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Aascilite 2010

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Aascilite 2010

  1. 1. Academic Involvement with the LMS: an exploratory study
  2. 2. Staff interaction with students is one of the key factors in student engagement (Fresen 2007) Staff interaction with students is one of the key factors in student engagement (Fresen 2007)
  3. 3. Relationships are important Staff interaction with students is one of the key factors in student engagement (Fresen 2007) Staff interaction with students is one of the key factors in student engagement (Fresen 2007)
  4. 4. Engaged staff show the same attributes as engaged students http://farm3.static.flickr.com/2208/2326056389_7275d29990_o.jpg
  5. 5. Engaged staff show the same attributes as engaged students Enthusiasm for the subject http://farm3.static.flickr.com/2208/2326056389_7275d29990_o.jpg
  6. 6. Engaged staff show the same attributes as engaged students Enthusiasm for the subject Enthusiasm for teaching http://farm3.static.flickr.com/2208/2326056389_7275d29990_o.jpg
  7. 7. Engaged staff show the same attributes as engaged students Enthusiasm for the subject Enthusiasm for teaching Commitment to students http://farm3.static.flickr.com/2208/2326056389_7275d29990_o.jpg
  8. 8. Engaged staff show the same attributes as engaged students Enthusiasm for the subject Enthusiasm for teaching Commitment to students Interested in their learning http://farm3.static.flickr.com/2208/2326056389_7275d29990_o.jpg
  9. 9. Engaged staff show the same attributes as engaged students Enthusiasm for the subject Enthusiasm for teaching Commitment to students Interested in their learning Scholarly in their approach to learning and teaching http://farm3.static.flickr.com/2208/2326056389_7275d29990_o.jpg
  10. 10. Engaged staff show the same attributes as engaged students Enthusiasm for the subject Enthusiasm for teaching Commitment to students Interested in their learning Scholarly in their approach to learning and teaching Engaged staff are prepared to be learners themselves Radloff 2008 http://farm3.static.flickr.com/2208/2326056389_7275d29990_o.jpg
  11. 11. http://farm1.static.flickr.com/31/43568532_18bbe6f5bc_o.jpg
  12. 12. http://farm1.static.flickr.com/31/43568532_18bbe6f5bc_o.jpg Project:
  13. 13. http://farm1.static.flickr.com/31/43568532_18bbe6f5bc_o.jpg Project: Examined LMS features within the University and how staff and students used them
  14. 14. http://farm1.static.flickr.com/31/43568532_18bbe6f5bc_o.jpg Project: Examined LMS features within the University and how staff and students used them Examined data in a single academic’s courses to see what is occurring
  15. 15. http://farm1.static.flickr.com/31/43568532_18bbe6f5bc_o.jpg Project: Examined LMS features within the University and how staff and students used them Examined data in a single academic’s courses to see what is occurring Looking for patterns in the data
  16. 16. http://farm3.static.flickr.com/2465/3588989219_7892346615_b.jpg
  17. 17. Relationships are important Staff interaction with students is one of the key factors in student engagement (Fresen 2007) Staff interaction with students is one of the key factors in student engagement (Fresen 2007)
  18. 18. http://farm3.static.flickr.com/2209/3543135684_06db2bae7a_b.jpg
  19. 19. Staff engagement http://farm3.static.flickr.com/2209/3543135684_06db2bae7a_b.jpg
  20. 20. http://farm3.static.flickr.com/2209/3543135684_06db2bae7a_b.jpg Course Coordinators posting to forums in BlackBoard
  21. 21. http://farm3.static.flickr.com/2209/3543135684_06db2bae7a_b.jpg Course Coordinators posting to forums in Moodle
  22. 22. http://farm3.static.flickr.com/2209/3543135684_06db2bae7a_b.jpg Blackboard Moodle Comparison between Moodle and Blackboard
  23. 23. http://farm3.static.flickr.com/2209/3543135684_06db2bae7a_b.jpg Blackboard Moodle Coordinator posts to Moodle <5 vs 5>
  24. 24. http://farm1.static.flickr.com/205/497312470_c6d3a7198d.jpg
  25. 25. http://farm1.static.flickr.com/205/497312470_c6d3a7198d.jpg Teaching staff tend to adopt LMS features along a continuum beginning with content dissemination features and moving to more complex features … as they gain experience with the new teaching medium (Malikowski, Thompton, & Theis, 2007) Teaching staff tend to adopt LMS features along a continuum beginning with content dissemination features and moving to more complex features … as they gain experience with the new teaching medium (Malikowski, Thompton, & Theis, 2007)
  26. 26. Examined one academic’s courses
  27. 27. Tools that aid staff/student interaction http://farm3.static.flickr.com/2017/2206733790_ac6328b1c8_b.jpg
  28. 28. http://farm3.static.flickr.com/2208/2326056389_7275d29990_o.jpg An academic’s number of forum messages compared to the university average (all courses
  29. 29. Learning Management Systems Online Learning Networks Content focus Social Focus Organisational/Instructor design Learner centric IT governance restrictions User directed with minimal maintenance Generally doesn’t facilitate informal learning Facilitates informal learning Course based model No course restrictions http://farm3.static.flickr.com/2208/2326056389_7275d29990_o.jpg Student Hits for Course 1 2005-2009
  30. 30. Learning Management Systems Online Learning Networks Content focus Social Focus Organisational/Instructor design Learner centric IT governance restrictions User directed with minimal maintenance Generally doesn’t facilitate informal learning Facilitates informal learning Course based model No course restrictions http://farm3.static.flickr.com/2208/2326056389_7275d29990_o.jpg Student Hits for Course 1 2005-2009
  31. 31. Learning Management Systems Online Learning Networks Content focus Social Focus Organisational/Instructor design Learner centric IT governance restrictions User directed with minimal maintenance Generally doesn’t facilitate informal learning Facilitates informal learning Course based model No course restrictions http://farm3.static.flickr.com/2208/2326056389_7275d29990_o.jpg Student Hits for Course 2 - 2007-2009
  32. 32. Learning Management Systems Online Learning Networks Content focus Social Focus Organisational/Instructor design Learner centric IT governance restrictions User directed with minimal maintenance Generally doesn’t facilitate informal learning Facilitates informal learning Course based model No course restrictions http://farm3.static.flickr.com/2208/2326056389_7275d29990_o.jpg Student Hits for Course 2 - 2007-2009
  33. 33. Learning Management Systems Online Learning Networks Content focus Social Focus Organisational/Instructor design Learner centric IT governance restrictions User directed with minimal maintenance Generally doesn’t facilitate informal learning Facilitates informal learning Course based model No course restrictions http://farm3.static.flickr.com/2208/2326056389_7275d29990_o.jpg Student Hits for Course 3 - 2005-2009
  34. 34. Learning Management Systems Online Learning Networks Content focus Social Focus Organisational/Instructor design Learner centric IT governance restrictions User directed with minimal maintenance Generally doesn’t facilitate informal learning Facilitates informal learning Course based model No course restrictions http://farm3.static.flickr.com/2208/2326056389_7275d29990_o.jpg Student Hits for Course 3 - 2005-2009
  35. 35. Learning Management Systems Online Learning Networks Content focus Social Focus Organisational/Instructor design Learner centric IT governance restrictions User directed with minimal maintenance Generally doesn’t facilitate informal learning Facilitates informal learning Course based model No course restrictions http://farm3.static.flickr.com/2208/2326056389_7275d29990_o.jpg Student Hits for all Courses 2004-09
  36. 36. http://farm3.static.flickr.com/2208/2326056389_7275d29990_o.jpg The academic’s number of forum messages compared to the university average (all courses
  37. 37. Staff engagement in the learning process
  38. 38. Staff vs Student Forum Hits
  39. 39. http://farm1.static.flickr.com/205/497312470_c6d3a7198d.jpg
  40. 40. http://farm1.static.flickr.com/56/139617709_bc0ad564d4.jpg
  41. 41. http://farm1.static.flickr.com/56/139617709_bc0ad564d4.jpg Are academics Trained in engagement Practices?
  42. 42. http://farm1.static.flickr.com/205/497312470_c6d3a7198d.jpg
  43. 43. Where to from here Where to:
  44. 44. Where to from here Dawson and McWilliam (2008) posed the view that not only is the ‘quantity’ of academic involvement necessary but also the ‘quality’ of that involvement.
  45. 45. Where to from here Dawson and McWilliam (2008) posed the view that not only is the ‘quantity’ of academic involvement necessary but also the ‘quality’ of that involvement. What does ‘quality’ mean?
  46. 46. Where to from here Dawson and McWilliam (2008) posed the view that not only is the ‘quantity’ of academic involvement necessary but also the ‘quality’ of that involvement. Kearsley and Schneiderman (1999, p. 1) discuss the nature of engaged learning, learning that leads to student involvement, that involves “[motivating] students to learn due to the meaningful nature of the learning environment and activities”. What does ‘quality’ mean?
  47. 47. Relationships are important Staff interaction with students is one of the key factors in student engagement (Fresen 2007) Staff interaction with students is one of the key factors in student engagement (Fresen 2007)
  48. 48. Ken Clark k.clark@cqu.edu.au Colin Beer c.beer@cqu.edu.au David Jones davidthomjones@gmail.com http://indicatorsproject.wordpress.com

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