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Paula Shaw

Flexible Pedagogies: technology-enhanced learning - 1 views

www.heacademy.ac.uk/...main_report

MOOCs H817 HEA future flexible

shared by Paula Shaw on 14 Feb 14 - No Cached
  • Paula Shaw on 14 Feb 14
     
    "This report has been developed as part of our research project Flexible Pedagogies: preparing for the future. Technology-enhanced learning is one of five main focus strands embedded within the theme of flexible learning. It offers a summary and analysis of the current state of play, as well as recommendations for developing robust and appropriate flexible pedagogies with a view to influencing policy, future thinking and change within the rapidly-shifting landscape of learning and teaching in HE."
Paula Shaw

Online Collaborative Learning in Health Care Education - 1 views

www.eurodl.org/?article=475

health research

shared by Paula Shaw on 20 Apr 12 - No Cached
  • Paula Shaw on 20 Apr 12
     
    At our University, the Faculty of Health, Social Care and Education has delivered a variety of undergraduate and postgraduate courses via flexible distance learning for many years. Distance learning can be a lonely experience for students who may feel isolated and unsupported. However e-learning provides an opportunity to use technology to motivate students to interact with each other and their tutors and work together towards common goals. If done properly, this provides distance learners specifically with a sense of learning within a community and therefore enables them to learn more effectively. Five years ago, the Faculty of Health, Social Care and Education started using a virtual learning environment (VLE) to expand and develop our materials and provide a variety of resources to support our students. In the postgraduate Magnetic Resonance Imaging (MRI) course this was further developed by implementing several collaborative learning initiatives where students work together online. The purpose of this was to attempt to improve the student experience of distance learning. The aim of this review is to analyze the effectiveness of three online collaborative tools used in the postgraduate distance learning MRI course and make recommendations for the implementation of similar initiatives throughout health care education.
Paula Shaw

Australian Flexible Learning Framework - 0 views

ldt.eworks.edu.au

design toolkit

shared by Paula Shaw on 28 Jan 12 - No Cached
  • Paula Shaw on 28 Jan 12
     
    Learning design tool guide which breaks down activity design and provides templates too. Useful reading
Paula Shaw

The Case for a Campus Makerspace - 0 views

hackeducation.com/...e-case-for-a-campus-makerspace

H817 future flexible makerspace

shared by Paula Shaw on 14 Feb 14 - No Cached
  • And so I ask, what would it look like to have "making across the curriculum"? The opportunities for hands-on learning are so few in modern-day education. Few and getting fewer. Our education system has forgotten -- or ignored, perhaps is a better word -- John Dewey and his argument that we "learn by doing." At the K-12 level, woodshop, metal shop, sewing, cooking, art, heck even science labs -- they're going away to save money and to make more time in the school year for "college prep" and for standardized testing.
  • Learn by doing. Learn by making. Not learn by clicking. Makerspaces give students -- all students -- an opportunity for hands-on experimentation, prototyping. problem-solving, and design-thinking.
  • By letting students make -- whether they're digital artifacts or physical artifacts -- we can support them in gaining these critical skills. By making a pinball machine for a physics class, for example. Making paper or binding a book for a literature class. Building an app for a political science class. 3D modeling for an archeology class. 3D printing for a nursing class. Blacksmithing for history class. The possibilities for projects are endless. And the costs for creating makerspaces needn't be that high.
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  • Making projects can be -- horrors! -- relevant and relevant. It can be experimental. And it can be technological -- or it can have used tech tools in its construction.
  • Makerspaces expose students to cutting edge technologies that could in turn lead to employment and entrepreneurial opportunities. And because of makerspaces' connection to open source hardware and software, students aren't learning just how to use proprietary tools. They aren't just learning a specific piece of software. Instead, they learn how to find resources and -- this is key -- they learn how to learn. 
  • The ed-tech that fuels makerspaces does something different. It recognizes that learning is messy. It recognizes that small and local still matters. And unlike the adaptive learning software tool, this isn't "personalized" learning as a marketing message. This is personal learning.
  • And most importantly here, these technologies are in the hands of the learner. Makerspaces mean that students are not the objects of technology, they're the subjects. They have agency in a makerspace. They are not the consumers of technology, they are creators. They are makers and builders and thinkers.
Paula Shaw

Australian Flexible Learning Framework - 0 views

ldt.eworks.edu.au/Resources.aspx

elearning

shared by Paula Shaw on 22 Feb 18 - No Cached
  • Paula Shaw on 22 Feb 18
     
    Great resource for designing learning
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