,
So
far tutors are impressed by the variety of resources that were available, several
are using ( and have particularly enjoyed ) Go Animate and Animator. They have
created short clips to help explain points in sessions. Learners generally were very positive about it, in the
future tutors are trying to get them to use the tools to create a presentations themselves
Currently
they are encouraging students to use these
two tools to create presentations.
The
Khan Academy website has some great online maths resources which are being used
by students as revision aids.
A
couple of tutors have used Go Animate and made a quick video explaining my 'Top
Reading-Exam tips'. It was very suitable
as the presentation was a bit tongue in
cheek, but was very effective and kept students much more interested and
engaged rather than if tutors had just been speaking and/or with powerpoint
I can imagine that Go Animate would engage learners. Interesting that tutors see the potential for students to use it for their own presentations. Look forward to hearing how that goes. I feel that there is a huge potential for learners to generate [or at least contribute to creating] more meaningful learning content. I noticed that William Doust's post also considered this.
ReplyDeleteI have been working with a consortium of colleges recently under the 'E-Ambassadors' banner - that promotes learners leading on resource development [www.e-ambassador.co.uk]. Some of the benefits:
- the learners produce resources that they [and their peers] can relate to;
- non-e-confident tutors learn from the learners [free staff development];
- you build up a repository of on-line content [again free];
- most importantly deeper learning appeared to take place!
Why was learning deeper? I interviewed some of the learners and asked them what they felt the greatest benefit of this approach had been for them - and they all said that they had learned their subjects 'better'. Though they were inspired by the creative process [the trigger], they also wanted to make sure all the subject content was right before it was published [self-respect/'professional pride']. This meant that they had to go over and over what they were producing - far more than they would have done normally - ergo reinforced learning ! Shimples ;-)
By the way, all the content was corroborated by tutors before being published].