1. A personal reflection on teaching
A Digital Journey
A personal reflection on teaching
Carmel Capewell

2. Session Aims
To explore current use of digital technology in own life
To identify why digital technology is important in student experience
To identify barriers to using digital technology in teaching
To share experiences of using digital technology in teaching
To identify how to incorporate digital technology in own teaching

3. To explore current use of digital technology in own life
In pairs (groups of 3) identify your:
definition of digital technology
experience of using digital technology in your daily life
use of digital technology in your work life
feelings about using digital technology (love/ hate/indifferent?
frustrations with digital technology
Write your answers on flipcharts

4. Developing your Skills – Action Plan
Write down your examples of what you need to develop
Personal Use of Digital Technology
Professional Use of Digital Technology
Opportunities to use Digital Technology

5. What conclusions can you draw about why using digital technology is relevant to HE teaching?

6.
The members of this project team are at different levels in their competence, confidence in using apps. As with all things it is through use and participation that skills improve and applications are developed. Sharing ideas through the blogs, some people have felt more confident in posting than others, learning from others - overhearing someone talking about something and being prepared to have a go and apply it in own practice. The longest journey begins with the first step.

7.
Developed by Dr. Ruben Puentedura, SAMR is a model that supports and enables teachers to design, develop, and infuse digital learning experiences into their lessons. It stands for Substitution, Augmentation, Modification and Redefinition. When read in a sentence it works left to right but when used in a graphic (see below) it works bottom to top. Each word can be applied to a lesson or activity that incorporates technology, moving from a use that simply replaces existing classroom resources (Substitution) to activities that create new tasks, not possible without technology. (Redefinition)

8. Hierarchy of implementation
i Assessment
ii Developing own practice
combining digital
and physical
Most sophisticated
Enhancement
i Pre-learning
ii In session
iii Post-session
iv Access
a Time flexibility
b Pace/review
c Voice
Engagement:
Thinking and learning
Entertainment
Least sophisticated
This model of a hierarchy of implementation has been developed from the work of the group. At the lowest level it is at the 'entertainment' level at which an app is used as a 'gimmick'. This was not used, but is a strategy of trying to engage students.
Pre-learning may be looking at information - similar to David's Thing-link to provide pre-knowedge and encourage discussion, comment during the session;
In-session Helen Caldwell's example of working with students from Rowangate School demonstrated how a variety of apps can be used to develop students' communication skills and role model to students how apps can be used - relevant to a wide range of programmes within the school of education. Anna Cox and padlet for student consolidation of knowledge on readings.
Enhancement Assignment prep - Wendy Turner evaluating the difference between NILE instructions and Explain Everything; Marie Howley - Padlet sharing references - one student took the activity away and is using it as preparation for assignments in other modules
Developing own practice - Jean Edwards created physical piece of art which was then developed digitally. Students considered how they could adapt its use and benefits to their students eg: working in pairs to increase confidence (digital and practical); gave space for less confidence students to develop their skills so no one could see their work. One student took the physical examples to use with her own class. Evaluation and critical thinking skills were developed.
Prithvi autism apps - not everything works perfectly
Sometimes academic's assessment is not the same as students perceptions. There are technical issues.

9. Use a digital camera

10. 3 Notes
Applying to practice

11. 4 Notes
Ways of working

12. Evaluation of learning from an on-line MOOC
Objective
Discussion Board
E-tivity
Module Test
Blog
To assess the students’ skills improvement related to
Critical thinking skills
2.1, 7.1
1.2, 1.3, 2.2, 2.3, 5.1, 5.2, 6.2, 8.1, 8.2.
2, 7
Analysing an argument, Self-Audit Journal
Research and referencing skills
Reference List
1.3, 3.1, 3.2, 5.2, 6.1, 7.2, 8.2 3
Self-Audit Journal
Note taking skills
1.3, 4.1 4
Learning to take notes, Self-Audit Journal
Academic writing skills
Evaluation of resources, Understanding the question, Wiki contribution, Sustaining an argument
1.3, 5.1., 5.2, 5.3, 6.1, 7.2, 8.2
5, 6, 7, 8

13. https://www.peergrade.io/ How it works
Step 1 You create an assignment
You create an assignment, specify your feedback criteria and open the assignment for submission.
Step 2 Students submit their work
Your students submit their work which can be anything from Word documents to Youtube videos.
Step 3 Student work is distributed
We automatically assign work between the students, ensuring that everyone will get feedback.
Step 4 Students give feedback
The students give feedback to the work assigned to them using the feedback criteria.
Step 5 Students receive feedback
When the peer feedback process is over, the students receive all the feedback given to their work.
Step 6 You get the complete overview
As a teacher you get the complete overview of the quality of assignments and what feedback was given.

14. Various Resources to explore