Programming Collaborative Learning (HEA, University of Winchester)

@drbexl@digitalfprint@TELWinch Programming Collaborative Learning Dr Bex Lewis University of Winchester with input from Dr Tansy Jessop, Yaz El-Hakim, Nicole McNab & Camille Shepherd, University of Winchester and Joelle Adams, Bath Spa University

http://www.testa.ac.uk

Nicole: http://youtu.be/GR9-uD_xWzA

FASTECH http://www.jisc.ac.uk/whatwedo/programmes/ele arning/assessmentandfeedback/fastech.aspx quantity of effort across the course quality and quantity of feedback usefulness of feedback and appropriate assessment

BODGIT Bringing Organisational Development Into IT http://www.slideshare.net/drbexl/winchester-bodgit- andy-wilson

 Personalise feedback  Improve student effort Return feedback faster  Distribute student effort More detailed feedback  Encourage deep learning Highlight specific areas  Student self-reflection Peer feedback  Clarify goals and standards Tutor-student dialogue  More authentic assessment Student collaboration  Motivate students

Stakeholder Straplines Exercise:

Stakeholder strapline examples: Academic Senior staff IT staffmanagers So what am You shouldSo now it I not going have asked us will just to do? about it happen beforehand

Stakeholder Strapline

“...of this approach seems to be that lecturers are engaged and energised to tackle problems and implement locally-owned strategies.”

 Digital feedback  Track changes and commenting  Marking using video and audio screencasts E-portfolios Electronic submission of assessed work Various peer review and commenting tools Blogs YouTube Various features on smartphone, iPad and tablet apps Wikis.

Any change involving newtechnologies….will not be a single great act, but an accumulation of lots of events, activities and discussions over a period of time. Fee, K. Delivering E-Learning (2009) Delivering E-Learning: A complete strategy for design, application and assessment London: Kogan Page, p 40.

Communities of Practice “…are formed by people [engaging in] collective learning in a shared domain of human endeavour” Etienne Wenger

Bex’s Personal Learning Environment

http://diyubook.com/ Technology upsets the traditional hierarchies and categories of education. It can put the learner at the center of the educational process. Increasingly this means students will decide what they want to learn, when, where, and with whom; and they will learn by doing. p.x

http://purposed.org.uk/

http://www.guardian.co.uk/higher-education-network/higher-education-network-blog/2011/mar/25/great-expectations

Boud & Falchikov, 2008 … assessment is not sufficiently equipping students to learn in situations in which teachers and examinations are not present to focus their attention. As a result, we are failing to prepare them for the rest of their lives. p3

Boud & Falchikov, 2008 It is only through establishing a counter- discourse to the one that currently dominates higher education [which constructs learners as passive subjects to be tested] that some of the fundamental problems created by current assessment assumptions and practice can be addressed. P14 [17]

http://www.slideshare.net/drbexl/manipulating-media-jiscexperts

Feed-Forward Tutorials

Student Feedback 2012 Enjoyable, engaging „Real-world skills‟ – especially teamwork Learnt from range of team roles, and from project to project Criticality Building an audience Time-management IT & Research Skills

Marcus: http://youtu.be/0EBpHxExfhU

Carol: http://youtu.be/a5lBd5uQ4jM

American Studies Focus Group F3 We‟d have to write a web blog every week that‟s part of the marking as well, so that‟s something different to an essay and a presentation. F Yes it was topical on whatever we‟d done that particular week. F2 I think most people do like them, although I‟m not always sure of the academic worth of them because some people would leave them until quite the last minute and they would not like …. Yes, I‟m guilty of that! … and you don‟t always cite reference wise how you would in an essay, so I think if they carried on with the blogs maybe they should make it a bit more meaty .. F …because you might read someone‟s blog and think „Mmm, that sounds a lot like Wikipedia‟. F2 Yes, I think they should ask you to cite properly, like Harvard reference things.

 I Did it make you a more independent learner? You were going into the lecture after having done it. Did you feel like you had to assess sources to write your blog on your own or did you feel like you got anything extra out of it? F3 I don‟t know if it helped independence, particularly because as I‟d mentioned before it wasn‟t really particularly academic. So it‟s not like you were going to the library or finding learning resources. You were basically using a lot of web based material, which might not necessarily have been as reliable. ….. F2 I still think it‟s beneficial though. I understand why they were doing it. They were doing it more to expand our own like interests and understanding of it, rather than just finding a textbook sort of definition heavy.

History Focus Group: I Did you feel you were reading the feedback more because it was sent to you or didn‟t it make a difference? F3 Yes, because normally if you pick it up from the faculty office you‟re kind of like standing up still, so you sort of look at it briefly, you mostly just look at the grades. If you can‟t really read the handwriting you think „I‟ve got an OK grade, so that‟s fine‟. Whereas when you‟re sat at home on your laptop looking at your e mails you have more time to read through it and so you will quite happily scan through the essay. Normally, if I get it from faculty office, I don‟t bother looking at the essay, I just look at the front sheet, because you‟re walking. Whereas if you‟re sat at home you‟re more likely to go through it, which I suppose is probably better. M2 When you‟re at home you‟ll have your PC as well, so you‟ll have your current piece of work that you‟re working on and then something they‟ve marked before on the other side of the screen so you can see exactly where you‟ve been marked up or down. F2 And if they‟ve e mailed it to you, unless you actually delete the e mail you can‟t actually lose it, like you might a piece of paper. Unless you purposely go and delete it.

FASTECH Student Input

FASTECH „Safe‟ Student Space

https://twitter.com/fastech_uk

It makes sense…

Tech-Savvy…

Get out the post-it notes…

Exercise Write on separate post-it notes  each different way you use to give your learners feedback  Other ways learners get feedback, e.g. from web sources, books & handouts. p101

High learning pay-off for studentsHighly efficient for us Not highly efficient for us Low learning pay-off for students

http://www.winchester.ac.uk/studyhere/ExcellenceinLearningandTeaching/research/Pages/FASTECH.aspx

http://www.fastech.ac.uk	66
http://digital-fingerprint.co.uk	41
http://blog.fastech.ac.uk	40
http://fastech.ac.uk	1

Programming Collaborative Learning (HEA, University of Winchester)

by Bex Lewis on May 02, 2012

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