Enabling Academic Staff to Engage with Disruptive Pedagogies Using Active Learning Technologies

Sheridan, N. and Dale, V. (2018) Enabling Academic Staff to Engage with Disruptive Pedagogies Using Active Learning Technologies. ALT Winter Conference 2018, Online, 11-12 Dec 2018.

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Publisher's URL: https://altc.alt.ac.uk/online2018/sessions/enabling-academic-staff-to-engage-with-disruptive-pedagogies-using-active-learning-technologies-169/


“Designing active pedagogies” is a 10-credit course delivered as part of the PGCAP/MEd in Academic Practice. In designing this course, we [Sheridan and Dale] took a creative approach, enabling learners to experiment with notions of place, space and active learning using learning technologies, within the context of disruptive pedagogies (Hedberg 2011). The course was developed to be fully blended using Moodle, so that learners could participate fully face-to-face, fully online, or a mixture of both to suit their schedules. The disruptive pedagogies we introduced included digital storytelling (Bernard 2008), object-based learning (Chatterjee 2011)and learning landscapes (Löw and Goodwin 2016), all of which are underpinned by a social constructivist paradigm. Inspired by Chavez (2018), a speaker at the 2018 ALT conference, we explored the potential for digital storytelling using two tools; Microsoft Sway (core-supported) and Adobe Spark (optional due to GDPR). For learning landscapes, we encouraged participants to create digital artefacts (including journey sticks, inspired by participants’ previous experience of active pedagogies). Object-based learning was delivered within a museum, and online participants were encouraged to explore virtual artefacts/exhibitions. Participants are required to create two formative artefacts representing their learning that they could use as exemplars for their students or in their own teaching practice. After peer and tutor feedback they are required to refine these and submit a reflective narrative. While we have yet to see the outcomes of assessment, early indications reveal that the students have been creative and appropriately challenged in disrupting their own pedagogies. With the students’ permission we will seek to showcase a couple of formative examples as a basis for discussion. References Bernard, R. R. (2008). “Digital Storytelling: A Powerful Technology Tool for the 21st Century Classroom.” Theory Into Practice 47(3): 220. Chatterjee, H. J. (2011). “Object-based learning in higher education: The pedagogical power of museums.” Retrieved 5 November, 2018, from https://edoc.hu-berlin.de/bitstream/handle/18452/9349/chatterjee.pdf?sequence=1&isAllowed=y. Chavez, M. (2018). “Digital Storytelling for Student (and Teacher!) Engagement.” ALT Annual Conference Retrieved 5 November, 2018, from https://altc.alt.ac.uk/2018/sessions/digital-storytelling-for-student-and-teacher-engagement-18-40/. Hedberg, J. G. (2011). “Towards a disruptive pedagogy: changing classroom practice with technologies and digital content.” Educational Media International 48(1): 1-16. Löw, M. and D. Goodwin (2016). The sociology of space: materiality, social structures, and action. New York, Palgrave Macmillan.

Item Type:Conference or Workshop Item
Keywords:disruptive pedagogy, learning spaces, educational landscapes, learning environment
Glasgow Author(s) Enlighten ID:Dale, Dr Vicki and Tasler, Dr Nathalie
Authors: Sheridan, N., and Dale, V.
Subjects:L Education > L Education (General)
L Education > LB Theory and practice of education > LB2300 Higher Education
College/School:University Services > Learning and Teaching Services Division
University Services > Student and Academic Services > Academic Services

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