Outcomes from JISC Anytime Learning Literacies Environment (ALLE) project

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

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

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

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)

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

An example of weekly activity: Concept scaffold framework for Module Professional skills for Business and Finance

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

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.

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

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

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

http://www.phrasebank.manchester.ac.uk/conclusions.htm

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

The GLO Maker Tool was used to create theLearning Objects to populate the interface Website: http://www.glomaker.org Wiki: http://glomaker.wetpaint.com

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

The learner journey The learner journey is in 3 parts:  The Academic journey  The Library learning journey  Digital tools for learning

„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

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

What did students like?  „Wordle‟ visualisation of comments from 80 students http://www.wordle.net

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.”

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

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

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/

Questions?

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

http://elearningprogs.jiscinvolve.org	515
http://digital-fingerprint.co.uk	52
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http://feeds.feedburner.com	13
http://elearningprogs.involve3.netsightdev.co.uk	2
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Outcomes from JISC Anytime Learning Literacies Environment (ALLE) project

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