When you VEL is not enough: strategies for engaging the wider community Liz Burd Durham University
Benefits of VLEs <ul><li>Improvement in student attainment (Alavi 1994; Marki et al 2000; Goldberg 2000) </li></ul><ul><li...
Disadvantages of VLEs <ul><li>Students may experience feelings of isolation (Brown 1996) </li></ul><ul><li>Reduced interes...
Student perceptions <ul><li>Able to pace their own learning </li></ul><ul><li>Greater access to information and centrally ...
Changes to Pedagogy <ul><li>Teachers in VLE are perceived to be constantly on duty (Hiltz 1993) </li></ul><ul><li>Typicall...
Active Learning <ul><li>Technology can promote communication and interaction that if effective can be used to develop high...
Collaboration <ul><li>Ways in which we may like to encourage collaboration </li></ul><ul><li>Working with employers (caree...
Case Study 1:  collaboration between universities <ul><li>Cross-site group working </li></ul><ul><li>Group composed of stu...
Open source VLE <ul><li>Bodington – http://bodington.org </li></ul><ul><li>Moodle -  http://moodle.org </li></ul><ul><li>B...
Potentials from Social Networking Cont. <ul><li>Uses in Durham (Academic or University Support) </li></ul><ul><ul><li>Disc...
Potentials from Social Networking
Case Study 1:  Buddying <ul><li>Durham investigating using a peer mentoring scheme to support postgraduate international s...
Reducing Isolation <ul><li>http://tel1.dur.ac.uk/SWLinker/index.jsp </li></ul>Figure 3. A sample list of collaborators
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When you VEL is not enough: Liz burd

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When you VEL is not enough: Strategies for engaging the wider community. Liz Burd

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When you VEL is not enough: Liz burd

  1. 1. When you VEL is not enough: strategies for engaging the wider community Liz Burd Durham University
  2. 2. Benefits of VLEs <ul><li>Improvement in student attainment (Alavi 1994; Marki et al 2000; Goldberg 2000) </li></ul><ul><li>Attitudes towards learning (Schutte 1997) </li></ul><ul><li>Their evaluation of the learning experience (Hiltz 1995) </li></ul><ul><li>Increase student / teacher interactions (Cradler 1997) </li></ul><ul><li>Make learning from student centric (Cradler 1997) </li></ul><ul><li>Increase convenience, individualisation of the learning experience and feedback (Hackbarth 1996; Kiser 1999) </li></ul>
  3. 3. Disadvantages of VLEs <ul><li>Students may experience feelings of isolation (Brown 1996) </li></ul><ul><li>Reduced interest in the subject matter (Maki et al 2000) </li></ul><ul><li>Frustration, anxiety and confusion (Hara and Kling 2000) </li></ul><ul><li>No significant difference in performance (Russell 1999) </li></ul><ul><li>Lower levels of satisfaction (Piccoli et al 2000) </li></ul><ul><li>Also </li></ul><ul><li>Students maturity and motivation is key factors to successful learning using VLEs </li></ul>
  4. 4. Student perceptions <ul><li>Able to pace their own learning </li></ul><ul><li>Greater access to information and centrally located </li></ul><ul><li>Reduction in face-to-face contact </li></ul><ul><li>Learning becoming more mechanical </li></ul><ul><li>Many institutions report students embarrassment in using discussion boards, but did use external chat rooms (issues of anonymity) </li></ul>
  5. 5. Changes to Pedagogy <ul><li>Teachers in VLE are perceived to be constantly on duty (Hiltz 1993) </li></ul><ul><li>Typically students seek more contact with staff (Hara and Kling 2000) </li></ul><ul><li>Many students have not developed learning strategies that allow them to take advantage of the high degree of learner control and different delivery methods (Gall and Hannafin 1994) </li></ul><ul><li>In Durham there has been declining use of discussion board (possibly due to social networking sites) </li></ul>
  6. 6. Active Learning <ul><li>Technology can promote communication and interaction that if effective can be used to develop higher-order thinking skills and build conceptual knowledge </li></ul>
  7. 7. Collaboration <ul><li>Ways in which we may like to encourage collaboration </li></ul><ul><li>Working with employers (careers and course work) </li></ul><ul><li>Collaboration across universities (course work and social – i.e. sports) </li></ul>
  8. 8. Case Study 1: collaboration between universities <ul><li>Cross-site group working </li></ul><ul><li>Group composed of students from Newcastle and Durham forming a single team </li></ul><ul><li>Students produce one product and get a single mark double marked by both institutions </li></ul><ul><li>Students collaborate via video conference and VLE </li></ul><ul><ul><li>Use NCL system NESS </li></ul></ul><ul><ul><li>Staff and students need login </li></ul></ul>
  9. 9. Open source VLE <ul><li>Bodington – http://bodington.org </li></ul><ul><li>Moodle - http://moodle.org </li></ul><ul><li>Benefits (from JISC) </li></ul><ul><ul><li>(a) the ability to tailor the system completely to local needs </li></ul></ul><ul><ul><li>(b) flexibility of use </li></ul></ul><ul><ul><li>(c) lack of surprises </li></ul></ul><ul><ul><li>(d) cooperative development </li></ul></ul><ul><li>Oxford (who use Bodington claim a University saving of £150K PA) </li></ul>
  10. 10. Potentials from Social Networking Cont. <ul><li>Uses in Durham (Academic or University Support) </li></ul><ul><ul><li>Discussion groups </li></ul></ul><ul><ul><li>Revision for resits </li></ul></ul><ul><ul><li>Alumni and pre-admission groups </li></ul></ul><ul><ul><li>International groups </li></ul></ul>
  11. 11. Potentials from Social Networking
  12. 12. Case Study 1: Buddying <ul><li>Durham investigating using a peer mentoring scheme to support postgraduate international students </li></ul><ul><li>Postgraduate international students will be paired with UK undergraduate (or Postgraduates if available) </li></ul><ul><ul><li>Building greater opportunities to make friends </li></ul></ul><ul><ul><li>Proof reading… </li></ul></ul><ul><li>Currently our VLE is unable to support the high number of individual grouping therefore we are proposing using Facebook </li></ul><ul><li>We have run a very success trial of this for 3 years in CS </li></ul>
  13. 13. Reducing Isolation <ul><li>http://tel1.dur.ac.uk/SWLinker/index.jsp </li></ul>Figure 3. A sample list of collaborators

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