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Helen Shiel

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LTSE 2018

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Helen Shiel

  1. 1. Critical success factors required to support the establishment and sustainability of students as co-creators of content Dr Helen Shiels, Ulster University Business School Prof. Diane Sloan, Newcastle Business School LTSE : 24th April 2018
  2. 2. Overview • Introduction to co-creation of content approach • Community of Inquiry Model • Methodology • Emerging Themes • Operational Implications for Module/course teams • Strategic Implications for Module/course teams & HEIs
  3. 3. Community of Inquiry Model Relates to the degree which learners feel socially and emotionally connected with others in an online environment Includes design of learning materials, facilitation of online discussions, and direction of cognitive and social processes for the realisation of personally meaningful and educationally worthwhile learning outcomes Describes the extent to which learners are able to construct and confirm meaning through sustained reflection and communication Source : Garrison, Anderson & Archer, (2000)
  4. 4. Methodology • 24 Student Survey responses (18 business, 6 science) • 9 Student Interviews (6 business, 3 science) • 2 Tutor Interviews (business and science module co-ordinators) • 2 Focus Groups – tutors and students (business and science) • Feedback from webinar hosted across UU • Feedback from LTSE 2017 conference participants
  5. 5. A priori theme Level 1 themes Level 2 themes Triggering Event (Cognitive presence) Information gathering and module activities Operationalisation of module Module design and content Motivations Peer learning and support Workload Exploration (Cognitive presence) Peer engagement and module activities Information sources Discussion boards Assignments and group work Active learning Integration (Cognitive presence) Reflection and peer learning Knowledge construction Applied learning Tutor engagement Group consensus Resolution (Cognitive presence) Problem solving and knowledge generation Application of new knowledge Managing group work Role of the tutor Consumer -v- producer of knowledge Themes which emerged
  6. 6. A priori theme Level 1 themes Level 2 themes Socialisation (Social presence) Communication and community building Developing relationships Social interaction/learning Instruction (Teaching presence) Student engagement and guidance Operational view Applied learning Discipline specific Themes which emerged (cont’d)
  7. 7. Operational Implications for Module and Course Teams 1. Develop ’Frequently Asked Questions’ of recurring questions from students 2. Actively encourage every student to participate in discussion boards 3. Provide practical guidance to students on effective team work 4. Encourage on-going development of formal and informal relationships 5. Introduce an assessed reflective learning log to reflect individual contributions
  8. 8. Operational Implications for Module and Course Teams (cont’d) 6. Exploit the distributed expertise and experience of students 7. Initiate activities/assessments which enhance skills development 8. Module tutors to adopt a dual role of instructor and facilitator 9. Devise appropriate assessments and create opportunities for student interaction amongst their peers and with their tutors
  9. 9. Strategic Implications for Module and Course Teams Enablers Potential barriers Students are more engaged, asking a wide range of questions and sourcing new knowledge Students have natural fears of different/new learning and teaching methods Offers academic freedom to explore materials independently and in groups Varying perceptions by students of this academic freedom and lack of defined structure Richness and diversity of contributions, student work experience and module activities are valued by students and tutors Problems can arise due to poor participation and negative views of contributions when aligned to group assessment
  10. 10. Strategic Implications for Module and Course Teams (cont’d) Enablers Potential barriers Offers an active learning experience to students and can provide a ‘champion’ effect for staff More academically demanding and requires more time and effort by tutors and students The value of belonging to a community of learners can be important Not all students develop relationships, beyond minimum academic requirements Some students view the learning process as more important than the outcome of their learning Some students are only motivated to pass a module/course
  11. 11. Strategic Implications for UU and other HEIs Enablers Potential barriers Co-creating knowledge aids understanding of theoretical concepts, which can be more readily applied in professional practice Requires more student support, explanation and time by both tutors and students The range and availability of online collaboration tools can assist students and tutors in online learning Students and tutors needs to be fully trained and have access to appropriate technology This alternative learning and teaching approach engages students and encourages active learning A proactive learning approach needs to be embedded at an early stage in courses of study for all students
  12. 12. Questions and Feedback Hl.shiels@ulster.ac.uk Tel. +44 (0)2871 675344

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