Enhancing learning through innovative technologies: observations from UCS & beyond

Enhancing learning through innovative technologies: observations from UCS & beyond EBI: 1 st March, 2011 Andy Ramsden E-Learning Development Manager University Campus Suffolk http://andyramsden.wordpress.com [email_address] elevateucs andyramsden URL

the aims
how can technologies be effectively used to enhance the learning experience of face to face teaching?
how to develop an active e-learning community?
how can we share good practice?
what methods might we employ to evaluate e-learning?

the elephant in the room
Why in UK HE do we continually fail with respect to learning technologies, to move from initiation, to implementation to institutionalisation?
initiation implementation Institutionalisation Accumulative Percentage time Estimated in UK HE as 5 years from initiation to institutionalisation

the elevate team: what do we do?
The Elevate Team work closely with staff and students to encourage, enable and evaluate the use of technology in learning and teaching at the University Campus Suffolk. In particular, to;
Help staff to integrate innovative technologies to enhance their teaching programmes
Share innovation and good practice through facilitating an active community
Evaluate the impact of enhancements on the student learning experience
Develop and pilot ways to enhance and develop learning through innovative technologies
Existing students Current technologies New students Current technologies Existing students New technologies New students New technologies
Blackboard (VLE)
E-Stream (off air)
FormRetiurn (OMR)
QR Code Generator
Turningpoimt
Blogs
Mahara (ePortfolio)
Augmented Reality
Skype
Twitter
DIIGO

the elevate team: our learners In numbers … when I started …. 300 odd staff 6 institutions in network 3 members in team 0 structured staff development programme (a few ad hoc workshops, 1-2-1’s and How to Guides) Self directed learners (independent) Technically confident Effective learning designers X X X X X X X X X X X

Clickers (ars): an agent for change

Why use audience response systems?
Nicol & McFarlane-Dick (2006): Formative assessment and self-regulated learning: A model and seven principles of good feedback practice.
(http://tltt.strath.ac.uk/REAP/public/Resources/DN_SHE_Final.pdf)
National Student Survey – Feedback and Assessment
Part of face to face teaching strategy for more effective learning in classroom teaching
time

key messages of our staff dev programme
Design questions to [promote class] discussion not to resolve
http://www.psy.gla.ac.uk/~steve/ilig/qpurpose.html
Base the narrative around named people
Evidence success and failure for all types of staff
Sign post technical support (not provided by elevate)

Computer Science: University of Bath
Peer Instruction Approach (Mazur Sequence)
Concept question posed.
Individual Thinking : students given time to think individually (1-2 minutes).
[voting] Students provide individual responses.
Students receive feedback -- poll of responses presented as histogram display.
Small group Discussion : students instructed to convince their neighbours that they have the right answer.
Retesting of same concept. [voting] Students provide individual responses (revised answer).
Students receive feedback -- poll of responses presented as histogram display.
Lecturer summarises and explains "correct" response.
http://www.psy.gla.ac.uk/~steve/ilig/qpurpose.html
Cliffe et al., (2010): Using EVS and ResponseWare to Enhance Student Learning and Learning Experience - http://opus.bath.ac.uk/18958/

Sorting out who is what
A is South Korea; B is Kenya; C is Canada
A is Sri Lanka; B is Germany; C is Thailand
A is Sri Lanka; B is Thailand; C is Sweden
A is Nanibia; B is Portugal; C is Botswana
Look at the following table and indicate which countries' statistics are being reported in rows A, B and C . GNP per capita 1991 ($ USA) Growth rate of GNP per capita p.a. 1980-91 Population growth rate 1980-91 Structures of total employment 1980-85 (percentages) Agriculture Industry Services A 500 2,5% 1,5% 51 20 29 B 1570 5,8% 1,6% 74 8 8 S.Africa. 2560 0,7% 2,5% 17 36 36 C 25110 1,7% 0,3% 6 32 32

Designing in higher order skills In order to answer this question, students must be able to recall the relative economic rankings of various countries (KNOWLEDGE) and understand the basis for such a ranking (COMPREHENSION). They must be able to apply these concepts when information is supplied to them (APPLICATION), and they must be able to ANALYZE the given information in order to answer the question. The correct answer is 3. (A is Sri Lanka, B is Thailand, C is Sweden) Class-wide Discussion Approach (Dufresne Sequence) 1. Concept question posed. 2. Small group discussion: small groups discuss the concept question (3-5 mins). 3. [voting] Students provide individual or group responses. 4. Students receive feedback -- poll of responses presented as histogram display. 5. Class-wide discussion: students explain their answers and listen to the explanations of others (facilitated by tutor). 6. Lecturer summarises and explains "correct" response. http://www.psy.gla.ac.uk/~steve/ilig/qpurpose.html

Our approach: The community of practice A community of practice is, … a group of people who share an interest, a craft, and/or a profession. The group can evolve naturally because of the members' common interest in a particular domain or area, or it can be created specifically with the goal of gaining knowledge related to their field. It is through the process of sharing information and experiences with the group that the members learn from each other, and have an opportunity to develop themselves (Lave & Wenger 1991).

In practical terms

why? Initiation to implementation (1) Collis et al., 4 E’s Model.

why? Initiation to implementation (2) Collis et al., 4 E’s Model.
Staff development programme
Face to face
Online
Staff support programme
FAQs
How to guides
Practical assistance
accreditation / DSR
team approach – design & evaluators
Reward / motivation
CMALT
CPD (ILTS)
External projects

What if your CoP is too small?

Who owns it? The findings suggest the use of Blackboard by staff at UCS is as an online admin support model. This implies, it is as a repository for electronic information as the focus of the teaching and learning takes place in the classroom. The online material in Blackboard is likely to include; administrative information (such as course announcements, contact information, and calendar dates), the course handbook, readings, teaching material (presentation), and submission of assignments (formative and summative). In terms of the quality of the learning experience, it can be suggested that if the student did not access the course and only attended the face to face events and was provided a printed handbook their learning experience would not be significantly effected. This is because the learning activities, and assessment and feedback are undertaken in the face to face environment, and could be supported through the module / unit handbook.
Devolution of tasks
Advisory group
Annual development plan
http://wolseyweb.ucs.ac.uk/blogs/elevate/?p=483

Thanks, questions elevateucs andyramsden
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Enhancing learning through innovative technologies: observations from UCS & beyond

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