Collaboration: A pathway to empowerment through the PG Cert Blended and Online Education

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Collaboration: A pathway to empowerment through the PG Cert Blended and Online Education - Julia Fotheringham, Keith Smyth (Edinburgh Napier University)
Presented at Moodlemoot Edinburgh 2014

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Collaboration: A pathway to empowerment through the PG Cert Blended and Online Education

  1. 1. Collaboration: A pathway to empowerment through the PG Cert Blended and Online Education Julia Fotheringham and Keith Smyth Edinburgh Napier University MoodleMoot14
  2. 2. Outline of session • Provide an overview of the PG Cert Blended and Online Education, focussing on the different assessed collaborative activities • Explore the progression from basic use of Moodle discussion boards to student-led seminars, and ultimately to the development of a shared open-access professional communities wiki • Describe strategies for securing shared focus and active participation from all group members
  3. 3. • The MSc BOE is a teaching and learning qualification for educators seeking to develop their knowledge, understanding and skills within their discipline in technology enhanced environments • As participants can exit after the Pg Cert, this development has to be achieved within the three core modules of the programme • Work based qualification, delivered fully online • Choice formative and peer assessment, reflection and feed forward are essential components of the students’ experience MSc Blended and Online Education (BOE)
  4. 4. http://staff.napier.ac.uk/services/academicdevelopment/TechBenchmark/Pages/home.aspx Curriculum design underpinned by 3E framework
  5. 5. The 3E Framework within the Pg Cert BOE
  6. 6. Enhance: Thought Discussions We provide: Links to journal articles and e-books Clear guidance on participation Assessment criteria
  7. 7. Assessment • Based on participants submitting their choice of six discussion posts (from across the Thought Discussions) to be tutor-assessed against a set of criteria (summarised below) that emphasise quality of contributions: Criteria A Well written and made in a timely fashion Criteria B Relevant to general themes of Thought Questions Criteria C Draw on other participants' responses in a constructive way Criteria D Demonstrate evidence of critical analysis and exploration of concepts and ideas relevant to the general themes of the Thought Questions Criteria E Supported where relevant by good use of current literature • A reflective piece on their participation that also involves identifying areas for their own further learning
  8. 8. We provide each seminar group with: Private group work discussion space Link to Blackboard Collaborate Moodle Community server seminar space Extend: Student-led Seminars
  9. 9. This year’s Seminar topics: • Feedback • Retention of Online Learners • MOOCs and Badges • Gamification Use of Moodle tools: • Debates and polls • Discussion • Wiki • Badges • Mobile
  10. 10. Debate and polling
  11. 11. Extend: Student-led online seminars Open access tools embedded in Moodle Cartoon strip generator Avatars: Voki Padlet, Animoto for summary Screencast: Screenomatic
  12. 12. Assessment Self and peer evaluation and assessment Peer evaluation pro forma: https://survey.napier.ac.uk/n/zzzca.aspx Seminar design (including criteria relating to claritand purpose of seminar objectives, quality of resources) Moderation skills (e.g. tutor visibility and responsiveness, peer interaction opportunities, encouraging critical thought) Working together pro forma: https://survey.napier.ac.uk/n/zzzcb.aspx
  13. 13. Moodle wiki for Professional Communities activity
  14. 14. External wiki tool - professional communities Plus audio of reflective evaluation of relevance to own practice and professional development
  15. 15. Strategies to enable and ensure collaboration Groups form around shared interests Opportunities for participant choice around project focus Learning contracts Peer evaluation and peer assessment of group working Withholding of peer marks, where peer evaluation is not submitted
  16. 16. Learning contracts • Chosen issues or topic • How progress will be recorded • Roles and responsibilities within the group • Communication protocols amongst the group and with the tutor • Media • Timescales
  17. 17. Lessons Learned? • Clear written instructions for any activity • Learning contracts for group activities • For complex activities, break the assessment down into bite size pieces • Incorporate an element of peer assessment • Tutors need to clarify and constantly review their role in collaborative activities
  18. 18. Thank you Keith Smyth k.smyth@napier.ac.uk Julia Fotheringham j.fotheringham@napier.ac.uk

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