Outcomes from JISC Anytime Learning Literacies Environment (ALLE) project

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Whilst there is a wealth of experience across the sector in supporting digital and information literacies with our learners, it is often dispersed and difficult for students most in need to access at the appropriate point in their studies. They need the very skills they are searching for before they can find them. Using the LLiDA findings (http://www.academy.gcal.ac.uk/llida/) our response was the development of a digital learning literacy environment (http://alle.uwl.ac.uk/).

The literacy environment is comprised of a series of learning objects organised in three parts: the Academic Journey, the Library Learning Journey and Digital Tools for Learning. The literacy environment has been used and evaluated by over 200 first-year business students (http://hermes.uwl.ac.uk/learnerjourney/).

As well as creating new resources, existing interactive materials customised for generic reuse were brought together in a cohesive and structured framework enclosed in a wraparound shell (http://www.glomaker.org/). We will share how we made effective use of ‘best’ pedagogy knowledge and resources to maximise OER potential.

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  • Qualitative questions:What did they think about the learner journey?Did they use some or all of the learner journey?Did they find the resources helpful to learning these skills?The evaluation has been thorough – quantitative and qualitative dataGoing to focus on data from the Pre- and Post-test questionnaires
  • 23 occurrences of ‘useful’22 occurrences of ‘helpful’
  • 80 students made a comment on ‘What did you think of the Learning Journeys?’72 comments were positive3 comments were negative5 comments were neutral
  • Positive reactions from both institutions
  • Outcomes from JISC Anytime Learning Literacies Environment (ALLE) project

    1. 1. Learning Journeys: Resourceful solutionsfor learner digital literacy acquisition Anytime Learning Literacies Environment (ALLE) A JISC Funded LTIG project Presenting team: Lyn Greaves, Claire Bradley, Prof Tom Boyle and Andy Turner
    2. 2. Our Aim was -  To fully scaffold all digital literacy activities in a UWL module with interactive Learning Objects that „explain‟ the concept and house them in a single user interface – the Learner Journey  To design and build our Learner Journey using the JISC LLida project framework categories http://www.academy.gcal.ac.uk/llida/outputs.html  Use materials from the OER community to ensure maximum reuse of our „Learner Journeys‟ across the sector and maximum flexibility
    3. 3. Why did we want to do this?  Already had some success with building in Learning Objects from the RLO CETL (JISC RePurpose Project BL4ACE, 2009)  Had learnt a great deal about our learners and our institution from participating in the JISC LLiDA audit, 2009  Had experienced the benefits for our learners (and tutors!) of Learning Objects strategically built in to the curriculum  The GLO Maker Tool was at a development stage to customise/repurpose Learning Objects
    4. 4. Context: UWL West LondonBusiness School  First year core module dedicated to preparation for study and PDP. Carefully designed curriculum to support learner progression and success.  drawing together the processes, encounters and engagements that make for good learning  making explicit digital and information literacy processes that underpin critical thinking  immersing learners in weekly activities that practise digital and information literacy processes  building up to a final written artefact (essay)
    5. 5. Delivery approach  1 hour large group lecture (300) concept explained e.g. „Searching on a topic‟  7 hours Independent task execution  1 hour peer & tutor supported sharing discussion in BB during the week  1 hour small seminar (25) peer and tutor feedback on task processes
    6. 6. An example of weekly activity: Concept scaffold framework for Module Professional skills for Business and Finance
    7. 7. The Challenge – support non f2f activities  After contact session learners are left to identify and select suitable support materials to reach an understanding of how to tackle the task  Might have missed the concept explanation  Support is often dispersed and difficult for students most in need to access  Personalised learning approaches mean students arrive at „understanding/s‟ at different points in time/study
    8. 8. Merging the personal and the technical Enabling and supporting the learner to acquire their understanding at a pace, place and time of their own choosing.
    9. 9. Meeting the Challenge - Support forour learners  To fully scaffold all digital literacy activities with interactive Learning Objects that „explain‟ the concept and house them in a single user interface – the Learner Journey  Ensure the materials were designed for reuse across the sector
    10. 10. Designing the Learner Journey  RePurposed the LLiDA Framework  Agreed a shared understanding of each component  Storyboarded each component into a stand alone Learning Object  Searched for OER materials to reuse or created new materials  Involved students at each stage of the design process  Students designed and created Learning Objects
    11. 11. Designing the Learner Journey  RePurposed the LLiDA Framework  Agreed a shared understanding of each component  Storyboarded each component into a stand alone Learning Object  Searched for OER materials to reuse or created new materials  Involved students at each stage of the design process  Students designed and created Learning Objects
    12. 12. Designing the Learner Journey  RePurposed the LLiDA Framework  Agreed a shared understanding of each component  Storyboarded each component into a stand alone Learning Object  Searched for OER materials to reuse or created new materials  Involved students at each stage of the design process  Students designed and created Learning Objects
    13. 13. Magpie activity Examples of the sources we scavenged from:  http://web2practice.jiscinvolve.org/wp/  http://www.rlo-cetl.ac.uk/  http://www.phrasebank.manchester.ac.uk  http://www.glomaker.org/community.html
    14. 14. http://www.phrasebank.manchester.ac.uk/conclusions.htm
    15. 15. Designing the Learner Journey  RePurposed the LLiDA Framework  Agreed a shared understanding of each component  Storyboarded each component into a stand alone Learning Object  Searched for OER materials to reuse or created new materials  Involved students at each stage of the design process  Students designed and created Learning Objects
    16. 16. The GLO Maker Tool was used to create theLearning Objects to populate the interface Website: http://www.glomaker.org Wiki: http://glomaker.wetpaint.com
    17. 17. Ease of transferability GLO Maker:  The GLO Maker allows for rapid easy transferability and customisation across sector and educational contexts  The website has tutorials; examples and a thriving community of academics, developers and librarians  One of the project outputs is how we can transfer to different contexts: workplace learning; study, home, but also is suitable for specialist customisation, as the example GLO here shows http://www.glomaker.org/samples/MarketingFemaleForm/GLO_Player.html
    18. 18. The learner journey The learner journey is in 3 parts:  The Academic journey  The Library learning journey  Digital tools for learning
    19. 19. „The learner journey‟ is a resource designed for repurpose and useacross a range of contexts (e.g. workplace, community or placement). The Learner Journey encourages anytime, anyplace user engagement Students can access it via mobile phones
    20. 20. Has it been Effective? The Learner Journey was implemented at the University of West London and London Metropolitan University. What did the students and the tutors think about it?  Interviews with tutors at both institutions  Focus groups with students
    21. 21. What did students like?  „Wordle‟ visualisation of comments from 80 students http://www.wordle.net
    22. 22. What did students like?  “They are a valuable resource and have helped me with my out of contact work.”  “It was very helpful. It helped me develop my skill and broadened my knowledge horizon.”  “It helped to develop my reading and writing skills. It gave me support to complete my portfolio.”  “It enhances learning, making available the right materials needed for any kind of assignments.”  “Very good, passed the link on to friends who found it useful as well.”  “Nicely organised and easy to use.”
    23. 23. Our evaluation suggests yes…  We‟ve had positive reactions to the learner journey from both students and tutors  Initial analysis of the data indicates that students‟ digital skill levels have increased, although it is difficult to isolate the impact that the learner journey has had in this  Students at UWL who were heavily scaffolded show a higher increase in their digital literacy skills
    24. 24. Benefits and Reuse : Benefits Reuse  Locates existing essential resources  Can be used in a variety of contexts for learners in an authentic context across the disciplines; or individual e.g. workplace, home, prior to sections as required university, point of entry, within the curriculum designed for their needs  Easy to locate resources in current academic practice, e.g. websites,  Staff can have confidence in using Virtual Learning Environments, on the resource drawing upon research memory stick or DVD based practice  Potential to use as part of cloud tagging and other web 2.0 technologies  An important generic resource at cash constrained times for academics and students to use immediately
    25. 25. We would like you to use theLearner Journey with your students It‟s free (Creative Commons) and it‟s easy to use Contact us for access to the files: lyn.greaves@uwl.ac.uk To repurpose the materials: http://www.glomaker.org/
    26. 26. Questions?
    27. 27. Contact details  Learner Journey: http://hermes.uwl.ac.uk/learnerjourney/  Project Wiki: http://alle.uwl.ac.uk  Lyn Greaves: lyn.greaves@uwl.ac.uk  Claire Bradley c.bradley@londonmet.ac.uk

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