1. UWS Learning and Teaching Conference
Hamilton Campus
20th June 2013
The Digital Divide and Technology
in Learning: Challenges and
Opportunities
Tom Duff
Centre For Academic Practice and Learning Development
#uwsalt13
@tomduff3
tom.duff@uws.ac.uk

2. Session Aim
• Effective, Sustainable Learning - How Shall We
Support it?
– intended to help and encourage staff to make
more use of innovative flexible teaching, learning
and assessment approaches and what CAPLeD
offers
– This will be available as a video later today!

3. Diverse Learners
ACTIVITY

4. Diverse Learners
Understand UWS student diversity
• over a third of our students are over 30; (work, family, study time)
• 46% of our students are aged 25 or over; (work, family, study time)
• 22% of UWS students are from MD20 areas (experience to date of HE)
• 33-42% think about leaving during their course ( Why? And Why 60% stay?
Court Papers 2012
Retention and Progression – a Critical Area
(reputational, economic, ethical, and legal
implications)
? √? √

5. Diverse Learners
The Digital Divide?
Haves and Havenots?
Natives and Immigrants?
Or?

6. The Digital Divide?
Reimaging learning approaches for ‘diverse learnersDigitisers Re-imaginers

7. The Digital Divide?
• Passive & Didactic
• ‘Sage on the Stage’
• Building the jigsaw
through Lectures/Links
stored in the VLE :
Essays/Exams or 255
other methods of
assessment
• Students see Lecturer
for a few hours per
week (PPM and FFP)
• Staff joining the dots
for students
Reimaging learning approaches for ‘diverse learnersDigitisers Re-imaginers
• Reliant Learner
• Spoon feeding
• Memory tests
• What To Learn?
Broadcast Model
‘VLE way of
Institution
Controlling content’
90% staff delivery
10% student activity

8. The Digital Divide?
• Passive & Didactic
• ‘Sage on the Stage’
• Building the jigsaw
through Lectures/Links
stored in the VLE :
Essays/Exams or 255
other methods of
assessment
• Students see Lecturer
for a few hours per
week (PPM and FFP)
• Staff joining the dots
for students
Reimaging learning approaches for ‘diverse learnersDigitisers Re-imaginers
Active
Collaborative
Networked
Classes without walls
Innovation & Interaction
key to student 21st C
learning
Pace Place and Mode
Fit for purpose
Learning from each other
Students co producers in
joining the dots
themselves
• Reliant Learner
• Spoon feeding
• Memory tests
• What To Learn?
Broadcast Model
‘VLE way of
Institution
Controlling content’
90% staff delivery
10% student activity
• Resilient Learner
• Independent
• Deeper
• What to Learn
• How to Learn?
Participatory Model
‘VLE way of
Institution
acting as a
gateway to learning’
10% staff deliver
90% student activity

9. Challenges
• No longer ‘one size fits all’ learning approaches –
– Lecture/Essay teaching assessment format defunct!
• its about ‘fit for purpose’ learning approaches
– changing Broadcast to participatory learning styles
• Weekly schedule needs to be more flexible
– (week 1 hard for some boring for others – yet ends when
week 2 starts.
– Why cant week 2 start for those finding stuff easy during
week 1 and
– week 1 continues for students finding week 1 hard! ) Can we
do this?
• ‘Feedback’ is often too late – Little or no ‘feed forward’ or
opportunity or engagement for formative collaborations
Universities have been reluctant to add “active learning”
opportunities at expense of covering “the curriculum” via lectures.

10. How do we flex our teaching?
• ‘Anytime any place any where’ learning for our students!
• Type of materials for learning and access to materials to
encourage learner enquiry- responsibility!
• It is about ‘reimagining the mode of learning’
– different ways of developing/teaching material less instructional
to more participatory
– Technology abundant potential but confusing for staff!
• Time for staff to integrate non traditional ways of
modernising courses (Int & CFE)
• Not putting Technology before the learning:
– In Capled we show and do and say you do?
– staff often say ‘no thanks, no time’!
Developing more tools in staff toolkits – well trained in
and well used and supported by CAPLeD!

11. The Flipped Classroom
• The flipped classroom is a pedagogical model in which the typical
lecture and coursework elements of a course are reversed
• the term is widely used to describe almost any class structure that
provides pre-recorded content followed by online activities
• In one common model, students might view multiple lectures of
five to seven minutes each. Online quizzes or activities can be
interspersed to test what students have learned. Immediate quiz
feedback and the ability to rerun lecture segments may help clarify
points of confusion.
• Instructors might lead in-class discussions or turn the classroom
into a studio where students create, collaborate, and put into
practice what they learned from the lectures they view outside
class.
• Instructors quickly learn to suggest various approaches to clarify
content, and monitor progress across diverse groups of students.

12. Current Model
http://youtu.be/9aGuLuipTwg

13. Flipping The Classroom

14. UWS Video Creation
Edits
Captions
TOC’s
Quizzes
Time to Learn Camtasia 30 mins - First video 30 mins – Student access video 30 mins

15. Types of Video
• Talking Head welcome to course?
• Text book chapter outlining key aspects for course
• Annotated voice over diagrams of concepts
• How to use a discussion thread in moodle
• How to upload final coursework to turnitin
• Teaching computer coding
• Simulations ie taking bloods, dissecting frog?
• Group feedback on course activities
• Individual feedback on coursework submissions
http://www.techsmith.com/tutorial-camtasia-8-quizzing-2.html

16. Why the ‘Flipped’ Classroom
• Quick easy to learn – we do it anyway! Via
youtube?
• Paper published in Science (April 2011) found that
students using an experimental ‘flip-learning’
approach did more than twice as well as those
using traditional methods

17. ‘Flipped’ Classroom
Koller 2012
• Once you have a set of video content with
integrated activities and assessments, you can
make the same content available for all
students – ‘develop once use many’
• flipping the classroom away from the focus on
teachers’ control of content and towards
student inquiry and agency allows the
reimagining to develop

18. QuestionsCourses across all Campuses
tom.duff@uws.ac.uk
Val.Norval@uws.ac.uk
Moodle Guides
http://www.techsmith.com/tutorial-camtasia-
8-quizzing-2.html

19. How would YOU engage staff in educational development consistent with LTAS?
ELIR/QAA 2011
Externally
Staff need to
Engage/Learn/Contribute
GP other HEI’s
Internally
Share PDP GP
Internationalise curriculum
LEARNING MANIFESTO
2009/10
Core Values
Respect, transformational
approach, inclusiveness,
mutual respect.
Pedagogy (B/DL, FFP),
Environment, Staff/Student
Expectations
LTAS 2011-15
Inspirational
Transformational
HLL & WLL
Learner needs
Feedback/Assessment
Retention/Progression
50% alternative module
LTAB 2011-12
Increasing digital literacies,
Multi-campus delivery
Variety in module assessment
Learning from work
Embedding personal development
University-wide module
development
Variety in Assessment Practice
Engaging Student in Learning