About Helen Walmsley-Smith

I work in the Technology Enhanced Learning Team that is part of the Academic Development Unit at Staffordshire University. I work with staff across the university to support the use of technology to enhance learning in the classroom and online. I'm particularly interested in learning design for blended and distance learning, and the use of data to support learning and teaching.

Work-based Learning Approach

Posted on 31st May 2016 by Helen Walmsley-Smith

This approach includes authentic, simulation and role-play based learning where the emphasis is on students experiencing and learning in real-world situations. this video is a discussion about Work-Based Learning between staff at the University of Derby:

This video is an example of an authentic learning activity

Examples:

Aldrich argues that simulations are an effective way to engage learners in real, authentic learning (Aldrich, 2004)
Jan Herrington describes 9 elements of authentic learning = Provide authentic contexts that reflect the way the knowledge will be used in real life; Provide authentic tasks and activities; Provide access to expert performances and the modelling of processes; Provide multiple roles and perspectives; Support collaborative construction of knowledge; Promote reflection to enable abstractions to be formed; Promote articulation to enable tacit knowledge to be made explicit; Provide coaching and scaffolding by the teacher at critical times; Provide for authentic assessment of learning within the tasks (Herrington & Oliver, 2000)

The ideas for technology enhanced learning activities below use a range of tools and are based on the Best Practice Principles.

Problem-based Learning Approach

Posted on 31st May 2016 by Helen Walmsley-Smith

Problem-based learning (PBL) includes inquiry, practice and case-based learning where the focus is on students individually or in groups finding solutions to real-life ‘messy’ problems. The tutor’s role is to support and facilitate learning. this video aimed at students summarises the way that PBL works at Maastrict University:

Examples:

Boud’s approach to PBL = presentation of real-life problem, identification of learning needs, research, review solutions to problem and reflect (Boud & Feletti, 1997)
Harvard University’s approach to the case method includes group discussion of a complex case or scenario

Activities using Capture Technologies

Posted on 23rd May 2016 by Helen Walmsley-Smith

Capture technologies will record lectures and seminars and can be saved to the VLE, or uploaded to Media library or YouTube etc.
Tools include mobile devices and webcams. Panopto has also been installed in some classrooms
Suggested learning activities that are mapped to the Best Practice Principles are below.

Active Induction	Guided Exploration	Facilitated Investigation	Self-organised Learner
Students record lecture on own device	Students share and discuss captures	Students create captures and share with peers	Groups collaborate to create and share captures
Students access classroom recordings on Blackboard	Students access supplementary capture materials for independent study	Students access captured materials to support flipped classroom activities	Students post/ask assignment questions and access captured group response

Research

Click here for a selection of research articles on using capture technologies

Collaborative Approach

Posted on 17th May 2016 by Helen Walmsley-Smith

Collaborative/ group-work/ co-operative/ social/ community of practice approaches are activity-based constructivist approaches to learning and the focus is on students learning by talking, debating, solving problems, sharing their experience and constructing new meanings.

This video highlights how Active Learning Classrooms have been used at McGill University

Some examples of activities:

Collis and Moonen’s contributing student approach suggests students: discover, explore, plan, draft, create and share re-usable output, and reflect (Collis & Moonen, 2005);
Kagan cooperative activities include: rally robin; timed pair share, round robin, rally coach and stand up/hand up/pair up.
Laurillard’s Conversational Framework includes students in: accessing explanations, asking questions and getting feedback, applying their understanding and getting feedback, repeating practice, discussing with peers, reflecting on experience, sharing products (Laurillard, 2009)

Best Practice Models for e-Design

Ideas to inspire practitioners when planning, designing and delivering learning using technology

Author Archives: Helen Walmsley-Smith