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When printing these, print two to a page and double-sided and then cut out cards to size.
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In the current study, the researchers explored how collaborative technologies, specifically Google Docs and Google Hangouts, may be used to impact the level of learning presence (forethought and planning, performance, and reflection) students demonstrate while participating in a small group project. Participants were graduate education students in two randomly assigned sections of the same online course. The course content focused on basic educational psychology for students seeking initial teaching certification. The experimental section utilized a high-collaboration project (e.g., small group, Google Hangouts and Docs) to enhance understanding of course content while the comparison, control section employed a low-collaboration project (e.g., partner activity, Word documents) to enhance understanding of course content. Participants completed the Community of Inquiry (CoI) Survey at the end of the term which measured their perceived level of teaching, social, and cognitive presence during the course. Quantitative content analysis was used to explore occurrences of learning presence in the high-collaboration group. *Finally, we employed social network analysis (SNA) as a method of inquiry to analyze student interaction data with the high-collaboration group. SNA is used to explain relationships depicted by information flow and its influence from participants' interactions. Scholars have used SNA in the online learning context to understand individual and group dimensions of interactions.
*Social Network Analysis (SNA) will not be addressed in this presentation but will be included in the manuscript.
This is a PDF printable booklet of the Assessment and Feedback cards, for use in Viewpoints curriculum design workshops where staff are considering the theme of learner engagement in their modules/courses.
When printing these, print two to a page and double-sided and then cut out cards to size.
High vs. Low Collaboration Courses: Impact on Learning Presence, Community...David Wicks
Researchers demonstrated a relationship between learning presence and social engagement; however, research in this area is limited. For example, no distinctions are made as to what role faculty, students, or technology might play in facilitating social engagement. In general, researchers revealed that students' ability to self-regulate leads to more focused attention, time on-task, and in turn, these skills could lead to better learning. Given the need for more theoretical work in the area, as well as the potential practical benefits from the use of these pedagogical strategies, we sought to compare the difference between high versus low-collaboration groups on assignments, as well as courses in general. Differences in groups were measured using student grades, peer evaluation, pre and post test, and the community of inquiry framework. In addition, learning presence and social network analysis were used to assess a high-collaboration assignment.
In the current study, the researchers explored how collaborative technologies, specifically Google Docs and Google Hangouts, may be used to impact the level of learning presence (forethought and planning, performance, and reflection) students demonstrate while participating in a small group project. Participants were graduate education students in two randomly assigned sections of the same online course. The course content focused on basic educational psychology for students seeking initial teaching certification. The experimental section utilized a high-collaboration project (e.g., small group, Google Hangouts and Docs) to enhance understanding of course content while the comparison, control section employed a low-collaboration project (e.g., partner activity, Word documents) to enhance understanding of course content. Participants completed the Community of Inquiry (CoI) Survey at the end of the term which measured their perceived level of teaching, social, and cognitive presence during the course. Quantitative content analysis was used to explore occurrences of learning presence in the high-collaboration group. *Finally, we employed social network analysis (SNA) as a method of inquiry to analyze student interaction data with the high-collaboration group. SNA is used to explain relationships depicted by information flow and its influence from participants' interactions. Scholars have used SNA in the online learning context to understand individual and group dimensions of interactions.
*Social Network Analysis (SNA) will not be addressed in this presentation but will be included in the manuscript.
Interdisciplinary science ed project ViCEPhEC 2016 VMurphy & CMcDonnellclairemcdonnell5
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2nd Regional Symposium on Open Educational Resources:
Beyond Advocacy, Research and Policy
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Sub-theme 2: Impact
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Final, updated research findings can be found in the slide deck "The Impact of Open Textbooks in the USA and South Africa..." and via http://oerresearchhub.org
SAILing Takes You to Where Your Course Ought to Be - Course Technology Comput...Cengage Learning
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The growing emphasis on student achievement – in combination with increased budget pressures – have led many institutions to seek proven ways to simultaneously accomplish two goals: improve student outcomes and reduce institutional costs. During this April 24, 2013 webinar, Dr. Carolyn Jarmon, Vice President of the National Center for Academic Transformation, provided an overview of the success that more than 200 institutions have had in achieving both of these goals. She discussed the principles, models and results that have characterized these success stories, providing examples from recent case studies.
Interdisciplinary science ed project ViCEPhEC 2016 VMurphy & CMcDonnellclairemcdonnell5
These are our slides from our oral presentation at ViCEPhEC 2016 on an interdisciplinary undergraduate science education project run in collaboration with primary schools. See more about the conference at: http://www.southampton.ac.uk/chemistry/news/events/2016/08/vice-phec/programme-vice-phec.page
Effective course evaluation the future for quality and standards in higher ...surveyresults
The Future for Quality and Standards in Higher Education. Interviews with Senior Academics and Student Representatives on the topic of effective course and module evaluation
An outline of reasons why Outreach should be undertaken, followed by examples of Outreach that the British Crystallographic Association have performed and finally indicating the direction that this work will take in the future.
2nd Regional Symposium on Open Educational Resources:
Beyond Advocacy, Research and Policy
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Sub-theme 2: Impact
How Do Hong Kong Teachers Like to Use Open Textbooks?
Kin Sun Yuen, Kam Cheong Li
This slide deck was presented at CNX 2014 in Houston, USA on 1 April 2014 as part of the "Student Efficacy: Are they Learning?" rapid fire panel. It contains preliminary research findings on educators and students using OpenStax College open textbooks.
Final, updated research findings can be found in the slide deck "The Impact of Open Textbooks in the USA and South Africa..." and via http://oerresearchhub.org
SAILing Takes You to Where Your Course Ought to Be - Course Technology Comput...Cengage Learning
SAILing Takes You to Where Your Course Ought to Be - Course Technology Computing Conference
Presenter: Kelly Hinson and Angie Rudd, Gaston College
Strengthening Academic Internet Learning (SAIL) is Gaston College's online quality enhancement project (QEP). This initiative has been in place for 4 years, and places an increased effort on online course quality and a comprehensive online student support system to improve student learning in online courses. The SAIL initiative is an ongoing adaptive environment. In this session, Angie and Kelly will share the changes that have been made in the past year and why, along with the student feedback that promoted the direction of this initiative, and the reasoning behind the project and the standards put in place. Further goals for this session include: presenting a student perspective of the online environment, demonstrating the layout of our online courses in the Blackboard environment, and showing the current statistics of how these standards have improved student learning outcomes. Presenters Angie Rudd and Kelly Hinson have worked with the SAIL initiative since it was opened to instructors. Kelly has spent the summer redoing three courses using the updated SAIL standards. She and Angie work closely with the SAIL team to keep their courses at the highest standards. Both instructors are involved in online standards committees. In a lecture-based co-presentation, these two Gaston College instructors will show attendees how these SAIL standards are used to improve their online course quality. Examples will be presented from Introduction to Computers, Emerging Technologies and Management Information Systems courses. The main emphasis will be in the Introduction to Computers course. Statistics will be used to show the increase in student learning outcomes from the SAIL initiative. Attendees will take away the updated online course requirements for the QEP along with an understanding of what makes a great online course for students.
The growing emphasis on student achievement – in combination with increased budget pressures – have led many institutions to seek proven ways to simultaneously accomplish two goals: improve student outcomes and reduce institutional costs. During this April 24, 2013 webinar, Dr. Carolyn Jarmon, Vice President of the National Center for Academic Transformation, provided an overview of the success that more than 200 institutions have had in achieving both of these goals. She discussed the principles, models and results that have characterized these success stories, providing examples from recent case studies.
Presentation by Dr Elspeth McCartney for the Higher Education Academy (HEA) symposium on teacher education at BERA Annual Conference in London, September 2014.
The project, one of 4 funded by the HEA, involved supporting student teacher engagement with published research. The full project report describing the work can be found at http://bit.ly/1mqhzHS
Google Drive as an implementation platform for PHT403taniasteyl
Google Drive as implementation platform for Applied Physiotherapy 403 offered at the University of the Western Cape (UWC), Physiotherapy Department, South Africa.
DREAM 2017 | Faculty as Drivers of College Reform EffortsAchieving the Dream
Three of Achieving the Dream’s funded learning initiatives – the Open Education Resources Degree Initiative, Engaging Adjunct Faculty Initiative, and InSpark Network-- are creating faculty led teams to drive curriculum and pedagogy reform and to engage a wider swath of faculty – both full and part time, in institution wide reform efforts.
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This presentation would help you guys know who are the stakeholders involved in curriculum implementation as well their role. It tackles also the Role of Technology in Delivering the Curriculum and the Pilot Testing, Monitoring and Evaluating of the curriculum.
To provide a technologically innovative approach to group ... 'The convenience of being able to work from home and not having to physically meet up as a group
Here is a slide presentation about Robert Gagne's Nine Events of Instruction. This is fit for Educational Technology courses, particularly for TTL 1, and for Instructional Design. Thank you and enjoy the presentation.
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Enhancing the Undergraduate Experience Through A Collaborative Wiki Exercise To Teach Nursing Students Discipline Specific Terminology
1. Enhancing the Undergraduate Experience
Through A Collaborative Wiki Exercise To
Teach Nursing Students Discipline
Specific Terminology
Dr. Iain Doherty*
Dr Michelle Honey+
Ms. Lisa Stewart+
*eLearning Pedagogical Support Unit, CETL, HKU
+
School of Nursing, University of Auckland
2. Project Background
• Research project involved undergraduate nursing
students in a blended learning environment working
in small groups where they made use of a wiki to
develop a collaborative glossary of health specific
terminology.
• Previously students had been provided with a weekly
list of relevant nursing and clinical terms that related
to their lectures and case studies. Students were
expected to memorize the terms and were tested on
their recall at the end of the semester.
2
3. Project Background
• The change of direction to making use of wikis aimed
at providing students with a medium to gain a more in
depth and contextual understanding of discipline
specific knowledge and professional vocabulary.
• This in depth and contextual understanding is
essential for students’ future communication in the
healthcare environment where they have to apply
what they have learned as they work in a hospital
setting.
3
4. Project Background
• The first step in the process of creating a successful
Wiki activity is to ensure that the elements in the
teaching situation – learning outcomes, teaching
activities, technologies and assessment(s) are
aligned such that there are clear and logical relations
between the elements.
• In particular, students need to see that the activity is
one that will support them in achieving the intended
learning outcomes that will be assessed at the end of
the course.
4
5. Project Background
• Whilst alignment of the technology with the other
elements in the teaching situation is important,
alignment per se does not guarantee that students
will in fact work collaboratively or contribute equally to
a Wiki exercise.
• The literature indicates a number of additional factors
that can help to ensure that students participate in
Wiki exercises.
5
6. Project Background
• First, the wiki must be easy to use and students must
be adequately supported in the use of the Wiki
• Secondly, students need to be given adequate
guidance concerning what is expected of them in the
Wiki activity. There are two aspects to this guidance:
– The expectations around collaboration must be made
clear; and
– The expectations around the quality of the final output
must be made clear.
6
7. Study Aims
• The aim of this study was to determine whether a
collaborative exercise to teach undergraduate
nursing students discipline specific terminology
resulted in improved student learning.
• We defined an improvement in student learning in
terms of students moving beyond the ability to recall
the nursing discourse terms and their definitions in
order to be able to demonstrate contextual
understanding of the discipline terms.
7
8. Study Aims
• The change in learning that we were looking for can
be understood in terms of Bloom’s Taxonomy of
Learning in the Cognitive Domain (Bloom 1956). The
progression in learning is one of moving beyond the
recall that was achieved in the previous teaching
approach to students demonstrating a contextual
understanding of the meaning of the terms
(comprehension) in a clinical scenario assessment.
The final test of learning is students applying what
they have learned in the hospital setting.
8
9. Research Method
• We conducted a randomized control trial to determine
whether a collaborative learning exercise would lead
to improvements in student learning.
• Our trial involved a control group (wiki activity in
which students were free to reflect on any aspect of
the course + learned glossary terms in traditional )
manner and an intervention group (wiki activity for the
creation of glossary terms and definitions).
9
10. Research Method
• The Faculty of Medical and Health Sciences Learning
Technology Unit assisted in the production of six
video clinical scenarios and created an online
multiple-choice test to assess students’ knowledge of
clinical terms prior to the introduction
• Students were asked to identify terms in relation to
particular activities that were taking place in the
videoed scenarios. The Learning Technology Unit
also set up 8 wikis using a free Wikispaces account.
10
11. Research Method
• The dependent variables in this study included
participants’ experience of the learning exercise,
participants’ gains in knowledge and participants’
ability to apply their new knowledge to clinical
scenarios.
• We adopted a mixed method approach by including:
a pre and post course assessment; a course
evaluation; and focus group interviews to evaluate
the impact of collaborative learning on students’
clinical practice.
11
12. The Study
• The research project was explained to students at
the beginning of the semester – including the fact that
the project had ethics approval – and students were
advised that they would be awarded an additional 5%
for participating in the pre-course assessment, wiki
exercises and post-course assessment.
• Students’ marks on the pre and post course
assessments did not count towards their final grade
i.e. the additional 5% was simply for participation.
12
13. The Study
• Students (N=105) self selected into 8 tutorial groups
with each tutorial group consisting of between 12 to
14 students.
• Groups were then randomly allocated to either
control or intervention.
• We then invited the members of each of the
randomized tutorial groups to join one of the eight
wikis (4 wikis for control and 4 wikis for intervention).
13
14. The Study
• The control group were asked to use the wiki to
reflect on the course e.g. content, additional
resources and their own learning.
• The control groups were also advised that they would
be learning the discipline terms as per previous years
i.e. through being provided with definition lists to
study.
• The intervention group were asked to contribute
three glossary terms per week and to comment on at
lest one term provided by another student.
14
15. Results
• The vast majority of students (n=97, 92%) completed
the pre-course assessment.
• Results ranged from a score of 3 /15 to a score of 15
/ 15, with an average score of 12.15 out of 15.
• The activity on the wikis has also been monitored
over time.
• Preliminary findings indicate that both the control and
intervention group wikis are equally active.
15
16. Results
• There is evidence of students collaborating in both
groups. However, students added to the intervention
group wiki more consistently and the wikis appear to
be more structured than the wikis in the control
group.
• Students in the control group have, however, been
more creative. For example, students have added
YouTube videos and other web links to items that in
some way relate to the course content.
16
17. Results
• A full analysis of the wiki contributions will consist of
assessing the wiki postings using a rubric that will
define the type and quality of the wiki postings e.g.
factual content, critical content, revision content etc.
We will also be using the Wiki reporting function to
determine e.g. how often students accessed the wiki.
• Focus group interviews have been carried out and
the data is currently being analysed.
17
18. Discussion
• We can already see that there is an issue with the
pre / post assessment exercise as the mean score
for the pre-test was 12.5 i.e. very high.
• This means that it will potentially be difficult to show
gains in learning for this cohort of students.
• The assessment exercise was created by lecturers
and there was no reason to think that students would
have scored so highly on the pre-course assessment.
18
19. Discussion
• The qualitative data gathered from the focus group
interviews is potentially very interesting in terms of
students’ perceived ability to apply their learning in
practice.
• Our thinking here revolves around the possible
difference between understanding a term
contextually in a teaching and learning environment
and being able to make use of any particular term
appropriately in the very different environment of a
hospital setting.
19
20. Discussion
• Finally, interviewing the students’ concerning their
experiences of working collaboratively in a wiki
environment may yield some interesting results,
particularly in terms of whether or not students
learned the social skills required to work as part of a
team.
• The ability to function as part of a team is an
important part of being a practising nurse and we will
be looking to see whether students developed as
team players during the wiki exercises.
20
21. Concluding Remarks
• This initiative was driven by the desire to engage
students at a deeper level with the nursing
terminology that they need to master in order to be
able to work in a hospital setting. We remain of the
opinion that this is a worthwhile initiative and we are
committed to this pedagogical aim.
• However, from a research perspective we definitely
face the challenge of establishing a meaningful
baseline in future years so that we might have a
measure of gains in knowledge during the course.
21