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MON: Together Alone - Trello in the art classroom (Kelly Williams)
Cloud created by:
15 January 2019
Together Alone: Trello in the art classroom.
Monday 18th Feb 2019 at 19:30
This conference presentation will look at the introduction of ‘productivity platform’ Trello (2019) as a technology enhanced learning tool (TEL) to promote inclusion for complex Special Educational Needs (SEN) students. As well as a project management and productivity tool, Trello is currently being ‘repurposed’ (Conole, 2018) to ‘suit’ a different ‘context’ (Agostinho, 2011) by Further Education (FE) Creative Arts students. The talk will explore how positive personal or ‘expansive’ attributes (Lucas et. al, 2013) contribute to and develop learner experience with Trello as collaborative TEL.
The inclusive ‘expansive’ area central for this SEN College is ‘enabling independence’ (Treloar’s, 2018) for learners with disabilities. The talk will look at this stimulus for the project: recognising that barriers to inclusion can exist not only within physical but also mental bubbles of isolation within the classroom for these students. It was observed that college cohorts often have more interaction with teaching and support staff than in class peers.
Trello was proposed as a flexible platform to allow this cohort of FE students the scope to work in a visual virtual classroom. The presentation will showcase how Trello gives an opportunity for improved digital literacies. There are opportunities to create digital mood boards, multiple forms of posting functionalities from animated GIFs to YouTube clips to standard blogging textual features along with response functionalities from text comments to virtual stickers. As independence in this context is measured on the scale of support required for students to complete tasks in familiar to unfamiliar situations, the introduction of Trello places these students into an unfamiliar learning environment with mainly peer support. This approach, therefore, rates highly on Independence Learning Plans (ILPs) which are used to support students for life beyond the college.
The presentation will also demonstrate a ‘social emancipatory’ (Nouri & Sajjadi, 2018) model in action. Students have a voice within the investigation and take an active part not only in the pre-project testing of potential tools for use in the project but also key decision making and tracking progress. The project has allowed for input into a ‘situated’ (Brown, 1989) learning design and software implementation with learners ‘modelling behaviour’ (Kallick & Costa, 2014) from each other and staff during the process.
The talk will conclude by looking at the early results from this six-month project. This will include an extract from an interview with the lead researcher and lead student researcher on status of the project and possible outcomes. The interview will explore researcher views and evidence to date by asking:
· Will independence increase via ‘acquisition’ of new skills and ‘participation’ with Trello (Sfard, 1998)?
· Could finding ‘a suitable voice’ (Kerawalla et al, 2008) for learning within digital environments develop digital literacy overall?
· Is independence via inclusive collaborative TEL for students with disabilities who have historically experienced ‘systemic barriers in education’ (Malhotra, 2015) an achievable outcome?
The full interview will be available after the presentation as an Open Educational Resource (OER) in a multimedia format.
Agostinho, S. (2011) The use of a visual learning design representation to support the design process of teaching in higher education, Australasian Journal Of Educational Technology, vol. 27, no. 6, .
Brown, J., Collins, A. and Duguid, P. (1989) Situated Cognition and the Culture of Learning, Educational Researcher, vol. 18, no. 1, p. 32.
Conole, G. (2018) Learning Design and Open Education, International Journal Of Open Educational Resources, vol. 1, no. 1, .
Kallick, B. and Costa, P. (2014) Habits Of Mind Across The Curriculum: Practical And Creative Strategies For Teachers, United States, Association for Supervision & Curriculum Development.
Kerawalla, L., Minocha, S., Kirkup, G. and Conole, G. (2008) Characterising the different blogging behaviours of students on an online distance learning course, Learning, Media And Technology, vol. 33, no. 1, pp. 21-33.
Lucas, B., Claxton, G. and Spencer, E. (2013) Expansive Education,.
Malhotra, R. (2015) Exploring Disability Identity And Disability Rights Through Narratives, Routledge.
Nouri, A. and Sajjadi, S. (2018) Emancipatory Pedagogy in Practice: Aims, Principles and Curriculum Orientation., Libjournal.Uncg.Edu, [Online]. Available at http://libjournal.uncg.edu/ijcp/article/view/228/671 (Accessed 25 March 2018).
Sfard, A. (1998) On Two Metaphors for Learning and the Dangers of Choosing Just One, Educational Researcher, vol. 27, no. 2, p. 4.
Trello (2019) Trello.Com, [Online]. Available at https://trello.com (Accessed 15 January 2019).
Treloar's (2018) About Us | Treloar’s Disabled School & College - Treloar's, Treloar.Org.Uk, [Online]. Available at https://www.treloar.org.uk/about-us/ (Accessed 24 March 2018).