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The Research Skills And Projects Blended Learning Course From Design To Implementation Hazel Owen Emma Durham
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The Research Skills And Projects Blended Learning Course From Design To Implementation Hazel Owen Emma Durham

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Please cite as: Owen, H., & Young, C. (2007, April 18-19). Designing and implementing a collaborative writing project within a Wiki. Paper presented at the 7th Annual English Language Teaching ...

Please cite as: Owen, H., & Young, C. (2007, April 18-19). Designing and implementing a collaborative writing project within a Wiki. Paper presented at the 7th Annual English Language Teaching Conference - Working with ELT Materials: From Design to Implementation, Sultan Qaboos University, Muscat, Oman.

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The Research Skills And Projects Blended Learning Course From Design To Implementation Hazel Owen Emma Durham The Research Skills And Projects Blended Learning Course From Design To Implementation Hazel Owen Emma Durham Presentation Transcript

  • 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
  • Educational Setting
    • 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
  • 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)
  • 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
  • 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)
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  • 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
  • Fostering Skills & Strategies
    • Referencing, paraphrasing & summarising
    • Evaluating and analysing sources
    • Following instructions
    • Problem solving
    • Time management
    • Planning & prioritising
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  • Tools and Support
    • Learning Center
    • NoodleBib / ‘how to’ videos
    • Models / examples online
    • Instructions and rubrics online
    • Translation of key concepts into Arabic
    • Suggested sources
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  • 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
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  • Data Collection
    • 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.”
  • 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.”
  • 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
  • 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
  • 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
  • Conclusion
    • 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]