Why Collaborate?
 

Why Collaborate?

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Why Collaborate? Why Collaborate? Presentation Transcript

  • * © The University of Sheffield*OUTLINE OF PRESENTATION•Background - why Collaborate?•Pilot setup•Pilot study results•Conclusions
  • * © The University of Sheffield*WHY COLLABORATE?•Convergent interests from two departments•ScHARR•CiCS• A general interest in the use of web conferencing•Enhance Diversity and flexibility of provision of CPD•Enhance experience of students at a distance
  • * © The University of Sheffield*SPECIFIC OBJECTIVES•Establish whether BbC had a valid role• Evaluate BbCs effectiveness•Academic context•Professional services context• Establish support and training requirements• Determine other costs and risks associated if applicable
  • * © The University of Sheffield*THE 3 PILOTS - OVERVIEW•Corporate Information and Computing Services (CiCS)•(UC1) Introducing staff to Blackboard Learn - CPD•School of Health and Related Research (ScHARR)•(UC2) Dissertation support for MSc PsychotherapeuticStudies•(UC3) IRISS Information Skills CPD
  • * © The University of Sheffield*PILOT SETUP (1)• Four days with implementation consultant• Plan out use cases with stakeholders• Determine metrics for measuring project outcomes• Plan training
  • * © The University of Sheffield*PILOT SETUP (2)• Training sessions by Blackboard•Three sessions on using Collaborate• One session on resolving technical issues• One session on using the Session Administration System (SAS)
  • * © The University of Sheffield*PILOT SETUP (3)• Internal support for project• All training and support resources located in MOLE• Specimen letters to brief staff and students• Issue handling procedures established with ScHARR staff andCiCS helpdesk - use of BbC 24/7 support•All of these are essential for success
  • * © The University of Sheffield*PROJECT MEASURABLES•Pilot leaders perception - ease, enjoyment, increasedflexibility, value/limitation of students experience•Number of sessions run, number of participants• Students perception - ease, enjoyment, increasedflexibility, value/limitation of experience•Quantitative and qualitative assessment of the number and severity oftechnical issues logged or commented on by users
  • * © The University of Sheffield*PROJECT MEASURABLES•Assessment of number of moderators and support staff required• Assessment of number of moderators and support staff required• Assessment of preparation time• Assessment of support requirements from LT staff• Quantitative and qualitative assessment of the number and severity oftechnical issues logged or commented on by users
  • * © The University of Sheffield*DATA COLLECTION METHODS•Exit survey of participants (Google forms)•Semi structured interviews with pilot leaders•Review of final recorded session from UC2 - students discussing theirexperiences•Ongoing technical issues log
  • * © The University of Sheffield*UC1 - CiCS Blackboard Learn onlinetraining sessions (MOLE)•Major campus wide change to VLE•Four sessions delivered to 27 participants = 40.5 person hours• Easy to use but some idiosyncrasies• Different from f2f because no visual cues from students• Definitely allows greater flexibility e.g. part-time• Participants seemed more confident than f2f
  • * © The University of Sheffield*UC1 - CiCS Blackboard Learn onlinetraining sessions (MOLE)•Limited by no hands on in these sessions•Small number of tech issues•Many staff not following the advice to join early and do system test• Sessions ideally be supported by co-moderator, with tech support oncall•Very critical of the SAS environment - needs remedial attention
  • * © The University of Sheffield*UC2 - DISSERTATION SUPERVISION•MSc in Psychotherapy Studies- fully online MSc•Taught modules are highly structured and designed to becollaborative•Anecdotal reports- students find the transition todissertation difficult•This phase of the MSc is more of an individualendeavour, in conjunction with academic supervisor;students feel isolated from peers (in comparison to themodules)•Most supervision happens asynchronously by email
  • * © The University of Sheffield*UC2 - DISSERTATION SUPERVISION•The use of BbC designed to address these issues ofisolation:•Students to work more collaboratively on commonelements of dissertation, e.g. sessions focusing onresearch proposal writing, proof-reading and othernecessary skills• Students to engage in more meaningful interactionwith one another and tutors by using the tool fordelivering student-led presentations•Instructor led sessions, and student led presentations
  • * © The University of Sheffield*"Making distancelearning less distant"(Mike Szollosy 2012)
  • * © The University of Sheffield*DISSERTATION SUPERVISION VIDEO #1
  • * © The University of Sheffield*DISSERTATION SUPERVISION VIDEO #1•Drag and drop video clip ("chatting aboutslide.mp4")
  • * © The University of Sheffield*UC2 - DISSERTATION SUPERVISION•Eight formal sessions to five individuals, equating to 27person hours of provision•Pilot leader very satisfied with the usability of the tool- ableto use a broad range of the types of interaction that the toolprovided to maintain engagement with the students•Students seemed very comfortable with tools, asevidenced by their own ability to act as moderators andpresenters in certain sessions
  • * © The University of Sheffield*• Students seemed very comfortable with tools, e.g.prepared Powerpoint presentations in advance ofsessions, sent them to pilot leader for conversion, thenpresented these via native whiteboard format in sessions• This afforded students a collaborative experience thatthey simply would not get via any other meansUC2 - DISSERTATION SUPERVISION
  • * © The University of Sheffield*UC2 - DISSERTATION SUPERVISION• “I have a busy life with two kids - this has been fantastic -there’s no way I could do it without online collaboration”• “It’s great to discuss your views and get advice from allmembers ofthe group”• “I am quite impressed with this form of technology, abetter way of learning. Thank you for this new invention”• “A fantastic mode of communication and learning”
  • * © The University of Sheffield*UC2 - DISSERTATION SUPERVISION•Limitations- short timescale for pilot and relatively lowstudent numbers (n=5)• Tendency for participants not to come sufficiently early tocomplete their audio set-up before the session actuallystarted, resulting in time being lost• Individual technical issues - e.g chat window
  • * © The University of Sheffield*UC3 - IRISS FOR SCHARR STAFF•ScHARR - School of Health and Related Research•250 staff - PGT and PGR students (mostly from overseas)MSc International Health Technology Assessment, Pricing andReimbursementMaster of Public Health (Distance Learning)•Growing pedigree for distance learning•Staff already involved in international and outreachteaching
  • * © The University of Sheffield*ABOUT IRISS•Information Resources - Information Study Skills•Delivered primarily for students•Way of upskilling staff in IRISS•Making ScHARR Staff technically proficient in distance learning(technologically and pedagogically)•Giving them the student experience•A springboard to formalised synchronous distance learning withindepartment
  • * © The University of Sheffield*IRISS•Demand for technology driven education evident withindepartment•Threat of growing international competition amongst rivalinstitutions•Growth in demand for distance learning due to variousconstraints - finance, climate, culture•The rapid growth of distance learning via MOOCs
  • * © The University of Sheffield*UC3 - IRISS• Google Apps for Researchers (GoogleReader, email, Sites, Forms, Docs, Blogger)•Google Apps for Everyday(Forms, Calendar, Docs, email, Sites)10 sessions to 51 individuals, equating to 137 person hoursof provision
  • * © The University of Sheffield*
  • App Share
  • * © The University of Sheffield*UC3 - IRISS• 10 sessions delivered to 51 individuals =137 personhours of provision• The team generally found the tool easy to use, and feltthat with practice this would become more so (cf Wimba)• The pilot leader felt that delivering the IRISS sessionsthis way had increased the diversity of participantsattending the sessions• Many participants seemed to appreciate the flexibility ofattending sessions this way, but some also still prefer f2fsessions
  • * © The University of Sheffield*• The sessions entailed the use of the whiteboard to presentinformation, Web Tour to allow some “hands on” experience inusing tools such as Mendeley, and App Share, to demonstrateactivities such as using Star and creating a Google Form.• The online nature of the course (not previously delivered to staffin this way) definitely attracted participants that they felt would notnormally engage with these activities• Therefore increased the reach of these sessions compared withf2f.UC3 - IRISS
  • * © The University of Sheffield*UC3 - IRISS“It was convenient and I found the methods of delivery very helpful. Practicalelements were easily integrated since we were already on a computer so wecould get a chance to try things out for ourselves, e.g. using star plus, whichwas helpful.”“It was really easy to attend the session from home. It took less time out of myday to attend the session as I just had to log in from my computer. Once Idlogged into one of the sessions doing it again for the other sessions was quickand easy.”“Really great way of undertaking teaching/ training sessions. Able to listen aswell as follow demonstrations and then practice on the computer straight away.Much easier way of asking questions without feeling pressure, particularly goodfor those people that feel shy in these situations.”
  • * © The University of Sheffield*UC3 - IRISS• A greater number of technical support issues were encountered inthis use case, mostly minor and resolved/resolvable, and one ofwhich one was a showstopper (although also now understood).• Sessions ideally should be supported by a co-moderator withtechnical support available on-call• In some case significant amounts of preparation work went intodeveloping these sessions - but this should decrease over time
  • * © The University of Sheffield*SUMMARY FINDINGSFigure 1 - ease of use of tool, from exit survey
  • * © The University of Sheffield*SUMMARY FINDINGSFigure 4 - participants’ view on how well the tool presented thematerial, from exit survey
  • * © The University of Sheffield*SUMMARY FINDINGSFigure 5 - participants’ view on whether they could interact duringthe sessions, from exit survey
  • * © The University of Sheffield*ISSUE LOG - MINOR RESOLVEDIssue Number ofincidencesOutcomeAudio issues 2 Re-run set-up wizardMOLE integration - couldn’taccess session3 Roles changedJava version issues 3 Installed or different machine used (in the case of ManXP machines)Flash update issues on ManXP 1 Videos distributed in other waysChat window froze afterconducting Web Tour1 Reset viewIdiosyncratic App Sharebehaviour1 Stopped and restarted App Share
  • * © The University of Sheffield*Conclusions from technical issues logged• UoS support staff need to refine internal issue handling, e.g.subscribe to Blackboard’s Service Status email notifications• Need to arrange another way of contacting tech support duringsessions that is outside of Collaborate.• Google chat/internal helpline for direct access to urgent help• Directing students to BbC 24/7 support is not appropriate.
  • * © The University of Sheffield*Issues to be fed back to Blackboard• A clearer service status notification system to include factors notdirectly under Blackboard’s control, but that affect the operation of theirproducts.• Clearer guidance should be provided in order to mitigate some of theissues that presenters encountered whilst using App Share on twomonitors.• A number of other minor to medium issues should be addressed.• The SAS environment requires significant attention to improve itsusability
  • * © The University of Sheffield*Conclusions• Project definitely a success•Increased flexibility•Add value to distance learners experience• Some technical issues encountered•Ongoing support needs established• We have bought into Collaborate for an extended pilot period