, Jenny White and Shay Dolan used Connect Fours as their chosen e-learning tool.

Dinah used Connect 4 to recap on important concepts at the end of teaching a unit. The group were asked to look at the set of words; one student offered to come up and click on what the group agreed were the correct combinations. This was used as a warm up to a session reflecting on the unit content. Students were then asked to make the link between the words.

What next The activity was done as a whole group exercise due to the classroom only having the whiteboard and no extra computers. In future she would encourage pair/group work with an element of competition Also ask the students to come up with the word combinations as a way of checking on their learning.

http://www.classtools.net/connect/ Look at Kate James’ PowerPoint below in the additional resources with links for Connect Fours and other websites for the classroom Jenny White used the game for vocabulary revision. Students recognised connections between different words. She encouraged students to work collaboratively and found this activity to work successfully.

She used the same game (different vocabulary) with 2 groups. She learnt how to make the game clearer for all to see in time for delivery to the second group.

Shay Dolan set up teams of students who had to group 16 items on a grid into sets of 4 according to theme. He found by incorporating the lively e-learning element to the activity, the learners were stimulated by the interactivity of the lesson. He was able to combine a revision task with a lead-in to a new topic.

Students had the opportunity to recall recently learnt vocabulary and to help each other with new language related to the topic of the environment. They both revised and extended their vocabulary, as well as having lively exchanges as part of peer teaching/checking. The element of competition livened the lesson up all the more.

What next?

To give the students a list of topics to link each series of words to, as it was challenging for them to both link the words and identify the categories. Continue to use this game as a revision/extension tool.

He has also used this activity with other groups, creating new quizzes and shared the links to these with colleagues.

Add website address to the course iLearn/Moodle page, for learners to test themselves after the lesson. In class, why not embed the website address into a QR code, students can scan with their SMART phones and access the website using their phones. They can work in pairs/small groups.

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Gold – Collaborative ‘I create’ Learners are empowered to create their own online content for example creating discussions, set-up their own case studies, projects or activities.

Marta Hodding used WhatsApp creatively in the classroom. Students were asked to download WhatsApp. She created a group on WhatsApp account and asked students to type a story as a group. Each student typed a word or a sentence to continue the story. The students then had to go onto my WhatsApp address, listen to a dictation and type 5 words and send the message to her. She was able to give feedback to individual students and to assess the work. The students really enjoyed this exercise, which injected some fun into the lesson.

She also got students to download a QR Code reader and distributed QR Codes that she had made of a few job search sites. Students had to scan the codes, choose a job and complete a grid with key information. Some issues she encountered were with students’ phones not having enough memory that in turn caused download issues for the apps she used in her lesson.

What next?

Find other activities to use with QR Code, such as a link to a short video or an interactive game.

Set up a group WhatsApp. Marta pointed out that her mobile phone number is viewable. Instead of using the teacher’s phone, encourage your learners to create a WhatsApp group and signpost resources to your learner through iLearn/Class Facebook page/email/QR codes. Apart from videos, messages and images, you can also share documents on Google Drive/YouTube videos/Google Form quizzes Tutorial: https://youtu.be/q99ZKE2B_5E This YouTube video gives other suggestions of sharing on WhatsApp

Select the image and watch the Coventry University’s presentation and how WhatsApp is used as a teaching and learning tool. http://www.slideshare.net/billybrick1/whats-app-aneducational-treasure-hunt-with-mobile-phones-coventryapril-2014

Omotayo Silva asked her students to start building an Employability and Communication glossary on the Moodle/iLearn. Her students identified some terms and demonstrated their understanding by creating a glossary with terms. She has decided to continue using the glossary and will encourage students to keep it up-to-date with new terms.

Guide to how to use and add words to a glossary on Moodle: http://goo.gl/eXhLle

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Simone Lester and Perbinder Kalirai based their experiments on Word Clouds.

Simone’s students worked together to make a Tagxedo http://www.tagxedo.com/ for a cognitive skills assignment. The students were given instructions and asked to make one of their own for homework, one student had even completed on by the end of the day. This was carried out in conjunction with Class Dojo https://www.classdojo.com/ to aid motivation and points were given to students for good suggestions. The students were enthusiastic and contributed well and enjoyed the new concept of class Dojo.

Simone suggested that by getting students to making Tagxedo word clouds before starting the assignments, it helps them focus on key words and phrases needed to complete the task appropriately.

What next?

Develop Class Dojo as a motivational and monitoring tool. To award prizes to students with most points at the end of the year.

Using Class Dojo is an introduction to ‘gamifying’ your classroom. This is not only for younger learners; all ages can be engaged by using gamifying techniques in the classroom.

Awards are not required as collecting points and staying at the top of the leader board are usually sufficient incentives. This also isn’t punitive as students never receive negative marks, everyone starts at zero and points can be awarded for any of the following: behaviour, homework, assignments submission/completion, attendance and punctuality.

Tutorial for Class Dojo: https://youtu.be/dmpKrYyS6lU

Perbinder’s students also created word clouds. She wanted students to engage with vocabulary they were going to be tested on and then discuss topics in groups related to their word clouds. The students did really well and all felt a sense of achievement once they had produced their word clouds. Some commented on it helping them to remember more complicated vocabulary/phrases for discussion on a range of topics.

The experiment was therefore an important stepping-stone for students to challenge themselves by producing a word cloud then contextualising the language through discussion and YouTube clips.

She would change the activity by making learners work independently instead of in pairs, and then follow up with a peer checking activity. Stronger students probably wouldn't need written instructions.

What next?

Students could follow up with a class presentation using their word clouds.

Tutorial Tagxedo: https://youtu.be/6ZwVoqFP-NE

Select the image for more ideas of how to use word clouds in the classroom.

Alternative word cloud makers: http://www.wordle.net/ 12

Yvonne Samuel-Dorsett decided to use POWToon and Voki POWToon: She tried to capture progress by getting learners to log their progress on the course using technology.

The students were asked to use POWToons to create an animation of their progress/journey so far. They reflected on how to succeed at college using the POWToons tool, and were given the freedom to add what they wanted to the animation allowing them to have some fun with the tool.

The students added their own personal messages to their POWToons animations and also managed to incorporate how to succeed on the course. They recorded their POWToon animations and sent a copy to Yvonne.

It went well; however, on reflection, Yvonne would probably set a limit to the POWToons slides so that they didn’t go off track with too much unrelated content. She also felt that decreasing the group size to pairs would ensure fuller participation by all group members. When group sizes are too large, there is a tendency for some of the students to sit back and watch their peers complete the task. Alternatively, where group are a little larger i.e. 3/4s let students set clear roles in the group to ensure an equal division of labour and ensure each group member owns a page which gets them working and contributing to the task rather than allowing the rest of the team to do it all.

What next?

For lower level groups, incorporate this type of activity earlier on in the year for their assignment reviews/evaluations as this worked very well with another group.

Voki: Yvonne got students to create Voki animations to answer "M" and "D" grade questions on their assignments. She referred her students to Voki animation on iLearn course page and asked them to register on Voki.com. Her students supported each other to create their Voki animations using Yvonne’s examples. They then published their Voki animations and emailed them to her giving allowing access to their creations in case of accidental deletions.

Yvonne notes how well the students collaborated in supporting each other to familiarise themselves with the software. The activity went very well; however, Voki has a limited text quota so therefore it is only possible to create short reviews.

What next?

Repeat reviews and brief summaries next year and encourage learners to use the audio function in Voki for learners to record audio feedback.

Where you would like to use audio and visuals you can try mybrainshark which allows you to add presentation sand voiceovers.

Glogster is another way of creating interactive posters with audio, video and visuals. Read the post below http://www.edutopia.org/blog/web-tools-booststudent-engagement-nicolas-pino-james Example of a student’s Glogster, select the image to view it.

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https://youtu.be/w8K_hW0XWSo

https://youtu.be/JDb2hbEcGpo

By Carol Harvey-Hill Shane is an IT student so he very quickly learnt how to create and personalise his Padlet wall. He chose his revision topic ‘Trig and Pythagoras Theorem’ and set up posts ready to add vocab and ‘steps to solve trig/Pythagoras’. He uploaded his file with useful Math’s websites. He created a Trig and Pythagoras Vocab’ online crossword then uploaded the link to his wall. Carol and Shane discussed other possible uses for the wall such as a ‘Help’ page where he could post completed exam questions that could either be corrected by Carol or his peers. After completing a trig exam question, he scanned and uploaded this on his wall. Lastly, she showed him how his Padlet wall could be shared with others in his class.

Carole was pleased Shane found it easy and fun to use the Padlet wall and online crossword puzzle. He therefore had sufficient time to think about what to add to his wall.

It was great to watch Shane independently creating the crossword puzzle, making choices as to what clues to include, thinking aloud, and approaching his learning from a different perspective.

Shane was definitely in the ‘driving seat’ for this session and Carol, the teacher, was the co-driver.

Shane said... ‘I find it interesting using the computer to create revision which is helpful to keep all maths and past papers on the website. It was easy and quick to set up. Creating a puzzle – Pythagoras and Trig crossword helps and tests me to remember the vocab. scanning and posting exam questions to the wall so Carol can check my work is useful when working at home. Sharing with others gives me ideas and different ways of solving problems’ What next?

Carole would shorten the Padlet wall's URL to make it easier for students to remember Encourage Shane to use his wall regularly as a revision aid/post problems to the ‘Help’ wall Shane to create quizzes/worksheets, upload to wall to be shared with others Introduce all students to Padlet.com and encourage sharing their learning experiences/Math’s resources. Encourage students to create online crossword/quizzes/worksheets to deepen their understanding. Use the Padlet wall as a platform to showcase students’ work and encourage students to add to the wall, at least one thing they have learnt at the end of each lesson.

For students whose personal organisation is poor, use the Padlet wall to keep class notes/homework/Math’s resources that is easily accessible

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Additional Resources Marc Prensky first coined the phrase ‘digital natives’ and ‘immigrants’. Watch this short YouTube link where he discusses the role of the 21st teacher.

Do you agree? Do you think the presenter gives a good analogy for teachers and technology? https://youtu.be/4MpzcjhY_wI

The ingenious iPadagogy wheel created by Allan Carrington, incorporates Blooms Taxonomy and digital apps.

Used in conjunction with Angela Rideau’s wheel, both resources provide lots of ideas for using technology in the classroom.

Select the links below to view the wheels http://www.unity.net.au/padwheel/padwheelposter.pdf https://goo.gl/XQdm9g

http://goo.gl/d5bMkI

https://goo.gl/wlWZ0y

http://goo.gl/bR2L07

http://goo.gl/oTjG1K

http://goo.gl/0A3NOq

http://goo.gl/A2GUDw

Kate James’ e-Learning Class Tools PowerPoint Web Links and quotes QR code workshop PowerPoint A virtual lesson on Blendspace Prezi - Inclusive learning for 21st Century Students

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Barnet and Southgate College