University of Cumbria Open Access Journals
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Implementation of a flexible online delivery module to replace a traditional face-to-face delivery of a PGCE ICT module
Full text linkThis paper describes aspects of the planning and delivery of a 10 credit module to learners participating in a full-time, Secondary Informational Communication Technology (ICT) PGCE course and the decision to replace an existing face to face delivery with a fl exible, online delivery. The paper focuses upon four associated aspects of the module, including the conceptual framework for delivering the module, the online model implemented, the online tasks and the module evaluation
Assessing student contributions to online discussion boards
Full text linkThe use of online learning is prevalent in higher education, in particular the use of Blackboard and other similar virtual learning environments (VLEs). Students’ participation in online discussion forums is a common activity and the online threaded discussion tool provides opportunities for students to:• form collaborative groups for problem-based learning• discuss learning experiences• ponder over assessment issues• debate topics of interest.There is no shortage of research on the perceived effectiveness of online discussion forums; however, this paper evaluates the potential for assessing the content of online discussions as a means of contributing to summative assessment
Seventies, eighties, nineties, noughties...a sequence of concerns
Full text linkThis paper outlines small scale research regarding mathematics anxiety and potential links to confidence and mathematics subject knowledge for primary teacher education (QTS) students in a HE institution, where the author is a Senior Lecturer in Primary Mathematics Education. The purpose is to establish the existence of such anxiety and related concerns, to determine implications for students’ achievement of government standards for the award of QTS. Investigation is carried out through review of theory and consideration of questions subsequently arising, linked to collection of qualitative data from an interview with a QTS student, and analysis via an interpretivist approach
Vicarious learning: the role of teachers\u27 tv in modelling classroom practice
No full textThis short paper explores the use of video clips from the teachers’ TV website with Secondary PGCE students at St Martin’s College, now the University of Cumbria. The video was made available to students via Blackboard and was used to engage students in on-line discussion prior to college-based sessions relating to classroom practice. In the workshop, the technology and the process used were described and student feedback was used to indicate the usefulness of this approach. The workshop encouraged discussion from participants in order to generate ideas as to how this teaching approach might be taken forward
Capturing Creativity using digital video
Full text linkThis paper evaluates the use of a creative learning activity in which postgraduate student teachers were required to collaboratively make short digital videos. The purpose was for student teachers to experience and evaluate a meaningful learning activity and to consider how they might reconstruct such an activity within their own teaching practice in their placement schools.Within UK primary schools (children aged 4 to 11 years) there is currently an increasing focus on creativity within teaching and learning and a desire to use ICT to enhance learning. This led the teacher educator in this case study to introduce a learning activity in which students created a short advert using digital video.The nature of creativity is considered, as is the collaborative element that frequently forms an element of creative learning activities. This collaboration was an integral element of the digital video activity. An existing framework of ‘meaningful learning’ is used to inform the analysis of the students’ responses to the learning activity.Student responses show that they valued the experience and developed a desire to use digital video in their own classroom practice on school placements. The combination of positive student responses, the collaborative nature of the activity and the scope for it to support meaningful learning make digital video a powerful tool for supporting creative teaching and learnin