Which e-learning techniques make learning both engaging and effective?
Technology used without powerful teaching strategies (and deep learning tasks) does not get us very far.
On the one hand, digital tools and resources have the potential to enable, expand and accelerate learning in ways previously unimaginable. But on the other hand, most of the billions invested by schools and education systems in technology have not achieved that potential. Without changes to the fundamental pedagogical models by which teachers teach and learners learn, technology investments have too often simply layered slightly more entertaining content delivery or basic skill practice on top of conventional teaching strategies that focus on the reproduction of existing content knowledge. Michael Fullan, Alive in the Swamp (p 51-53)
Bolstad and Gilbert (2012 p58) argue that “new technologies only enable transformation when they are supported by ideas and social contexts that enable transformative practice”. These teachers met to share and to build on each other’s' transformative activities through their ongoing dialogue and reflections about effective and engaging blended learning.
Timperley, Wilson, Barrar and Fung (2007 pxii) believe that “quality professional learning comes from providing opportunities for each teacher to engage at a deep level with ideas and approaches”.
Recruitment and TrainingOur inquiry asked two questions:
Which e-learning techniques make learning both engaging and effective for students with limited previous e-learning experiences? When and where do we turn the devices on? Prior to any data collection, the group of teachers took part in one-day seminar to develop a student survey tool and a semi-structured teacher interview schedule to be used by all teachers as they carry out their case studies. |
Gathering Data Each teacher carried out an exploratory case study over one unit of work with one year 9 class.
Data included a document analysis (teacher unit plan, lesson plans), pre- and post-unit student surveys and pre- and post-unit semi-structured teacher interviews conducted by other members of the group. The data from each individual case study was collated, presented to the group and patterns and trends identified as a group. |
Action ResearchThe overall analysis from each individual case study was recorded and used to inform the next teachers' cycle of Teaching as Inquiry.
This process was dynamic and iterative. In 2015-16, this methodology generated 10 case studies and one complete action research cycle. Over multiple cycles, the case study information supported teacher reflections. The shifts in teacher practice were monitored by the collection of snapshot and reflective artefacts in the project blog. |