I’ve been teaching my 5-day 30 hour PTLLS course recently and I have been thinking about whether short courses require a different pedagogy to long ones. There is a lot of emphasis on:
- knowing your learners’ needs
- student interaction at the heart of learning
- assessment for learning
- establishing a learning dialogue with your learners
- encouraging learners to take responsibility for their own learning
- creating a positive learning environment
- establishing effective ground rules
- making the feedback process central to the learning process
But how does all of this work if your course lasts just a few hours, a day or even a week? I would like to come up with a pedagogy-lite approach which encourages my PTLLS students to incorporate these important principles but which recognises the time constraints.
- Now that my OU course is coming to an end I shall concentrate my periodic blogging activity here on WordPress
- I am discussing with JISC South West ways of improving my links with other practitioners , especially those in Further Education who have an interest in using online technology. JISC have an online ‘newspaper’ which I like the look of.
- I am thinking of starting a Google+ community for people in FE who want to collaborate and share ideas and materials.
- If I ever get to the point where I understand how Twitter might help me (ideas on a post to me please!) I have a feeling it may be useful
I think 4 vehicles for keeping in touch are probably as many as I would be able to keep up with. What do you think?
I’ve written a report for my OU H817 course on using audio and/or video as a medium for giving students feedback, as an alternative to written feedback. I’m intending to try it out with some of my PTLLS (teacher-training) students. My plan is to post video feedback on Blackboard in my college. Have you had any experience of this form of feedback?