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Helping teachers understand their learners and their needs better in WebCT
 

Helping teachers understand their learners and their needs better in WebCT

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Helping teachers understand their learners and their needs better in WebCT

Helping teachers understand their learners and their needs better in WebCT

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    Helping teachers understand their learners and their needs better in WebCT Helping teachers understand their learners and their needs better in WebCT Presentation Transcript

    • Helping teachers understand their learners and their needs better in WebCT Alan Masson Philip Turbitt University of Ulster
    • Session Overview
      • E-learning in context
      • VLE - agent for change?
      • Promoting reflective practice within the classroom context
      • Examine: cohort profile and user expectations - why and how
      • Benefits
      • Wrap
    • e-learning in context
      • Demand high from learners
      • Changes in practice largely staff-driven
      • Training in the void
      • Success hard to measure, quality hard to assure
      • Success for whom?
      • Institutionally, need to support large number of staff with diverse personal aims
      • Need - impact on the LEARNER experience
      • Realise cultural change - driver for (not driven by!!) technology
    • CETL(NI): Utilising Institutional e-Learning Services to Enhance the Learning Process
      • Aim: “promote, facilitate and reward the adoption of a “learner centred” reflective practice approach to the development of teaching and learning, in particular wrt the use of e-learning technologies”
      • Posts: 1x academic staff developer, 1x research associate, 2 tech posts, 4 content developers, learner advocate
      • Cultural challenge: effecting changes in “teaching” practices - key to learning experience
    • VLE as an agent for change?
    • VLE data usage
      • Tracking
      • Monitoring
      • Logging
      • Retrospective - evaluation of existing practice
      • Linkages to reflection / development processes?
    • Proactive agent for change?
      • Need to challenge current practice
      • Identify emerging tensions and constraints of current practice
        • Between successive cohorts
        • Between learners and “course”
        • Between learners and tutors
      • Promote issues of learner expectation (raising the learner perspective)
      • Culturally - supportive not critical
    • Importance of the online classroom context
      • It is the coalface - best place to locate services!
      • Module code:
        • inferred metadata (abc123j1x)
        • Dynamic key to SRS, VLE and other data resources
      • Provide pedagogy support dashboard - adapts on a module by module (and staff by staff) basis
    • Promoting reflective practice
      • Full “cycle” support
      • Learner focus
      • Promote relevant resources
      • Integrate with relevant internal and external repositories
      • Manage use of resources adopted by academics?
      • Inform and complement f2f activities
    • Reflection key process
      • Embed QAE processes / resources into classroom
      • Provide an information framework to promote learner centric reflection
      • Draw on range of institutional data
      • Focus on both current data and changes from previous offerings
      • Provide pedagogic prompts for reflection
      • Assist staff to identify where they can impact on student learning
    • What can be achieved?
      • SRS data opportunities
      • WebCT CE4.x opportunities
      • WebCT Vista / CE6 opportunities
    • Student cohort information
      • Data source:
      • Student record system (or data warehouse)
      • Key factor:
      • Identify changes in cohort and suggest emerging challenges
      • Require:
      • Compare cohort with previous cohort
    • Student cohort data
      • Useful fields:
      • Number of learners
      • Course code
      • Mode of study
      • Age
      • Gender
      • “ at risk” (likely field - resit flag)
      • Disability?
    • Specific Yr1 retention factors
      • UCAS pts (entry grades)
      • Entrance qualification type
      • Course not 1st choice
    • Student Data presentation
      • Presentation approach
      • Canned reports - no access to raw data
      • Simple to interperate - tabular or graphical?
      • Clear comparison between cohorts
      • Trigger values - flag key changes with issues to consider
    • Privacy considerations
      • Must ensure individual data is NOT exposed
      • Ensure adequate filters for small cohorts
      • Ensure user has no access to data, only reports
      • Ensure strict access policies for WHO can view reports
    • E-learning “experience” factors
      • Key factors
      • Learners previous e-tool “experience” relative to module toolset
      • Learners previous e-tool “experience” relative to tutors experience
    • e - “experience” data
      • Looking back - require historical data
      • Vista users - Powersight module useful
      • Likelihood - “old” Campus Edition as legacy
        • Info in the system log files
        • Similar underpinning requirements for both
        • Use this to illustrate process today
    • Review of requirements
      • Permit tutors to (simply) identify:
      • Tensions in learners e-tool “experience” with tool use expected in the course
      • Tensions in e-tool “experience” between the learner cohort and themselves
      • NOT aiming to provide a formal evaluation process
      • Rather highlighting potential tensions for reflection
    • Initial perspective
      • “course” data - tool use by cohort in previous offering of the course (phase 1)
      • learner data - tool use by current cohort (in their previous courses)
      • Comparison data - tool use differences between current cohort and tutor’s own “experience”
    • Experience or expectation?
      • Experience - very difficult to quantify
        • discriminating quantity v quality
        • deeper report - more complex presentation
        • reliability of analysis????
      • Expectation - more transparent concept
        • infer from previous usage
        • simple to report
        • better fit with user requirements
    • Which tools to focus on?
      • Initial focus - key tools shortlisted
      • Communication
        • Discussion
        • Mail
        • Chat
        • Calendar?
      • Assessment
        • Quiz
        • Assignment
    • Getting data from “old CE”
      • Staring point - server log files
      • Review period - end of each semester
      • Structured, BUT very extensive (Gb’s of data)
      • First task - filter out non relevant transactions
      • Approach - egrep
      • 194.125.168.48 – 32263703 [01/May/2004:15:43:37 +0100] GET/SCRIPT/bms803c2x/scripts/student/serve_bulletin?ACTION=LIST&ARG1=1038900217&PAGE=0 HTTP/1.1 200 60751 4
      • Key tool info embedded within text strings
    • Structuring the log file data
      • Parse out key variables
      • 194.168.231.6 – 32563603 [01/May/2004:23:25:15 +0100] bms803c2x student serve_bulletin? 1 200 11133 0
      • Data fields now structured - ready for processing
    • Evaluating tool embeddedness
      • Factors (per module cohort)
      • Extent of tool use across cohort (% of learners)
      • Depth of use (threshold for consideration)
      • Value judgement:
        • < x% = low
        • >x and <y = medium
        • >y = high
    • Evaluating historical tool use: current cohort
      • Factors (per student)
      • Usage of tool across courses (extent)
      • Depth of use (threshold for consideration)
      • Value judgement (over previous semester):
        • 0 modules = none
        • 1 or 2 modules = medium
        • All previous modules = high
    • Evaluating historical tool use: tutor
      • Factors (for tutor)
      • Usage of tool across courses (extent)
      • Depth of use (threshold for consideration)
      • Value judgement (over previous semester):
        • 0 modules = none
        • <60% of supported modules modules = medium
        • >60% of supported modules modules = high
    • Indicative report Tutor (you) 40% 40% 20% Current cohort Previous offering High Medium Low Tool X
    • Benefits
      • Facilitates reflection by tutor
      • Promotes awareness of learner expectations
      • Increases awareness of key learner - course tool issues
      • Reinforces relationship between the tutor and learner expectations
      • Seed for effective changes in practice - initiates reflective cycle in an objective manner
    • Status of work
      • Refining factor thresholds
      • Scaled pilot - in conjunction with Vista migration related staff development (focus on enhancement)
      • Data extraction / processing: prototyped and scaling to production
      • One component of overall CETL activities
        • Interoperability with other aspects (case studies, tool support, learning design models etc.)
      • Extensions for next phase: temporal and location factors
    • Promoting reflective practice
    • Q&A Alan Masson: [email_address] Philip Turbitt: [email_address]