L&tconference 2011 lv_mello

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L&tconference 2011 lv_mello

  1. 1. The use of technology promotingself-learning in a PGT cohort: a pilot study Luciane V. Mello School of Life Sciences
  2. 2. Scenario • 2 M level modules, second semester • Small cohort: 10 - 11▪ Diverse cohort:-cultural backgroundM1: 11, 7 nationalitiesM2: 10, 5 nationalities-academic level1st to 2.2: PhD, Master, MRes, MBiol http://www.scan.ncl.ac.uk/navigation/internationalstudents.html
  3. 3. Aim and e-learning resourcesAim E-learning resources• Provide opportunities for • Lowering barriers using e- self-learning learning resources: – Do they need to catch up? – – Lecture & workshop on Vital bring class up to the same level – Podcast – Do they have language – Online test – formative difficulties? assessment – Would they benefit from self- – Collaborative work – monitoring? synchronously – Blog Would these collectively help them with motivation and engagement? http://www.nus.org.uk/
  4. 4. Case 1: Students’ difficulties & e- learning resourcesScenario: – 1 hour lecture – 2 hours workshop – hands-onStudent diversity (academic level, language & individual style) & workshop pace - talked just before last session• Podcast - – Forthcoming in-class work – Direct students to: • Pre-reading • Online tests
  5. 5. Case 1: Students’ difficulties & e- learning resources• Online test – formative assessment – Prior knowledge required for the work: an opportunity to ‘catch up’ – New knowledge from reading material Available before and after the sessions: self-monitoringAcademic levelReinforcement
  6. 6. Case 1: Results– Podcast: 3 days before the session • 10 students watched it! 100%– Online test: 1 day before the session • 9 students took the test before session (no answers released. Feedback only right or wrong) • 2 students took the test after session (answers released) (self-monitoring). One student told me she retook the test before the module final exam.– Workshop pace: MUCH improved, positive feedback from students: native & foreign • Students found podcast helped them to better prepare for the lecture and workshop (much better than just PowerPoint on vital)– Students felt motivated to do the pre-reading!
  7. 7. Case 2: Self-learning & the use of blog
  8. 8. Case 3: Group work & e-learning resources• Collaborative work & scientific environment• Collaborative writing – synchronously (and asynchronously) using Googledoc (within group)• Introduction of new tools• Introduction of self and peer assessment (summative assessment) • Collaboration • Final workAcademic level: peer discussion, active participation, motivation (Crosby, 1996) self-learningCultural differences: widening participation through different skills (Crosby, 1996)
  9. 9. Case 3: Results• 11 students – 2 groups of 2 students – 2 groups of 3 students – 3 individual work• 9 feedback (3 individual work)Improved learning Would like another group Prefer to work work individually5 out of 6 3 out of 6 3 out of 6Enjoyed working with Worked synchronously Worked asynchronouslyGoogledoc6 out of 6 1 group out of 4 3 groups out of 4
  10. 10. Case 3: ResultsImproved learning Would like another group Prefer to work work individually5 out of 6 3 out of 6 3 out of 6• Collaborative writing – Mark fairness – despite of the peer assessment: participation time vs participation effectivenessGibbs (2003) – In group work, some students can not perceive the achievement of deeplearning in order to be able to transfer knowledge. Instead the non-gain feeling prevails,generating dissatisfaction. Self-learning “I needed to study more in order to participate in the work”
  11. 11. Conclusions• Podcast – Students felt better prepared for lecture/workshop – Helped overseas students – language – Students really appreciated the personal interaction• Online formative assessment – In combination with podcast, encouraged pre-reading and helped with the workshop pace issue: self-learning – Failed to promote self-monitoring• Blog – Promoted motivation and engagement – Promoted self-learning through peer discussion• Collaborative writing – Googledoc – Promoted interaction between students – peer and self- learning

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