Group Admins
Description
Through a presentation of case examples from the University of York, we will report on how user-led principles have been applied to the design of blended learning courses, with learning technology employed to support active learning opportunities for our students. The blended courses each incorporated activities encouraging participants to develop their own learning and teaching resources, engaging them in the mastery of key skills and concepts. We will present an engagement model for active learning derived from the case examples, and use this as a stimulus for a broader discussion on effective design approaches to support student-led teaching and content creation activities.
We will then go on to discuss the instructional responsibilities associated with the successful delivery of student-led activities within blended courses. Research tells us that instructional support for online learning requires differing strategies to facilitate effective group learning and participant-led activities (Harper & Nicolson, 2013) and can lead to instructors assuming different roles in their online interactions with students (Danielsen & Nielsen, 2010). Reflecting on the case studies, we will discuss common challenges that instructors may face in the design of student-led activities and will present strategies for the effective delivery of student-led teaching and content creation activities, based on a five-stage blended delivery model that we have developed to guide academic staff at the University of York.
Short video summaries of the case examples will be made available to participants via the conference networking site prior to the session, as part of a flipped design approach to this interactive workshop. Take-aways from the session will include evaluated use cases on design approaches for student-led teaching and content creation, as well as a framework of instructional responsibilities for the successful delivery of these activities, which may be adapted for use in other institutional contexts.
References
Bruns, A. (2006) Towards produsage: Futures for user-led content production. In F.Sudweeks, H. Hrachovec, and C. Ess, eds. Proceedings: Cultural Attitudes towards Communication and Technology 2006, Perth: Murdoch University, pp. 275-84.
Bruns, A., Cobcroft, R., Smith, J. and Towers, S. (2007). Mobile Learning Technologies and the Move towards ‘User-Led Education’. In Proceedings Mobile Media, Sydney. http://eprints.qut.edu.au/6625/1/6625.pdf
Danielsen, O. and Nielsen, J. L. (2010). Problem-oriented project studies – the role of the teacher as supervising / facilitating the study group in its learning processes. In L. Dirckinck-Holmfeld, V. Hodgson, C. Jones, M. de Laat, D. McConnell and T. Ryberg eds. Proceedings of the 7th International Conference on Networked Learning 2010, pp. 558 – 565.
Harper, F. and Nicolson, M. (2013). Online peer observation: its value in teacher professional development, support and well-being. International Journal for Academic Development, 18 (3). http://dx.doi.org/10.1080/1360144X.2012.682159
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rwalker posted an update in the session Facilitating student-led teaching and content creation through technology: Use cases, instructional 3 years, 8 months ago
Thanks to everyone for your participation in the workshop.
All the resources from the session (slides / templates) are available at: http://bit.ly/uoyaltc2017
Do feel free to continue to add your examples of student-led activity designs to the Google sheet from the first discussion exercise. Many thanks! -
rwalker posted an update in the session Facilitating student-led teaching and content creation through technology: Use cases, instructional 3 years, 8 months ago
@Oliver: thanks for your feedback on the session. The technical skills need to be built into the activity design and recognised (through workload planning and support) as a component of the student work that is being undertaken and a development area, in combination with the conceptual learning that is being addressed. The success of the Heritage…[Read more]
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