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Learner engagement
- 1. Learner Engagement A Metric for Learning James Ballard jameslballard JamesBallard2 @jameslballard
- 2. LONDON -> MELBOURNE: NOV 2013 SE ASIA: DEC 2012 – SEP 2013 About Me
- 3. e-Learning Specialist (2005- 2012) DfES ICT Test Bed Project JISC/BECTA Transforming Curriculum Delivery CETIS Interoperability: Repository and Portfolio JISC Distributed VLEs HEFCE/JISC Assessment and Feedback About Me E-Learning Solution Design and Evaluation
- 4. Overview
- 5. Education is not a technological issue, it is a cultural challenge We-learning http://goo.gl/h3HdND
- 7. Personalisation ‘The logic of education systems should be reversed so that it is the , rather than the learner to the system. This is the essence of personalisation’. Personalisation and Digital Technologies
- 8. Harnessing Technology: Next Generation Learning A shift towards more personalised learning is fundamental and will entail significant development of practice with technology. BECTA (2008)
- 9. 21st Century Learning It is a world in which knowing what and how to learn the next thing is as important as what has already been learnt. Jackson and Ward, 2004
- 10. 21st Century Work Internet enables hyper-competition and destroys geographical barriers. Longer term value today resides in non-standardized work that requires creativity, imagination and innovation.
- 11. We-Learning Is there a widening gap between a technologically constraining society and its alienated individuals in search of an authentic community? Shōnen Sunday (1969) Computopia An improved life for all Big Brother Society Norms reproduced by elusive forces
- 12. Personalised Learning A Framework for e-Learning
- 20. Personalised Learning Framework Professional Social National Institutional Personal Portal VLE / LMS Portfolio Personal Learning Plan (PLP) Accreditation
- 22. Embracing change through innovation Through the use of existing and emerging technologies we will re-model learning, teaching, support and business practices resulting in outstanding, efficient and effective performance. e- College Recruitment Diagnostics Learning Assessment Support Systems Digital Literacy Comms
- 23. PLP Plan – enable learners to work with tutors and support staff to articulate personal goals, set realistic targets and evaluate their progress towards these.
- 24. VLE Learn – offer learners access to course materials, the learning resource centre, assessment tools and collaboration using forums, discussion boards and chat.
- 25. E-Portfolio Reflect – allow learners to store their work, create CVs, reflect on learning through blogs and showcase what they have produced to tutors, peers and prospective employers. Reflection Mixed Media Learning Logs (process)
- 26. Outcomes 1. Participation, retention and achievement 2. Quality improvement 3. Assessment and feedback ‘One of the most important achievements of the programme was to instil into institutions the importance of sustaining and embedding their projects.’ Professor Peter Chatterton JISC Report
- 27. Ownership Empowering environments for learning
- 28. Empowerment Developing empowering cultures requires skill, thought and a commitment to valuing and exploring processes, not just focusing on the ‘product’ - Moss and Huntingdon (2004)
- 29. Applying market consumerism to education may compromise the principles of equity on which it is based Values such as self-motivation, self-regulation, and educational progress, are not equally distributed among cultures Disadvantaged learners are least likely to seek help Poorly structured choice may actively reduce the scope for the collective action Contradictions
- 30. Ownership Matrix An independent learner becomes an outcome of education and not a pre- requisite for it.
- 31. COST OF PERSONALISATION In their desire to become customer driven, many companies have resorted to inventing new programs and procedures to meet every customer’s request. But as customers and their needs grow increasingly diverse, such an approach will add unnecessary cost and complexity to operations. Pine & Gilmore (1997) FOUR APPROACHES TO CUSTOMISATION Transpare nt Differentiate activities based on learning styles/needs. Collaborati ve Learners participate in design and reflection. Adaptive Standard tools create a unique learning path. Cosmetic Presented differently, not fundamentally altered. Fours Faces of Customisation No change Change NochangeChange Representation ActivityDesign
- 32. Expanding the Framework Tool Process (Decision Making) Ownership (Customisation) Assessment VLE Rational Transparent Dynamic E-PLP Judgemental Adaptive Formative Accreditation Political Cosmetic Summative E-Portofolio Complex Collaborative Portfolio Ballard and Butler (2011)
- 33. Enhancing Assessment • Engagement Tracking • Log activity analysis • Completion/Progress Tracking Dynamic • Learning/Development Plans • Peer Review • Feedback Formative • Blind/Double Marking • Group Submission • Peer Assessment • Criteria-based assessment Summative • Creative processes • Reflective practice • Lifelong Learning Portfolio Martin (2008) Black (2001)
- 34. Distributed Learning Environments Manchester Metropolitan University lrt.mmu.ac.uk
- 36. Integration Strategy Recognised: user’s choice - watch and learn Recommended: user’s choice – train and integrate Arranged: institutional provision with training Core: institutional provision with compulsory use and consistent access LRT @ MMU Recognised Recommend ed Arrange d Core Integrated VLE Live@ED U Turnitin Twitter YouTub e SlideSha re Diigo Faceboo k Ning GoogleDo cs Blogge r
- 37. My MMU Automated spaces for faculty, programme, study skills and module areas
- 38. Seamless System Integration Integrated notifications, calendar and tailored assessment, reading and resource lists.
- 39. Outcomes 1. Courses are well organised and running smoothly 2. University resources are appropriate to my learning needs 3. Enhance capability of VLE to meet user emerging user requirements 4. Heighten awareness about patterns of student engagement and success ‘Incremental change is not enough. You have to drive large-scale change by changing the environment in which people work’ – Kevin Bonnett, Deputy Vice Chancellor Student Experience JISC Report MMU Review
- 40. Learner Engagement A metric for learning
- 41. Engagement Common activities such as checking announcements, viewing grades and uploading assignments represent little time investment from the user and may not be useful indicators of engagement.
- 42. Engagement Engagement has emerged as an alternative view of the learner experience that can enrich the often reductionist language of performance, skills and competence. HEA, Trowler and Trowler (2010)
- 43. Engagement Process Engagement is the new metric that supersedes previous linear metaphors, through a developmental process of discovery, evaluation, use, and affinity. Haven (2007)
- 44. Research Project Web dashboards based on engagement process accessing a data warehouse model developed from Activity Theory. Utilises new and existing analytics and supports multiple learning design approaches. 1. How can student activity help identify and promote effective teaching practices? 2. Understand the role that analytics can play in learning design, feedback and assessment. If patterns of nonparticipation (disengagement) are to be disrupted an improved conceptual framework may be necessary.
- 45. Involvement The presence of a learner within the institution including data such as physical or virtual visits. Overall Activity Locations Time of day
- 46. Involvement The presence of a learner within the institution including data such as physical or virtual visits. Overall Activity Locations Time of day
- 47. Interaction Provides a depth of understanding: where involvement measures touches, interaction measures actions. Activity types Action analysis Connectivity maps Conole (2007)
- 48. Activity Analysis Engeström’s (1987, 1999) approach allows us to overcome oppositions between activity and communication and highlight subject-community relations. Modelling pedagogy with Activity Theory Stevenson (2008) http://goo.gl/vOuiqp
- 49. Exposing Activity The intention of this is to reveal the nature of the system, allowing designers (e.g. teachers) to evaluate the system in the wider context of their teaching and learning practice.
- 50. Data Model Dimension Fact Action Post to forum Tool Forum Instance Discussion topic User Oliver Twist Role Student Course Introduction to English Date 02/10/2013 Time 9:45 System Moodle Enables multi-dimensional tagging to explore data from different perspectives.
- 51. Coding One can then begin to distinguish the possible actions that are generated through the use of tools from the operations needed to access them and code these via learning design theories.
- 52. Interaction Provides a depth of understanding: where involvement measures touches, interaction measures actions. Activity types Action analysis Connectivity maps Conole (2007)
- 53. Interaction Provides a depth of understanding: where involvement measures touches, interaction measures actions. Activity types Action analysis Connectivity maps
- 54. Intimacy Helps understand sentiment and or affection; the most common way to collect this type of data is through interviews or surveys. Learning Power Self-theory Motivated Strategies for Learning Questionnaire, MSLQ Self-determination theory Deakin Crick, Broadfoot, and Claxton (2004)
- 55. Intimacy Helps understand sentiment and or affection; the most common way to collect this type of data is through interviews or surveys. Learning Power Self-theory Motivated Strategies for Learning Questionnaire, MSLQ Self-determination theory 0 1 2 3 4 5 6 Rehearsal Elaboration Organisation Self-Regulation Critical Thinking MSLQ Pre Post Pintrich (1990)
- 56. Influence Determines the likelihood of the individual recommending learning to others and contributing to local culture(s). Social Network Analysis Distributed Cognition Collective Intelligence Pathway of Participation Dawson (2010)
- 57. Influence Determines the likelihood of the individual recommending learning to others and contributing to local culture(s). Social Network Analysis Distributed Cognition Collective Intelligence Pathway of Participation School Leader Network Harré (1983)
- 58. Summary There’s probably a long way to go with learners generally ... I think it’s simply that we haven’t got far enough down the line yet with the whole situation.
Editor's Notes
- Customers worked with and interests
- Refine topic summaries
- Strategy & Reference
- Backdrop of paradigm shift
- Comment on this and a reference
- Find examples
- Example: find for empowerment or enfranchised learning
- Example: log into a system and not finding content, not attending class
- Examples: value of education e.g. curriculum – danger of league tables
- Examples: digital literacies and employability skills
- LEON: this applies to staff as well as students – Rosemary?
- TODO: sort out colours – IMPORTANCE: understand how technologies work together and who might implement them
- screenshots
- what the learner already knows and is capable of demonstrating during independent activity (e.g. examination) gives little indication of the appropriate interventions to progress that learner to the next developmental level.
- For Vygotsky an independent learner is the result of learning rather than a premise for it.