Developing the E-Learning Experience by Ho Kok Koon

Developing the

E-Learning Experience

by Ho Kok Koon

Contents Enhancing edveNTUre Strengths/ Challenges of edveNTUre Harnessing the Power of the iPod Integrating Peer/Tutor Evaluation on edveNTUre SPARKS The NUS Example

Contents

Enhancing edveNTUre

Strengths/ Challenges of edveNTUre

Harnessing the Power of the iPod

Integrating Peer/Tutor Evaluation on edveNTUre

SPARKS

The NUS Example

Strengths Convenience Self-paced learning Increased participation

Strengths

Convenience

Self-paced learning

Increased participation

Challenges Technical hiccups Slow video streaming

Challenges

Technical hiccups

Slow video streaming

Downloadable lectures in audio/video formats Podcasting of lectures/interviews by/with Guest Speakers Recordings of Q & A Sessions Send Marketing Information to prospective students Harnessing the Power of the iPod

Downloadable lectures in audio/video formats

Podcasting of lectures/interviews

by/with Guest Speakers

Recordings of Q & A Sessions

Send Marketing Information to

prospective students

Peer Evaluation Strengths Facilitate Peer Learning Encourage Corporation Overcome potential inequities of equal marks for unequal contributions Weaknesses Tedious Collation Confidentiality

Strengths

Facilitate Peer Learning

Encourage Corporation

Overcome potential inequities of equal marks for unequal contributions

Weaknesses

Tedious Collation

Confidentiality

‘ Open source’ peer assessment kit Enables confidentiality Automates significant data collection, collation and calculation problems. Change group marks to individual marks.

‘ Open source’ peer assessment kit

Enables confidentiality

Automates significant data collection, collation and calculation problems.

Change group marks to individual marks.

Undergrads Improved attitudes & satisfaction Improved learning Improve capabilities Increased awareness of improvements needed Professors/ Administrators Improved attitudes Improved productivity Improved approaches to teaching & learning

Undergrads

Improved attitudes &

satisfaction

Improved learning

Improve capabilities

Increased awareness of

improvements needed

Professors/ Administrators

Improved attitudes

Improved productivity

Improved approaches to teaching & learning

Tutor Evaluation Integrate Tutor Evaluation into edveNTUre Benefits: Maximum participation No hassle of paperwork Responsible comments Confidentiality without the fear of backlash The NUS Example Seat allocation for examinations released after students submit tutor evaluation online

Integrate Tutor Evaluation into edveNTUre

Benefits:

Maximum participation

No hassle of paperwork

Responsible comments

Confidentiality without the fear of backlash

In a Nutshell E-Learning used for enhancement, not replacement of face-to-face learning Exploit available open-source technologies to enhance the e-learning experience Complement existing e-learning platform i.e Blackboard/ edveNTUre

E-Learning used for enhancement, not replacement of face-to-face learning

Exploit available open-source technologies to enhance the e-learning experience

Complement existing e-learning platform

i.e Blackboard/ edveNTUre

SPARK- Additional Information SPARK is designed to improve students' learning from assessed group tasks and improve both students' and lecturers' confidence in and satisfaction with the process of assigning group marks. Specific ways in which SPARK can contribute to the curriculum include: * adjust team / group assessment marks to fairly reflect individual contributions * leverage development of graduate attributes. eg, communication, collaboration, reflection * support criteria based assessment * allow collection of student ratings in a secure, confidential, flexible online environment * enable self and peer assessment in any subject area * provide summative or formative assessment and feedback * implement sound educational research for group-based learning and assessment * allow efficient, accurate and subtle data analysis in a highly resource constrained environment

SPARK- Context of implementation & design * Piloted in multiple discipline areas at UTS (eg. Business, Design, Engineering, Law) * Used by academics ranging from innovators to novices in educational technology * Currently used by other academics in Australia and overseas (eg. UK and Malaysia) * Adapted in professional education (e.g. The Institute of Chartered Accountants in Australia) * Class sizes ranging from 24 - 1100 students * Implemented in on-campus and fully-online environments * Applied to group assessment tasks worth 0% to 60% * Subjects in undergraduate and postgraduate courses * Six years of design and development and evaluation * Significant in-kind support plus $16,000 CUTSD grant 1999 * Released in 2002

SPARK- Requirements for Success 1. Students already learning online 2. Assessment criteria relevant and customised to learning task 3. Students appreciate reasons for group assessed task 4. Initial criteria developed with students and continuously evaluated 5. SPARK and criteria accessible from beginning of group task 6. All staff involved in subject support benefits of group assessed projects/task 7. All staff involved in subject appreciate SPARK process 8. Staff supported technically 9. Supportive academic environment 10. Reliable server access and helpline 11. Strategies for supporting student group learning in place 12. Assessment aligned with course objectives 13. Adequate time for students to reflect and enter ratings