Post by Dr Patricia Charlton from the London Knowledge Lab.
The London Knowledge Lab (LKL) have been partners with the HANDSON project since early in the project
Many of the HANDSON London team meetings have been held at the LKL. In addition the Move-it-online International Challenge workshop was held there to consider the role of Learning Designer as showcase for the HandsOn ICT project and to engage the MirandaNet and the Learning Designer communities.
Together with Chrstina Preston and Sarah Younie from the HANDSON core team Patricia has evaluated the MOI/HO pilot that is an element of the sustainability plan. In summarising the evaluation she said that the results reflect back on the initial research questions:
” Can we support teachers in creating designs that make better use of technology (including VLEs) and provide authentic learning experiences in the areas of Technology Enhanced Learning, digital literacy, IT, Computer Science and e-safety?”
The pilot study shows that the collaboration and shared knowledge and exchanges between groups using different MOOC systems illustrated the greatest take up. The peer review process brings a huge benefit to the community.
Can we support teachers and management in thinking about the cost of taking teaching and learning online?
The face-to-face workshop showed the most impact of this aspect of thinking about teaching and learning in an online context and the importance about thinking through the resources in parallel to the design.
However, it is still a challenging area for teaching and management professionals to engage with. While those who did found the experience positive and assisted in their design process there were too few in the challenge to have significant results of this. What follows are related research questions and what the initial pilot evidence illustrates:
What facilitates teachers to learn online (CPD)?
What can improve engagement for teachers?
Facilitating teachers to learn online and improve engagement was achieved by providing an authentic learning experience. This was set in the context of professional development, by teachers bringing their own teaching and learning challenges and being able to share their thinking with the community through discussions about moving teaching and learning online and peer review.
How to facilitate sustainability for teacher’s development in the area of using appropriately technology for teaching and delivering learning experience?·
How to facilitate the sharing of good practice of teaching and learning experiences with technology?
One of the key results has been the process and resources designed and used during the Move-it-online challenge that support the potential for accreditation based on theory and practice peer review process. Although initial accreditation was considered throughout the project, the results of this particular pilot on TEL focused on what makes for a good design peer review process and would support a framework that partners would be able to use. A Framework that would add value and sustainability for teachers to engage in appropriate use and teaching with technology through recognition of the CPD.
The model was used to create learning designs that centre around good use of technology. The process was to share this pedagogy explicitly with peers in order to provide and receive a peer review based on an established process of what makes for a good design. This can be can be taken forward into CPD. How an accreditation process is implemented and used will be investigated further by MirandaNet and may form part of the iCatalyst products and services provided by the partner
In collaboration with LKL HANDSON has presented and disseminated at over 3 of the “What the Research Says” events, have partnered in one Move-it-online challenge with initial results presented at the BETTshow 2015 and have been able to establish a policy think tank community within the UK to support change in Teaching ICT.
This would not have been possible if the project had only supported the IDLE tool and MOOC approach. On National and European impact the technology enhanced learning policies to provide teachers with CPD needs and changes in education have formed part of the strategy of the HANDSON partners, such as; ETAG and the Policy Think Tank Community.
Global impact on teaching and learning change is only possible through collaboration and although MirandaNet has a international reach, it has had further impact for HANDSON because of collaborating with the Building Community Knowledge project, with potential for using the peer review process of what makes for a good design for potential accreditation process. The initial results evaluation results were presented at BETT15
Slides of BETT Presentation http://creativedigitalsolutions.org/2015/01/21/move-it-online-challenge-results-at-bett/