RS&P blended learning course Design to implementation Hazel Owen and Emma Durham

Overview of Presentation The educational setting / students Blended learning The Research Skills and Projects (RS&P) Course Research study Implications Conclusion & Questions

The educational setting / students

Blended learning

The Research Skills and Projects (RS&P) Course

Research study

Implications

Conclusion & Questions

Educational Setting Dubai Men’s College (DMC) Students Educational background Expectations Experience of technology

Dubai Men’s College (DMC)

Students

Educational

background

Expectations

Experience

of technology

Problems Changes during transition from secondary to tertiary: Language medium of instruction Education / Academic ‘culture’ Educational expectations Teaching & learning styles Self-directed independent learning style

Changes during transition from

secondary to tertiary:

Language medium of instruction

Education / Academic ‘culture’

Educational expectations

Teaching & learning styles

Self-directed independent learning style

Expectations After Graduation Changing expectations worldwide: “… graduates…can demonstrate high levels of literacy and critical thinking skills” (Murchu & Muirhead, 2005) Make “meaning for themselves from input, data and ideas” (Hughes, Kooy, & Kanevsky, 1997)

Changing expectations worldwide:

“… graduates…can demonstrate high levels of literacy and critical thinking skills”

(Murchu & Muirhead, 2005)

Make “meaning for themselves from input, data and ideas”

(Hughes, Kooy, & Kanevsky, 1997)

Research Skills and Projects English Math Computer Arabic ICT Learning Strategies ICT Learning Strategies ICT Learning Strategies ICT Learning Strategies ICT Learning Strategies ICT Learning Strategies ICT Learning Strategies Learner independence Learner independence Learner independence Learner independence Awareness Assessment Consolidation Learner independence Learner independence Learner independence

Sociocultural Theory Learning - social interaction of individual with external social world A shift in dynamic away from learners interacting “ with computers to interacting with other humans via the computer” (Warschauer & Kern, 2000, p. 11) ZPD / Scaffolded learning

Learning - social interaction of individual with external social world

A shift in dynamic away from learners interacting “ with computers to interacting with other humans via the computer”

(Warschauer & Kern, 2000, p. 11)

ZPD / Scaffolded learning

Zone of Proximal Development

Concept Model Heinze and Procter (2004)

Design of RS&P Participant “training” - learner independence Face-to-face classroom sessions + tools, documents, models, examples, instructions, and rubrics Variety of formats and media - different learning styles (Fleming & Bonwell, 1998)

Participant “training” - learner independence

Face-to-face classroom sessions + tools, documents, models, examples, instructions, and rubrics

Variety of formats and media - different learning styles (Fleming & Bonwell, 1998)

Experiential Learning Four projects over 40 weeks Cumulative skills + learn, revise and recycle skills Iterative cycle : skills taught / assimilated –> zero tolerance  0 grade –> reflection –> next project experience applied -> Each project is less scaffolded

Four projects over 40 weeks

Cumulative skills + learn, revise and recycle skills

Iterative cycle : skills taught / assimilated –> zero tolerance  0 grade –> reflection –> next project experience applied ->

Each project is less scaffolded

Fostering Skills & Strategies Referencing, paraphrasing & summarising Evaluating and analysing sources Following instructions Problem solving Time management Planning & prioritising

Referencing, paraphrasing & summarising

Evaluating and analysing sources

Following instructions

Problem solving

Time management

Planning & prioritising

Tools and Support Learning Center NoodleBib / ‘how to’ videos Models / examples online Instructions and rubrics online Translation of key concepts into Arabic Suggested sources

Learning Center

NoodleBib / ‘how to’ videos

Models / examples online

Instructions and rubrics online

Translation of key concepts into Arabic

Suggested sources

Design of Assessments Focus on process rather than end product Very clear aims (rubric available) Clear instructions Written / videos / PowerPoint / oral MSN / WebCT discussion forums Authentic research Sources inc. personal interviews & emails Projects inc. off campus tasks Specified minimum number of references

Focus on process rather than end product

Very clear aims (rubric available)

Clear instructions

Written / videos / PowerPoint / oral

MSN / WebCT discussion forums

Authentic research

Sources inc. personal interviews & emails

Projects inc. off campus tasks

Specified minimum number of references

Data Collection Study participants – HDF students Interviews & observations Objects produced during the RS&P course; Questionnaires Email, interpersonal communication Results Usage statistics - WebCT

Study participants – HDF students

Interviews & observations

Objects produced during the RS&P course;

Questionnaires

Email, interpersonal communication

Results

Usage statistics - WebCT

Specific Comments-Students “ Web site was hard but interesting.” “ Presentation was the easiest and it was better because we’ll use it in job.” “ Revision of vocabulary…we use it every day. We learn a lot by revision and use it…the word. We shouldn’t memories because don’t learn it properly.”

“ Web site was hard but interesting.”

“ Presentation was the easiest and it was better because we’ll use it in job.”

“ Revision of vocabulary…we use it every day. We learn a lot by revision and use it…the word. We shouldn’t memories because don’t learn it properly.”

Specific Comments:Teachers “ Technology on its own improves nothing. The use of technology is what is important.” “ The course has a coherent flow and is appropriate for our students.”

“ Technology on its own improves nothing. The use of technology is what is important.”

“ The course has a coherent flow and is appropriate for our students.”

Is RS&P effective?

Is RS&P effective?

Is RS&P effective? 10 % reduction in grades for submission of assignments late on the due date 30 % on the day following the due date 60 % for two days late and ‘zero’ for 3 days late Fairly graded? 87% of students agreed the teachers graded their work fairly

10 % reduction in grades for submission of assignments late on the due date

30 % on the day following the due date

60 % for two days late and ‘zero’ for 3 days late

Fairly graded?

87% of students agreed the teachers graded their work fairly

Is RS&P effective?

Significance of Findings Limitations: reliability, validity and generalisability Role of the ‘teacher’ and the students Blended learning - high perceived value / still enough familiarity Supported shift toward self-directed learning Issue of choice

Limitations:

reliability, validity and generalisability

Role of the ‘teacher’ and the students

Blended learning - high perceived value / still enough familiarity

Supported shift toward self-directed learning

Issue of choice

Implications CRSP Learning in real-world contexts Transferable skills Investigational work Problem solving Small group work Analysis and interpretation tasks

Conclusion Handing over power early Comprehensible vocabulary input => multiple opportunities for production Acquiring language and skills to apply them appropriately in context Skills => recycled => retention Transferable

Handing over power early

Comprehensible vocabulary input => multiple opportunities for production

Acquiring language and skills to apply them appropriately in context

Skills => recycled => retention

Transferable

Conclusion Ongoing research (Chun & Plass, 2000; Brett, n.d; Chun & Plass, 2000) Continue to improve RS&P Education technology - a tool

Ongoing research

(Chun & Plass, 2000; Brett, n.d; Chun & Plass, 2000)

Continue to improve RS&P

Education technology - a tool

Thank you for listening Are there any questions? [email_address] [email_address]

Are there any questions?

[email_address]

[email_address]