1. The document discusses the Hybrid Learning Model (HLM), which was used to map out student expectations and learning activities at the University of Ulster.
2. Studies with first-year student cohorts found that the HLM helped students adapt to new learning situations and provided clarity around expectations. Over 65% of students found it useful.
3. Feedback indicated the HLM simplified concepts and broke activities into understandable parts, aiding the transition to university learning. Staff also felt it increased awareness of learner roles and expectations.
Using models of learning practice to assist students in transitioncies
The document discusses using a Hybrid Learning Model (HLM) to assist students in adapting to new learning situations. The HLM provides a structured framework that clarifies expectations and roles. Studies found that the HLM helped students understand what was expected and eased their transition to university. A pilot project used the HLM to introduce library resources and highlight support services available to students. Feedback indicated the HLM was an effective way to communicate expectations and promote independent learning.
SRHE2016: Multilevel Modelling of Learning Gains: The Impact of Module Partic...Bart Rienties
Jekaterina Rogaten1
, Bart Rienties1
, Denise Whitelock1
, Simon Cross1
, Allison Littlejohn1
, Rhona
Sharpe2
, Simon Lygo-Baker3
, Ian Scott2
, Steven Warburton3
, Ian Kinchin3
1The Open University UK, UK,
2Oxford Brooks University, UK,
3University of Surrey, UK
Research Domain: Learning, teaching and assessment (LTA)
In the UK, the introduction of the Teaching Excellence Framework (TEF) has increased interest in
appropriate and valid measurement approaches of learning gains in Higher Education. Usually
learning gains are measured using pre-post testing, but this study examines whether academic
performance can be effectively used as proxy to estimate students’ learning progress. Academic
performance of 21,192 online learners from two major faculties was retrieved from university
database. A three-level growth-curve model was estimated and results showed that 16% to 46% of
variance in students’ initial academic performance, and 51% to 77% of variance in their subsequent
learning gains was due to them studying at a particular module. In addition, the results illustrate that
students who studied in modules with initial high student achievements exhibited lower learning gains
than students learning in modules with low initial student achievements. The importance of
assessment and learning design for learning gains are outlined.
www.abclearninggains.com @learninggains
ESRC International Distance Education and African Students Advisory Panel Mee...Bart Rienties
This document discusses using learning analytics and learning design to improve student outcomes. It examines how social learning analytics can focus on how learners build knowledge together. Research shows affective, behavioral, and cognitive factors influence student adjustment over time and impact learning outcomes. The document presents models for predicting student progression based on input factors like demographics, process factors like academic adjustment, and output factors like performance and degree attainment. It describes analysis of data from over 111,000 students in 150+ modules to evaluate the impact of pedagogical decisions and different learning designs on student engagement, satisfaction, retention and performance. Interviews are proposed to better understand why some students succeed while others struggle.
The power of learning analytics to measure learning gains: an OU, Surrey and ...Bart Rienties
Learning gains has increasingly become apparent within the HE literature, gained traction in government policies in the UK, and are at the heart of Teaching Excellence Framework (TFL). As such, this raises a question to what extent teaching and learning environment can actually predict students’ learning gains using principles of learning analytics. In this presentation, which is joined work with University of Surrey and Oxford Brookes, I will focus on some preliminary findings based upon developing and testing an Affective-Behaviour-Cognition learning gains model using longitudinal approach. The main aim of the research is to examine whether learning gains occur on all three levels of Affective-Behaviour-Cognition model and whether any particular student or course characteristics can predict learning gains or lack of learning and dropout. For more info, see https://abclearninggains.com/
Keynote address Analytics4Action Evaluation Framework: a review of evidence-...Bart Rienties
Bart Rienties is a Reader in Learning Analytics at the Institute of Educational Technology at the Open University UK. He is programme director Learning Analytics within IET and Chair of Analytics4Action project, which focuses on evidence-based research on interventions on OU modules to enhance student experience. As educational psychologist, he conducts multi-disciplinary research on work-based and collaborative learning environments and focuses on the role of social interaction in learning, which is published in leading academic journals and books. His primary research interests are focussed on Learning Analytics, Computer-Supported Collaborative Learning, and the role of motivation in learning. Furthermore, Bart is interested in broader internationalisation aspects of higher education. He successfully led a range of institutional/national/European projects and received several awards for his educational innovation projects.
Learning design meets learning analytics: Dr Bart Rienties, Open UniversityBart Rienties
8th UK Learning Analytics Network Meeting, The Open University, 2nd November 2016
1) The power of 151 Learning Designs on 113K+ students at the OU?
2) How can we use learning design to empower teachers?
3) How can Early Alert Systems improve Student Engagement and Academic Success? (Amara Atif, Macquarie University)
4) What evidence is there that learning design makes a difference over time and how students engage?
Global experiences with e-learning and dataBart Rienties
Pedagogically informed designs of learning are increasingly of interest to researchers in blended and online learning, as learning design is shown to have an impact on student behaviour and outcomes. Although learning design is widely studied, often these studies are individual courses or programmes and few empirical studies have connected learning designs of a substantial number of courses with learning behaviour. In this study we linked 151 modules and 111.256 students with students' behaviour (<400 million minutes of online behaviour), satisfaction and performance at the Open University UK using multiple regression models. Our findings strongly indicate the importance of learning design in predicting and understanding Virtual Learning Environment behaviour and performance of students in blended and online environments. In line with proponents of social learning theories, our primary predictor for academic retention was the time learners spent on communication activities, controlling for various institutional and disciplinary factors. Where possible, appropriate and well designed communication tasks that align with the learning objectives of the course may be a way forward to enhance academic retention.
The document summarizes a study that investigated the use of motivated learning strategies by English major students completing a project in a WebQuest environment. The study examined the relationship between learning strategies and motivation, explored which strategies stimulated learning, and analyzed students' perceptions. Key findings included that critical thinking, elaboration, and self-regulation strategies correlated with motivation. Elaboration strategies related to intrinsic goals, task value, and beliefs. Critical thinking correlated with self-efficacy.
Using models of learning practice to assist students in transitioncies
The document discusses using a Hybrid Learning Model (HLM) to assist students in adapting to new learning situations. The HLM provides a structured framework that clarifies expectations and roles. Studies found that the HLM helped students understand what was expected and eased their transition to university. A pilot project used the HLM to introduce library resources and highlight support services available to students. Feedback indicated the HLM was an effective way to communicate expectations and promote independent learning.
SRHE2016: Multilevel Modelling of Learning Gains: The Impact of Module Partic...Bart Rienties
Jekaterina Rogaten1
, Bart Rienties1
, Denise Whitelock1
, Simon Cross1
, Allison Littlejohn1
, Rhona
Sharpe2
, Simon Lygo-Baker3
, Ian Scott2
, Steven Warburton3
, Ian Kinchin3
1The Open University UK, UK,
2Oxford Brooks University, UK,
3University of Surrey, UK
Research Domain: Learning, teaching and assessment (LTA)
In the UK, the introduction of the Teaching Excellence Framework (TEF) has increased interest in
appropriate and valid measurement approaches of learning gains in Higher Education. Usually
learning gains are measured using pre-post testing, but this study examines whether academic
performance can be effectively used as proxy to estimate students’ learning progress. Academic
performance of 21,192 online learners from two major faculties was retrieved from university
database. A three-level growth-curve model was estimated and results showed that 16% to 46% of
variance in students’ initial academic performance, and 51% to 77% of variance in their subsequent
learning gains was due to them studying at a particular module. In addition, the results illustrate that
students who studied in modules with initial high student achievements exhibited lower learning gains
than students learning in modules with low initial student achievements. The importance of
assessment and learning design for learning gains are outlined.
www.abclearninggains.com @learninggains
ESRC International Distance Education and African Students Advisory Panel Mee...Bart Rienties
This document discusses using learning analytics and learning design to improve student outcomes. It examines how social learning analytics can focus on how learners build knowledge together. Research shows affective, behavioral, and cognitive factors influence student adjustment over time and impact learning outcomes. The document presents models for predicting student progression based on input factors like demographics, process factors like academic adjustment, and output factors like performance and degree attainment. It describes analysis of data from over 111,000 students in 150+ modules to evaluate the impact of pedagogical decisions and different learning designs on student engagement, satisfaction, retention and performance. Interviews are proposed to better understand why some students succeed while others struggle.
The power of learning analytics to measure learning gains: an OU, Surrey and ...Bart Rienties
Learning gains has increasingly become apparent within the HE literature, gained traction in government policies in the UK, and are at the heart of Teaching Excellence Framework (TFL). As such, this raises a question to what extent teaching and learning environment can actually predict students’ learning gains using principles of learning analytics. In this presentation, which is joined work with University of Surrey and Oxford Brookes, I will focus on some preliminary findings based upon developing and testing an Affective-Behaviour-Cognition learning gains model using longitudinal approach. The main aim of the research is to examine whether learning gains occur on all three levels of Affective-Behaviour-Cognition model and whether any particular student or course characteristics can predict learning gains or lack of learning and dropout. For more info, see https://abclearninggains.com/
Keynote address Analytics4Action Evaluation Framework: a review of evidence-...Bart Rienties
Bart Rienties is a Reader in Learning Analytics at the Institute of Educational Technology at the Open University UK. He is programme director Learning Analytics within IET and Chair of Analytics4Action project, which focuses on evidence-based research on interventions on OU modules to enhance student experience. As educational psychologist, he conducts multi-disciplinary research on work-based and collaborative learning environments and focuses on the role of social interaction in learning, which is published in leading academic journals and books. His primary research interests are focussed on Learning Analytics, Computer-Supported Collaborative Learning, and the role of motivation in learning. Furthermore, Bart is interested in broader internationalisation aspects of higher education. He successfully led a range of institutional/national/European projects and received several awards for his educational innovation projects.
Learning design meets learning analytics: Dr Bart Rienties, Open UniversityBart Rienties
8th UK Learning Analytics Network Meeting, The Open University, 2nd November 2016
1) The power of 151 Learning Designs on 113K+ students at the OU?
2) How can we use learning design to empower teachers?
3) How can Early Alert Systems improve Student Engagement and Academic Success? (Amara Atif, Macquarie University)
4) What evidence is there that learning design makes a difference over time and how students engage?
Global experiences with e-learning and dataBart Rienties
Pedagogically informed designs of learning are increasingly of interest to researchers in blended and online learning, as learning design is shown to have an impact on student behaviour and outcomes. Although learning design is widely studied, often these studies are individual courses or programmes and few empirical studies have connected learning designs of a substantial number of courses with learning behaviour. In this study we linked 151 modules and 111.256 students with students' behaviour (<400 million minutes of online behaviour), satisfaction and performance at the Open University UK using multiple regression models. Our findings strongly indicate the importance of learning design in predicting and understanding Virtual Learning Environment behaviour and performance of students in blended and online environments. In line with proponents of social learning theories, our primary predictor for academic retention was the time learners spent on communication activities, controlling for various institutional and disciplinary factors. Where possible, appropriate and well designed communication tasks that align with the learning objectives of the course may be a way forward to enhance academic retention.
The document summarizes a study that investigated the use of motivated learning strategies by English major students completing a project in a WebQuest environment. The study examined the relationship between learning strategies and motivation, explored which strategies stimulated learning, and analyzed students' perceptions. Key findings included that critical thinking, elaboration, and self-regulation strategies correlated with motivation. Elaboration strategies related to intrinsic goals, task value, and beliefs. Critical thinking correlated with self-efficacy.
Keynote H818 The Power of (In)formal learning: a learning analytics approachBart Rienties
A special thanks to Avinash Boroowa, Simon Cross, Lee Farrington-Flint, Christothea Herodotou, Lynda Prescott, Kevin Mayles, Tom Olney, Lisette Toetenel, John Woodthorpe and others…A special thanks to Prof Belinda Tynan for her continuous support on analytics at the OU UK
A Development of Students’ Worksheet Based on Contextual Teaching and LearningIOSRJM
This research is aimed at developing the students’ worksheet to determine the quality of validity and practicality aspects based on expert’s assessment of materials, expert’s design, media specialists, an individual assessment of students’ testing, a small group assessment of students trial, and a field trials assessment of students.This study is adapted from the development of ADDIE model which consists of 5 stages: 1) Analysis, 2) design, 3) Development, 4) Implementation, and 5) evaluation. The results showed that the quality of students' worksheet of mathematics on materials of factorization in algebra-based on Contextual Teaching and Learning basically on the assessment of: 1) the experts’ of subject materials is obtained a total average of 3.81 is included in the category of "Good" or scored 76.2 % which is included in the category of "Very Decent", 2) the experts’ design is obtained a total average of 3.62 which is included in the category of "Good" or scored 72.4% which is included in the category "Decent", 3) the experts’ of media is obtained scored 4:43 which is included in the category of "Good" or scored 88.6% which is in the category of "Very Decent".Whereas, the assessment by the students is done in three stages: 1) an individual assessment of students’ testing is obtained average total of 4.75 which is included in the category of "Very Good" or 95% which is included in the category of "Very Decent", 2) a small group assessment of students trial is obtained total average of 4:58 which is included in the category of "Very Good" or scored 91.6% thus it is included in the category of "Very Decent", 3) a field trials assessment of students is obtained a total average of 4:43 which is included in the category of "Very Good" or scored 88.6% thus it is included in the category of "Very Decent". Thus mathematics on materials of factorization in algebra-based on Contextual Teaching and Learning (CTL) is declared valid and practical so it can be used as the learning equipment of mathematics at the factorization material algebra.
The power of learning analytics for UCL: lessons learned from the Open Univer...Bart Rienties
Across the globe many institutions and organisations have high hopes that learning analytics can play a major role in helping their organisations remain fit-for-purpose, flexible, and innovative. Learning analytics applications in education are expected to provide institutions with opportunities to support learner progression, but more importantly in the near future provide personalised, rich learning on a large scale. In this seminar, we will discuss lessons learned from various learning analytics applications at the OU.
Exploring classroom interaction with dynamic social network analysisChristian Bokhove
This document summarizes research exploring the use of dynamic social network analysis to describe classroom interaction. It discusses analyzing classroom dialogue transcripts and videos from international studies using network analysis tools. It also describes a study applying these methods to observations of math lessons in a secondary school. The study found that network analysis can capture patterns of teacher-student and student-student interaction over time, and may help understand individual participation and relationships that form in the classroom. Challenges include fully capturing interactions and interpreting complex analysis, but this offers a proof of concept for longitudinal analysis of classroom dynamics.
Keynote EARLI SIG17 The power of learning analytics: a need to move towards n...Bart Rienties
Across the globe many institutions and organisations have high hopes that learning analytics can play a major role in helping their organisations remain fit-for-purpose, flexible, and innovative. According to Tempelaar, Rienties, and Giesbers (2015, p. 158) “a broad goal of learning analytics is to apply the outcomes of analysing data gathered by monitoring and measuring the learning process”. Learning analytics applications in education are expected to provide institutions with opportunities to support learner progression, but more importantly in the near future provide personalised, rich learning on a large scale (Rienties, Cross, & Zdrahal, 2016; Tempelaar et al., 2015; Tobarra, Robles-Gómez, Ros, Hernández, & Caminero, 2014).
Increased availability of large datasets (Arbaugh, 2014), powerful analytics engines (Tobarra et al., 2014), and skilfully designed visualisations of analytics results (González-Torres, García-Peñalvo, & Therón, 2013) mean that institutions may now be able to use the experience of the past to create supportive, insightful models of primary (and even real-time) learning processes (Arnold & Pistilli, 2012; Ferguson & Buckingham Shum, 2012; Papamitsiou & Economides, 2014). Substantial progress in learning analytics research relating to identifying at-risk students has been made in the last few years using a range of advanced computational techniques (e.g., Bayesian modelling, cluster analysis, natural language processing, machine learning, predictive modelling, social network analysis).
In this EARLI SIG17 keynote, I will argue that one of the largest challenges for learning analytics and wider educational research still lies ahead of us, and that one substantial and immediate challenge is how to put the power of learning analytics into the hands of researchers, teachers and administrators. While an increasing body of literature has become available regarding how institutions have experimented with small-scale interventions (Papamitsiou & Economides, 2014), to the best of our knowledge no comprehensive conceptual model, nested within a strong evidence-base, is available that describes how researchers, teachers and administrators can use learning analytics to make successful interventions in their own practice. In this keynote, I will use the development of a foundation of an Analytics4Action Evaluation Framework (A4AEF) that is being currently tested and validated at the largest university in Europe (in terms of enrolled learners), namely the UK Open University (OU, Calvert, 2014), as an example of the complexity of different, interlinked methodological and conceptual approaches.
How can we engage mathematics ITE students with research?Christian Bokhove
The document describes two case studies from a teacher education project aimed at promoting research-informed teaching. The first case study enhances student teachers' review of literature in post-graduate studies. The second fosters connections between school-based learning and research on mathematics teaching through collaborative lesson research. Both are informed by Engestrom's expansive learning cycle and aim to stimulate student teachers to use educational research to experiment and innovate teaching. The case studies address tensions in design and implementation and aim to develop student teachers' research literacy.
AERA: Strategic Facilitation of Problem-Based Discussionsnowcity
This study examined the facilitation strategies used in problem-based learning (PBL) discussions for science teachers' professional development. The researchers analyzed video recordings of 6 PBL group discussions involving 35 teachers. They found that facilitators led the discussions by asking questions, restating ideas, and summarizing. The main goals of facilitation were promoting active discussion, building a learning community, maintaining the group process, and modeling best practices. Teachers evaluated the facilitation positively and found the strategies helpful for their learning. However, the study was limited by its short time frame and more research is needed on the impact of individual strategies.
ASCILITE Webinar: A review of five years of implementation and research in al...Bart Rienties
Date and time: Wednesday 20 September 2017 at 5pm AEST
Abstract: The Open University UK (OU) has been one of few institutions that have explicitly and systematically captured the designs for learning at a large scale. By applying advanced analytical techniques on large and fine-grained datasets, we have been unpacking the complexity of instructional practices, as well as providing empirical evidence of how learning designs influence student behaviour, satisfaction, and performance. This seminar will discuss the implementation of learning design at the OU in the last 5 years, and reviews empirical evidence from several studies that have linked learning design with learning analytics. Recommendations are put forward to support future adoptions of the learning design approach, and potential research trajectories.
https://ascilite.org/get-involved/sigs/learning-analytics-sig/
www.bartrienties.nl
Enhancing (in)formal learning ties in interdisciplinary management courses: a...Bart Rienties
While interdisciplinary courses are regarded as a promising method for students to learn and apply knowledge from other disciplines, there is limited empirical evidence available whether interdisciplinary courses can effectively “create” interdisciplinary students. In this innovative quasi-experimental study amongst 377 Master’s students, in the control condition students were randomised by the teacher into groups, while in the experimental condition students were “balanced” by the teacher into groups based upon their initial social network. Using Social Network Analysis, learning ties after eleven weeks were significantly predicted by the friendship and learning ties established at the beginning of the course, as well as (same) discipline and group allocation. The effects were generally greater than group divisions, irrespective of the two conditions, but substantially smaller than initial social networks. These results indicate that interdisciplinary learning does not occur “automatically” in an interdisciplinary module. This study contributes to effective learning in interdisciplinary learning environments.
Rienties, B., & Héliot, Y. (2016). Enhancing (in)formal learning ties in interdisciplinary management courses: a quasi-experimental social network study. Studies in Higher Education. DOI: 10.1080/03075079.2016.1174986. Impact factor: 1.037.
Full version is available at: http://www.tandfonline.com/doi/full/10.1080/03075079.2016.1174986
The document summarizes Roslinda Rosli's dissertation defense on integrating problem posing in teaching and learning mathematics. It provides an overview of the dissertation and introduces the research questions and methodology used in four studies on the effects of problem posing on student learning, preservice teachers' problem solving and posing abilities, and preservice teachers' knowledge and attitudes towards fractions. The theoretical framework draws on constructivist learning theory. Key findings include that problem posing can benefit student mathematics learning, and preservice teachers demonstrated understanding in solving mathematical problems but posed many low-quality problems initially.
Highlights From Future of Education - mSchool + DreamBox LearningDreamBox Learning
In the edWeb.net Blended Learning community’s latest webinar, Elliot Sanchez joined Dr. Tim Hudson, Senior Director of Curriculum Design for DreamBox Learning, Inc., and discussed the future of math education. Elliot, Founder & CEO of mSchool, and one of the 2014 Forbes 30 Under 30, is a leading education innovator with 14 state-funded classrooms that successfully leverage blended learning. Elliot and Tim discussed mSchool’s approach and successes, blended learning, formative assessment, meeting the diverse needs of all students, Common Core State Standards, and digital learning technologies. They provided a recap of insights from the January 22, 2014 The Future of Math Education: A Panel Discussion of Promising Practices webinar, with a focus on blended learning. That panel included NCSM President Valerie Mills, renowned math educator; author Dr. Cathy Fosnot, and past NCTM and AMTE President Dr. Francis (Skip) Fennell. Everyone interested in the success of all students in learning mathematics—educators, parents, and community members— can appreciate the valuable insights and approach to innovation from these education thought leaders.
The role of ‘opportunity to learn’ in the geometry currriculumChristian Bokhove
1) The study examines factors influencing geometry achievement across six countries using TIMSS 2011 data, focusing on opportunities to learn (OTL) as defined by curriculum content, instruction time, and teacher quality.
2) Results found OTL factors were differentially related to achievement depending on country, with geometry content coverage and teacher preparedness not predicting achievement in most cases. Instruction time was important for Japan but homework time showed mixed effects.
3) There are complex interplays between socioeconomic status, curriculum time allocation, and achievement that differ in each education system and require more detailed qualitative analysis.
Case studies of teacher development on a mathematicalamesa11
This document summarizes research on a course to develop in-service teachers' skills in teaching mathematical literacy. It describes the course background, research questions, and theoretical framework. Key findings are presented on the classification and cognitive level of mathematical literacy questions teachers developed over time. The findings show a shift from mainly contextual questions to more balanced contextual and mathematical questions requiring higher-order thinking. The conclusion calls for improved teacher training to help teachers make stronger connections between contexts and mathematics in solving real-world problems.
Action Research Proposal Presentation - DRAFTMarc Stephens
This document provides an overview of a proposed action research project to improve teacher implementation of classroom technology at a suburban high school. The project will assess teachers' technology skills and practices, provide training using a constructivist model, and involve weekly technology-integrated lessons with support from a technology team. The goal is to determine how to better support teachers in using technology to enhance student learning.
22 January 2018 HEFCE open event “Using data to increase learning gains and t...Bart Rienties
With the Teaching Excellence Framework being implemented across England, a lot of higher education institutions have started to ask questions about what it means to be “excellent” in teaching. In particular, with the rich and complex data that all educational institutions gather that could potentially capture learning gains, what do we actually know about our students’ learning journeys? What kinds of data could be used to infer whether our students are actually making affective (e.g., motivation), behavioural (e.g., engagement), and/or cognitive learning gains? Please join us on 22 January 2018 in lovely Milton Keynes at a free OU- and HEFCE-supported event on Using data to increase learning gains and teaching excellence.
14.00-15.00 Measuring learning gains with (psychometric) questionnaires
Dr Sonia Ilie, Prof Jan Vermunt, Prof Anna Vignoles (University of Cambridge, UK): Learning gain: from concept to measurement
Dr Fabio Arico (University of East Anglia): Learning Gain and Confidence Gain Through Peer-instruction: the role of pedagogical design
Dr Paul Mcdermott & Dr Robert Jenkins (University of East Anglia): A Methodology that Makes Self-Assessment an Implicit Part of the Answering Process
15.00-15.45 Measuring employability learning gains
Dr Heike Behle (University of Warwick): Measuring employability gain in Higher Education. A case study using R2 Strengths
Fiona Cobb, Dr Bob Gilworth, David Winter (University of London): Careers Registration Learning Gain project
Benefit(s)/effectiveness of Google ClassroomNiroj Dahal
This document discusses the benefits and challenges of using Google Classroom. It examines how instructors and students use Google Classroom and how their use changes over the course of a class. The document also considers what student engagement levels and types are revealed through the use of Google Classroom. Finally, it suggests that examining the opportunities and challenges of Google Classroom could provide insights into future changes to teaching methods.
1) Metacognition involves knowledge of one's own cognition and regulation of one's thinking processes. It is important for self-regulated learning.
2) Explicitly teaching metacognitive strategies like planning, monitoring, and evaluating can improve learning, especially when linked to specific academic domains.
3) Teachers should model metacognitive skills, consistently use metacognitive terminology, and provide opportunities for guided practice with feedback to help students develop metacognitive abilities. Online tools can support metacognitive activities.
Are formative-exercises-taken-seriously-stewart-and-ang-slidesterry_stewart
The document summarizes research on students' use of an optional online exercise to prepare for a case-based business ethics assignment. The summary is:
1) Around 41% of the 1,157 students accessed the online walkthrough but engagement decreased as students progressed, with only 9.6% seriously attempting the last question.
2) Students who completed the walkthrough scored higher on average on the assignment and had higher GPAs.
3) Lecture promotion and support influenced student participation, with rates around 50-60% for classes with more encouragement and only 20-25% for others.
Empowering students to adapt to new learning situationscies
1) The document discusses a Hybrid Learning Model that uses flashcards to break down learning activities into interactions and roles to help students adapt to new learning situations.
2) An example is given of how the model was demonstrated to first-year marketing students to help them understand the process of compiling their portfolio for assessment.
3) Student feedback indicated that the model was useful in providing clarity around expectations and simplifying the task, with over 90% finding it helpful for adapting to the portfolio activity.
Keynote H818 The Power of (In)formal learning: a learning analytics approachBart Rienties
A special thanks to Avinash Boroowa, Simon Cross, Lee Farrington-Flint, Christothea Herodotou, Lynda Prescott, Kevin Mayles, Tom Olney, Lisette Toetenel, John Woodthorpe and others…A special thanks to Prof Belinda Tynan for her continuous support on analytics at the OU UK
A Development of Students’ Worksheet Based on Contextual Teaching and LearningIOSRJM
This research is aimed at developing the students’ worksheet to determine the quality of validity and practicality aspects based on expert’s assessment of materials, expert’s design, media specialists, an individual assessment of students’ testing, a small group assessment of students trial, and a field trials assessment of students.This study is adapted from the development of ADDIE model which consists of 5 stages: 1) Analysis, 2) design, 3) Development, 4) Implementation, and 5) evaluation. The results showed that the quality of students' worksheet of mathematics on materials of factorization in algebra-based on Contextual Teaching and Learning basically on the assessment of: 1) the experts’ of subject materials is obtained a total average of 3.81 is included in the category of "Good" or scored 76.2 % which is included in the category of "Very Decent", 2) the experts’ design is obtained a total average of 3.62 which is included in the category of "Good" or scored 72.4% which is included in the category "Decent", 3) the experts’ of media is obtained scored 4:43 which is included in the category of "Good" or scored 88.6% which is in the category of "Very Decent".Whereas, the assessment by the students is done in three stages: 1) an individual assessment of students’ testing is obtained average total of 4.75 which is included in the category of "Very Good" or 95% which is included in the category of "Very Decent", 2) a small group assessment of students trial is obtained total average of 4:58 which is included in the category of "Very Good" or scored 91.6% thus it is included in the category of "Very Decent", 3) a field trials assessment of students is obtained a total average of 4:43 which is included in the category of "Very Good" or scored 88.6% thus it is included in the category of "Very Decent". Thus mathematics on materials of factorization in algebra-based on Contextual Teaching and Learning (CTL) is declared valid and practical so it can be used as the learning equipment of mathematics at the factorization material algebra.
The power of learning analytics for UCL: lessons learned from the Open Univer...Bart Rienties
Across the globe many institutions and organisations have high hopes that learning analytics can play a major role in helping their organisations remain fit-for-purpose, flexible, and innovative. Learning analytics applications in education are expected to provide institutions with opportunities to support learner progression, but more importantly in the near future provide personalised, rich learning on a large scale. In this seminar, we will discuss lessons learned from various learning analytics applications at the OU.
Exploring classroom interaction with dynamic social network analysisChristian Bokhove
This document summarizes research exploring the use of dynamic social network analysis to describe classroom interaction. It discusses analyzing classroom dialogue transcripts and videos from international studies using network analysis tools. It also describes a study applying these methods to observations of math lessons in a secondary school. The study found that network analysis can capture patterns of teacher-student and student-student interaction over time, and may help understand individual participation and relationships that form in the classroom. Challenges include fully capturing interactions and interpreting complex analysis, but this offers a proof of concept for longitudinal analysis of classroom dynamics.
Keynote EARLI SIG17 The power of learning analytics: a need to move towards n...Bart Rienties
Across the globe many institutions and organisations have high hopes that learning analytics can play a major role in helping their organisations remain fit-for-purpose, flexible, and innovative. According to Tempelaar, Rienties, and Giesbers (2015, p. 158) “a broad goal of learning analytics is to apply the outcomes of analysing data gathered by monitoring and measuring the learning process”. Learning analytics applications in education are expected to provide institutions with opportunities to support learner progression, but more importantly in the near future provide personalised, rich learning on a large scale (Rienties, Cross, & Zdrahal, 2016; Tempelaar et al., 2015; Tobarra, Robles-Gómez, Ros, Hernández, & Caminero, 2014).
Increased availability of large datasets (Arbaugh, 2014), powerful analytics engines (Tobarra et al., 2014), and skilfully designed visualisations of analytics results (González-Torres, García-Peñalvo, & Therón, 2013) mean that institutions may now be able to use the experience of the past to create supportive, insightful models of primary (and even real-time) learning processes (Arnold & Pistilli, 2012; Ferguson & Buckingham Shum, 2012; Papamitsiou & Economides, 2014). Substantial progress in learning analytics research relating to identifying at-risk students has been made in the last few years using a range of advanced computational techniques (e.g., Bayesian modelling, cluster analysis, natural language processing, machine learning, predictive modelling, social network analysis).
In this EARLI SIG17 keynote, I will argue that one of the largest challenges for learning analytics and wider educational research still lies ahead of us, and that one substantial and immediate challenge is how to put the power of learning analytics into the hands of researchers, teachers and administrators. While an increasing body of literature has become available regarding how institutions have experimented with small-scale interventions (Papamitsiou & Economides, 2014), to the best of our knowledge no comprehensive conceptual model, nested within a strong evidence-base, is available that describes how researchers, teachers and administrators can use learning analytics to make successful interventions in their own practice. In this keynote, I will use the development of a foundation of an Analytics4Action Evaluation Framework (A4AEF) that is being currently tested and validated at the largest university in Europe (in terms of enrolled learners), namely the UK Open University (OU, Calvert, 2014), as an example of the complexity of different, interlinked methodological and conceptual approaches.
How can we engage mathematics ITE students with research?Christian Bokhove
The document describes two case studies from a teacher education project aimed at promoting research-informed teaching. The first case study enhances student teachers' review of literature in post-graduate studies. The second fosters connections between school-based learning and research on mathematics teaching through collaborative lesson research. Both are informed by Engestrom's expansive learning cycle and aim to stimulate student teachers to use educational research to experiment and innovate teaching. The case studies address tensions in design and implementation and aim to develop student teachers' research literacy.
AERA: Strategic Facilitation of Problem-Based Discussionsnowcity
This study examined the facilitation strategies used in problem-based learning (PBL) discussions for science teachers' professional development. The researchers analyzed video recordings of 6 PBL group discussions involving 35 teachers. They found that facilitators led the discussions by asking questions, restating ideas, and summarizing. The main goals of facilitation were promoting active discussion, building a learning community, maintaining the group process, and modeling best practices. Teachers evaluated the facilitation positively and found the strategies helpful for their learning. However, the study was limited by its short time frame and more research is needed on the impact of individual strategies.
ASCILITE Webinar: A review of five years of implementation and research in al...Bart Rienties
Date and time: Wednesday 20 September 2017 at 5pm AEST
Abstract: The Open University UK (OU) has been one of few institutions that have explicitly and systematically captured the designs for learning at a large scale. By applying advanced analytical techniques on large and fine-grained datasets, we have been unpacking the complexity of instructional practices, as well as providing empirical evidence of how learning designs influence student behaviour, satisfaction, and performance. This seminar will discuss the implementation of learning design at the OU in the last 5 years, and reviews empirical evidence from several studies that have linked learning design with learning analytics. Recommendations are put forward to support future adoptions of the learning design approach, and potential research trajectories.
https://ascilite.org/get-involved/sigs/learning-analytics-sig/
www.bartrienties.nl
Enhancing (in)formal learning ties in interdisciplinary management courses: a...Bart Rienties
While interdisciplinary courses are regarded as a promising method for students to learn and apply knowledge from other disciplines, there is limited empirical evidence available whether interdisciplinary courses can effectively “create” interdisciplinary students. In this innovative quasi-experimental study amongst 377 Master’s students, in the control condition students were randomised by the teacher into groups, while in the experimental condition students were “balanced” by the teacher into groups based upon their initial social network. Using Social Network Analysis, learning ties after eleven weeks were significantly predicted by the friendship and learning ties established at the beginning of the course, as well as (same) discipline and group allocation. The effects were generally greater than group divisions, irrespective of the two conditions, but substantially smaller than initial social networks. These results indicate that interdisciplinary learning does not occur “automatically” in an interdisciplinary module. This study contributes to effective learning in interdisciplinary learning environments.
Rienties, B., & Héliot, Y. (2016). Enhancing (in)formal learning ties in interdisciplinary management courses: a quasi-experimental social network study. Studies in Higher Education. DOI: 10.1080/03075079.2016.1174986. Impact factor: 1.037.
Full version is available at: http://www.tandfonline.com/doi/full/10.1080/03075079.2016.1174986
The document summarizes Roslinda Rosli's dissertation defense on integrating problem posing in teaching and learning mathematics. It provides an overview of the dissertation and introduces the research questions and methodology used in four studies on the effects of problem posing on student learning, preservice teachers' problem solving and posing abilities, and preservice teachers' knowledge and attitudes towards fractions. The theoretical framework draws on constructivist learning theory. Key findings include that problem posing can benefit student mathematics learning, and preservice teachers demonstrated understanding in solving mathematical problems but posed many low-quality problems initially.
Highlights From Future of Education - mSchool + DreamBox LearningDreamBox Learning
In the edWeb.net Blended Learning community’s latest webinar, Elliot Sanchez joined Dr. Tim Hudson, Senior Director of Curriculum Design for DreamBox Learning, Inc., and discussed the future of math education. Elliot, Founder & CEO of mSchool, and one of the 2014 Forbes 30 Under 30, is a leading education innovator with 14 state-funded classrooms that successfully leverage blended learning. Elliot and Tim discussed mSchool’s approach and successes, blended learning, formative assessment, meeting the diverse needs of all students, Common Core State Standards, and digital learning technologies. They provided a recap of insights from the January 22, 2014 The Future of Math Education: A Panel Discussion of Promising Practices webinar, with a focus on blended learning. That panel included NCSM President Valerie Mills, renowned math educator; author Dr. Cathy Fosnot, and past NCTM and AMTE President Dr. Francis (Skip) Fennell. Everyone interested in the success of all students in learning mathematics—educators, parents, and community members— can appreciate the valuable insights and approach to innovation from these education thought leaders.
The role of ‘opportunity to learn’ in the geometry currriculumChristian Bokhove
1) The study examines factors influencing geometry achievement across six countries using TIMSS 2011 data, focusing on opportunities to learn (OTL) as defined by curriculum content, instruction time, and teacher quality.
2) Results found OTL factors were differentially related to achievement depending on country, with geometry content coverage and teacher preparedness not predicting achievement in most cases. Instruction time was important for Japan but homework time showed mixed effects.
3) There are complex interplays between socioeconomic status, curriculum time allocation, and achievement that differ in each education system and require more detailed qualitative analysis.
Case studies of teacher development on a mathematicalamesa11
This document summarizes research on a course to develop in-service teachers' skills in teaching mathematical literacy. It describes the course background, research questions, and theoretical framework. Key findings are presented on the classification and cognitive level of mathematical literacy questions teachers developed over time. The findings show a shift from mainly contextual questions to more balanced contextual and mathematical questions requiring higher-order thinking. The conclusion calls for improved teacher training to help teachers make stronger connections between contexts and mathematics in solving real-world problems.
Action Research Proposal Presentation - DRAFTMarc Stephens
This document provides an overview of a proposed action research project to improve teacher implementation of classroom technology at a suburban high school. The project will assess teachers' technology skills and practices, provide training using a constructivist model, and involve weekly technology-integrated lessons with support from a technology team. The goal is to determine how to better support teachers in using technology to enhance student learning.
22 January 2018 HEFCE open event “Using data to increase learning gains and t...Bart Rienties
With the Teaching Excellence Framework being implemented across England, a lot of higher education institutions have started to ask questions about what it means to be “excellent” in teaching. In particular, with the rich and complex data that all educational institutions gather that could potentially capture learning gains, what do we actually know about our students’ learning journeys? What kinds of data could be used to infer whether our students are actually making affective (e.g., motivation), behavioural (e.g., engagement), and/or cognitive learning gains? Please join us on 22 January 2018 in lovely Milton Keynes at a free OU- and HEFCE-supported event on Using data to increase learning gains and teaching excellence.
14.00-15.00 Measuring learning gains with (psychometric) questionnaires
Dr Sonia Ilie, Prof Jan Vermunt, Prof Anna Vignoles (University of Cambridge, UK): Learning gain: from concept to measurement
Dr Fabio Arico (University of East Anglia): Learning Gain and Confidence Gain Through Peer-instruction: the role of pedagogical design
Dr Paul Mcdermott & Dr Robert Jenkins (University of East Anglia): A Methodology that Makes Self-Assessment an Implicit Part of the Answering Process
15.00-15.45 Measuring employability learning gains
Dr Heike Behle (University of Warwick): Measuring employability gain in Higher Education. A case study using R2 Strengths
Fiona Cobb, Dr Bob Gilworth, David Winter (University of London): Careers Registration Learning Gain project
Benefit(s)/effectiveness of Google ClassroomNiroj Dahal
This document discusses the benefits and challenges of using Google Classroom. It examines how instructors and students use Google Classroom and how their use changes over the course of a class. The document also considers what student engagement levels and types are revealed through the use of Google Classroom. Finally, it suggests that examining the opportunities and challenges of Google Classroom could provide insights into future changes to teaching methods.
1) Metacognition involves knowledge of one's own cognition and regulation of one's thinking processes. It is important for self-regulated learning.
2) Explicitly teaching metacognitive strategies like planning, monitoring, and evaluating can improve learning, especially when linked to specific academic domains.
3) Teachers should model metacognitive skills, consistently use metacognitive terminology, and provide opportunities for guided practice with feedback to help students develop metacognitive abilities. Online tools can support metacognitive activities.
Are formative-exercises-taken-seriously-stewart-and-ang-slidesterry_stewart
The document summarizes research on students' use of an optional online exercise to prepare for a case-based business ethics assignment. The summary is:
1) Around 41% of the 1,157 students accessed the online walkthrough but engagement decreased as students progressed, with only 9.6% seriously attempting the last question.
2) Students who completed the walkthrough scored higher on average on the assignment and had higher GPAs.
3) Lecture promotion and support influenced student participation, with rates around 50-60% for classes with more encouragement and only 20-25% for others.
Empowering students to adapt to new learning situationscies
1) The document discusses a Hybrid Learning Model that uses flashcards to break down learning activities into interactions and roles to help students adapt to new learning situations.
2) An example is given of how the model was demonstrated to first-year marketing students to help them understand the process of compiling their portfolio for assessment.
3) Student feedback indicated that the model was useful in providing clarity around expectations and simplifying the task, with over 90% finding it helpful for adapting to the portfolio activity.
Lost in transition - Helping students to adapt to new learning situationscies
This document discusses using a Hybrid Learning Model (HLM) to help first-year students adapt to new learning situations. The HLM captures 8 learning events and interactions between teachers and learners. A pilot study showed modeling an activity using the HLM helped over 90% of students adapt to portfolio requirements. Both teachers and learners found the model simplified expectations and broke activities into understandable parts. The HLM supports learners in new scenarios and helps teachers better introduce learning activities.
Development and Use of the Hybrid Learning Modelcies
1) The Hybrid Learning Model was developed to describe teaching and learning processes with a focus on the learner perspective. It combines elements from existing models into a set of flashcards that capture interactions and roles.
2) Initial evaluations found it provided practitioners with greater awareness of the learner role and expectations, and learners felt it helped them understand what was expected and adapt to new learning situations.
3) Future developments include a fully online version of the tool and expanding its uses, such as for student research or academic induction. Evaluations so far have been very positive.
Teaching and learning practice - the view from both sides of the fencecies
The document discusses a hybrid learning model developed by CETL(NI) to enhance the learning experience. The model brings together the 8 Learning Event Model and a closed set of learning verbs. It provides a common language for describing teaching and learning interactions and reflects what learners do in practice. Both teachers and learners found it useful for reflection, and it increased awareness of expectations of different roles.
Alan Masson - Formalising the informal - using a Hybrid Learning Model to Des...Mark Travis
The document describes a Hybrid Learning Model (HLM) developed to describe learning practices. The HLM combines two existing models and uses universal concepts and plain English terms to capture interactions between participants. It has been used to raise awareness of teaching and learning processes, reflect on current practices, and clarify student expectations. Evaluations show it provides an accurate description of activities and encourages consideration of the learner perspective. The simplicity of the HLM allows for a range of uses including reflection, planning, and evaluation.
The document describes a Hybrid Learning Model (HLM) developed to describe learning practices. The HLM brings together an eight learning events model and learning verbs to capture interactions and roles. It has been used to formalize informal processes, provide awareness of learner roles, and reflect on teaching practices. Evaluations show it effectively describes learning processes and increases awareness of teaching and learning from both practitioner and learner perspectives.
This document provides information about a module called "Element of Natural Built Environments" (ARC30105). The 5-credit module aims to expose students to natural and built environments through lectures, tutorials, site visits and projects. It will be taught over 18 weeks with 2 hours of lectures and 2 hours of tutorials per week. Students will complete 2 projects - the first on natural environments and the second on built environments. They will also maintain a journal and develop an ePortfolio. Assessment will be based on the projects, journal, and ePortfolio. The module uses student-centered learning and aims to develop students' skills in recognizing environments, describing characteristics, analyzing developments, and communicating ideas.
This document provides information about a module called "Element of Natural Built Environments" (ARC30105). The 5-credit module aims to expose students to natural and built environments through lectures, tutorials, site visits and projects. It will be taught over 18 weeks with 2 hours of lectures and 2 hours of tutorials per week. Students will complete 2 projects - the first on natural environments and the second on built environments. They will also maintain a journal and develop an ePortfolio. Assessment will be based on the projects, journal, ePortfolio and class participation. The module uses student-centered learning and aims to develop students' skills in recognizing environments, describing characteristics, analyzing developments, and communicating ideas.
This document provides information about a module called "Element of Natural Built Environments" (ARC30105). The 5-credit module aims to expose students to natural and built environments through lectures, tutorials, site visits and projects. It will be taught over 18 weeks with lectures, tutorials and self-directed study. Students will work on two projects - the first on natural environments and the second on built environments. They will also maintain a journal on topics covered. Assessment will include these projects, the journal and an ePortfolio. The module aims to develop students' skills in recognizing environmental elements, describing characteristics, analyzing developments, and communicating ideas.
Enbemoduleoutline 150615071942-lva1-app6891Xying Lee
This document provides information about a module called "Element of Natural Built Environments" (ARC30105). The 5-credit module aims to expose students to natural and built environments. It will focus on establishing a symbiotic relationship between the two. Students will develop observational skills, compile data, and learn to present information. The module will be delivered over 18 weeks through lectures, tutorials, and self-study. Students will be assessed through two projects, a journal, and an e-portfolio. The first project focuses on nature and the second on proposing a better city. The module aims to help students recognize different environmental elements and understand the relationship between nature and the built environment.
This document provides information about a module called "Element of Natural Built Environments" (ARC30105). The 5-credit module aims to expose students to natural and built environments through lectures, tutorials, site visits and projects. It will be taught over 18 weeks with 2 hours of lectures and 2 hours of tutorials per week. Students will complete 2 projects - the first on natural environments and the second on built environments. They will also maintain a journal and develop an ePortfolio. Assessment will be based on the projects, journal, and ePortfolio. The module uses student-centered learning and aims to develop students' skills in recognizing environments, describing characteristics, analyzing developments, and communicating ideas.
This document provides information about a module called "Element of Natural Built Environments" (ARC30105). The 5-credit module aims to expose students to natural and built environments through lectures, tutorials, site visits and projects. It will be taught over 18 weeks with 2 hours of lectures and 2 hours of tutorials per week. Students will complete 2 projects - the first on natural environments and the second on built environments. They will also maintain a journal and develop an ePortfolio. Assessment will be based on the projects, journal, and ePortfolio. The module uses student-centered learning and aims to develop students' skills in recognizing environments, describing characteristics, analyzing developments, and communicating ideas.
This document provides information about a module called "Element of Natural Built Environments" (ARC30105). The 5-credit module aims to expose students to natural and built environments through lectures, tutorials, site visits and projects. It will be taught over 18 weeks with 2 hours of lectures and 2 hours of tutorials per week. Students will complete 2 projects - the first on natural environments and the second on built environments. They will also maintain a journal and develop an ePortfolio. Assessment will be based on the projects, journal, and ePortfolio. The module uses student-centered learning and aims to develop students' skills in recognizing environments, describing characteristics, analyzing developments, and communicating ideas.
This document provides information about a module called "Element of Natural Built Environments" at the School of Architecture, Building & Design. The 5-credit module aims to expose students to natural and built environments through lectures, tutorials, site visits, and self-directed study. Students will learn to recognize different elements, describe characteristics, differentiate developments, and analyze the relationship between natural and built environments. Assessment includes class participation, assignments, and a final presentation. The module uses student-centered learning approaches to facilitate an active learning process.
This document provides information about a module called "Element of Natural Built Environments" (ARC30105). The 5-credit module aims to expose students to natural and built environments through lectures, tutorials, site visits and projects. It will be taught over 18 weeks with 2 hours of lectures and 2 hours of tutorials per week. Students will complete 2 projects - the first on natural environments and the second on built environments. They will also maintain a journal and develop an ePortfolio. Assessment will be based on the projects, journal, and ePortfolio. The module uses student-centered learning and aims to develop students' skills in recognizing environments, describing characteristics, analyzing developments, and communicating ideas.
This document provides information about a module called "Element of Natural Built Environments" (ARC30105). The 5-credit module aims to expose students to natural and built environments through lectures, tutorials, site visits and projects. It will be taught over 18 weeks with 2 hours of lectures and 2 hours of tutorials per week. Students will complete 2 projects - the first on natural environments and the second on built environments. They will also maintain a journal and develop an ePortfolio. Assessment will be based on the projects, journal, and ePortfolio. The module uses student-centered learning and aims to develop students' skills in recognizing environments, describing characteristics, analyzing developments, and communicating ideas.
Instructional Design Model Comparison Chartcoloherzogs
1) The document compares several instructional design models: Dynamic Instructional Design (DID), Backward Design, ASSURE, and ADDIE.
2) DID is a six-step model that incorporates continual feedback, Backward Design focuses on setting goals before instruction, ASSURE emphasizes active student participation, and ADDIE is a five-phase process used to design individual lessons.
3) While each model has advantages, the needs of elementary music education are best met by Backward Design, which aligns with how music teachers plan based on preparing students for performances.
Similar to Not a world apart: Mapping out student expectations with the Hybrid Learning Model (20)
This document summarizes an event showcasing a Reward and Recognition (R&R) scheme for teachers at Ulster University. The R&R scheme aims to reward excellent teaching and support staff development. It provides funding for projects, workshops, and collaboration. Survey results found that participants valued networking, sharing ideas, learning new skills, and gaining insight into improving teaching. The event highlighted the benefits of the R&R scheme in enhancing teaching quality and the student experience.
The Use Of Pedagogical Profiles To Establish An Educationally Centric Approac...cies
The document discusses using pedagogical profiles to connect teaching and learning resources and establish a learner-centered approach to managing these assets. It proposes applying educational metadata standards to siloed information systems to link related materials like case studies, training courses, and e-learning tools. This integrated approach aims to simplify access to relevant resources and encourage reuse. Initial progress includes adopting core applications and demonstrable connections between systems at some institutions.
Case studies: a potential nexus for communities of practice and researchcies
This document outlines a session on using case studies as a potential connection point for communities of practice and research. It includes an agenda for the session which explores drivers of educational change, resources that inspire practitioners, and the benefits and challenges of practice-based case studies. It also describes the CETL (Centre for Excellence in Teaching and Learning) approach to developing an online case study tool, including focused questions and automated workflows. The tool is being implemented at the University of Ulster to enable sharing and reuse of teaching practices, with the goals of encouraging reflection, disseminating practices, and supporting an institution-wide community of teaching and learning.
The document provides photographs of various locations around the Coleraine Campus for orientation purposes, including aerial views of the campus, maps, buildings like the Tower building and Learning Resource Centre, facilities like computer labs and lecture theaters, accommodation sites, and signs for the Computing at Coleraine program area.
The registration process for new Computing students at Coleraine University involves 5 steps: 1) Arriving at the university and going to the South Building, 2) Attending a talk and checking enrollment forms in room LT1, 3) Being escorted to the Computer Science labs to learn about accessing networks and finding class schedules, 4) Being escorted to the Main Building to complete online registration and sort out fee payments, 5) Bringing necessary documents like photos, certificates, and ID.
A staff development lunchtime seminar which introduces staff to a definition of \'web 2.0\', introduces them to a series of web 2.0 key concepts, talks about levels of participation online, online tools that use web 2.0 key ideas, \'digital natives\' and their adoption of new technologies, and case studies within the University of Ulster
Facilitating reflective practice - experiences to datecies
The document discusses Dr. Alan Masson's experiences using a Hybrid Learning Model (HLM) to facilitate reflective practice among educators. The HLM uses visual flash cards to represent teaching interactions and roles in order to provide a structured view of practice and promote reflection. Practitioners found the HLM helped increase awareness of learners' perspectives and encouraged evaluating how expectations align with learning activities. Future work aims to develop the HLM into an online tool and connect it with other resources to further reflection, discussion, and community building among educators.
Assisting students to participate in Inquiry Based Learningcies
1. The document discusses introducing students to Inquiry Based Learning (IBL) through modeling the process. It describes modeling an IBL activity by breaking it down into a series of learning events using prompt cards.
2. Feedback from students on the modeled IBL activity was positive, with most students finding it helpful for understanding expectations and preparing their portfolio.
3. The Hybrid Learning Model (HLM) provides a simple and practical tool to help review and enhance teaching and learning practices through modeling activities and clarifying roles, expectations, and processes for students.
Assisting students to participate in Inquiry Based Learningcies
1. The document discusses introducing students to Inquiry Based Learning (IBL) through modeling the process. It describes modeling an IBL activity by breaking it down into a series of learning events using prompt cards.
2. Feedback from students on the modeled IBL activity was positive, with most students finding it helpful for understanding expectations and preparing their portfolio. It provided a structured approach and checklist for their learning.
3. The Hybrid Learning Model (HLM) that was used to model the IBL activity provides simplicity, encourages review of teaching practices, and gives clear guidelines to empower students in their learning. It has a range of uses including reflection, planning and evaluation.
The document discusses using a hybrid learning model to enhance the student experience. It introduces the hybrid model, which combines the 8 learning event model and learning verbs. The model includes eight learning events: receives, debates, experiments, creates, explores, practices, imitates, and meta-learns. It provides examples of how to apply the model, including describing a learning activity using the events and verbs. The goal is to design an ideal program using the hybrid model as a framework.
The document discusses the Hybrid Learning Model (HLM) and how it can help teaching practice. It describes the 8 learning events in the HLM: receives, debates, experiments, creates, explores, practices, imitates, and meta-learns. An activity is presented where participants pick one learning event and map out a related learning activity using verb cards describing the front and back of the event. The overall goal is to consider how the HLM can enhance teaching.
‘Eyes Wide Shut’: The Challenge of Evaluating E-Learningcies
This document discusses evaluating e-learning and the challenges of using data from virtual learning environments (VLEs) like WebCT. It notes that VLE data requires context and careful interpretation to be useful. While the data provides information on usage, it does not necessarily reflect the learning experience. The Center for Excellence in Teaching and Learning promotes a holistic evaluation approach using both quantitative VLE data and qualitative methods like surveys, focus groups, and reflective journals to understand teaching practices and their impact on learning.
Helping teachers understand their learners and their needs better in WebCTcies
This document discusses using data from a learning management system (LMS) to help teachers reflect on their teaching practices and better understand their students' needs and experiences. It proposes generating reports from LMS data that compare student cohorts, track tool usage over time, and highlight any tensions between students' experiences and course expectations. The goal is to facilitate reflection by teachers and promote awareness of how to positively impact student learning.
The document discusses using a hybrid learning model to enhance the student experience. It introduces the hybrid model, which combines the 8 learning event model and learning verbs. The model includes eight learning events - receives, debates, experiments, creates, explores, practices, imitates, and meta-learns. It provides examples of how to apply the model, including describing a learning activity using the events and verbs. The goal is to design an ideal program using the hybrid model as a framework.
Describing and disseminating practice in a transparent mannercies
This document describes a model for capturing and disseminating teaching and learning processes. The model involves mapping and recording learning events and activities using verbs to describe what the teacher and learner are doing. This provides a reflective opportunity for practitioners to review learning activities and designs. The model outputs could help design lesson plans and refine learning outcomes. It also provides a way to compare teacher and learner perspectives to evaluate practice. Benefits include a tool to record practices, a reflective process for practitioners, and a basis for discussing and disseminating effective teaching methods.
This document discusses a hybrid learning model that brings together learning and teaching. It presents different learning events such as receives, debates, experiments, and creates. For each event, it suggests describing the teacher and learner roles using verbs. Practitioners found using this model helped them better understand the learner's role and perspective. It also helped capture teaching and learning processes in a way that is understandable, generic, reusable, and shareable.
The document describes a hybrid learning model developed by CETL (NI) to enhance the learning experience. The model brings together the 8 learning event model and closed set of learning verbs to describe teaching and learning interactions. It focuses on using universal concepts and language. The model includes learning events like receives, debates, experiments, and creates. Activities are provided for practitioners to model their own teaching practices using the events and describe the teacher and learner roles. Benefits of the model include capturing processes, aiding reflection, and sharing practices across subjects. Feedback indicated the model helps students understand expectations and structure their learning.
Designing for Learning - the Hybrid Learning Modelcies
This Powerpoint presentation is based on a workshop which was centred around the Hybrid Learning Model, a tool developed by CIES to design effective learner centred activities.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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18. Initial Impact: Ease of Understanding Concepts of Modelled Activity Study 1, Missing (n=3) Study 2, Missing (n=1) 0% 6% (n=4) 20% (n=13) 70% (n=46) Study 1 Portfolio (Total n=66) Not Sure Not Easy Quite Easy Easy Learner Study 2% (n=3) 6% (n=11) 44% (n=77) 48% (n=83) Study 2 Module (Total n=175)
19. Initial Impact: Usefulness of modelled activity Study 1, Missing (n=3) Study 2, Missing (n=3) 12% (n=8) 2% (n=1) 46% (n=30) 36% (24) Study 1 Portfolio (Total n=66) Too early to say Not Useful Quite Useful Useful Learner Study 20% (n=35) <1% (n=1) 36% (n=62) 43% (n=74) Study 2 Module (Total n= 175)
20. Initial Student Comments “ The model helps to keep me on track with what is expected of me when preparing the portfolio” (Study 1) “ Gives me more of a rough guide into what is involved to make your first year a successful year” (Study 2) “ It puts all the information into simple terms, and it easier to understand as a new student” (Study 2) “ Something like this would be a positive help….especially the terminology and being able to focus your learning differently” (Study 1) “ Gives a systematic method of looking at the module and gives a clear outline about what I should be doing in relation to the course content and how best to learn effectively and productively” (Study 2)
22. Follow Up (1) Follow Up Sample = Study 1, 50 1 st year students; Study 2, 105 1st year students; 92% The modelled activity helped me to adapt to completing my portfolio (Study 1) 66% I would like other modules/learning activities to be modelled in this way to help me adapt to new learning situations (Study 1 and Study 2) 87% The modelled activity helped me to adapt to completing this study skills module (Study 2) % Agree Learner Statements
23. Follow Up (cont’d) Study 2: Use of the model in preparing for any aspect of their module (e.g., completion of assignments) Study 1: Using (or intend to use) modelled activity in preparing their portfolio n=50 n=105 No 22% (n=11) Yes 78% (n=39) No 51% (n=54) Yes 49% (n=51)
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25. 55% 63% helped me reflect on my learning 61% 67% provided a clear outline of what was expected 73% 90% provided an awareness of what is expected of me 52% 69% simplified what we had to do 67% 65% broke down the activity into understandable parts % Selected Study 2 % Selected Study 1 The modelled activity was useful because it…
Just a quick overview of what we intend to cover in this short paper session. I am Aine Mac Neill (Instructional Technologist) and this is Vilinda Ross (Researcher). We work in a Centre for Excellence in T&L based in Northern Ireland. Its one of 81 Centres based throughout the UK. Today we will tell you a little about the overall work of our Centre but we will be focusing in on one particular tool that we have developed – The Hybrid Learning Model- a teaching and learning reference model that has been developed (based on and adapting existing learning design models and tools) and used with staff and students of University of Ulster. This has been used to construct models of academic practice. Over the last 2 years we have been using the model to assist Year 1 students to adapt to new learning situations and that’s what the session will focus on today. There will time at the end for questions,
CETL (NI): Institutional E-Learning Services to Enhance the Learning Experience. 1 of Northern Ireland based CETLs: centre for excellence in teaching and learning – 81 in UK CIES Primary aim: “ promote, facilitate and reward the adoption of a “ learner centred ” reflective practice approach to the development of teaching and learning, in particular with respect to the use of e-learning technologies” Overall Project: Connected support environment to facilitate and support reflection and changes in practice. Models of practice, practice exchange repository, tools and resources. The Hybrid Learning Model allows us a simple effective method of recording and sharing academic practice in plain English, in terms of base interactions and roles. So just moving on I would like to give you a quick overview of the HLM.
CETL E-Learning Services, University of Ulster The CIES Hybrid Learning Model brings together 2 existing learning design measures – the 8LEM developed by the LabSET project University of Liege and Teaching and learning activity verbs developed by Sue Bennet University of Wollongong. Based on 8 interactions between teacher and learner and proposes that all instances of teaching and learning can be mapped to one or more of these: Receives (Traditional didactic transmission of information: e.g. lecture/content delivery/recommended reading) Debates (learning through social interactions, collaborative, challenging discussions e.g. f2f debates, online discussions Experiments (Learner manipulating the environment to test personal hypotheses e.g. lab work, workshops,) Creates (Creating something new, producing work e.g. essays, projects etc) Imitates (Learning from observation and imitation e.g:modeling/simulation, practicals, walkthrough tutorials, role plays ) Practices (Application of theory and its assessment, to include tutor feedback- e.g. Exam, quiz,) Explores (Personal exploration by learner e.g literature reviews, Internet searches, information handling) Meta-learns (self reflection at the end of a learning process) It focuses on processes and interactions in teaching and learning rather than content, Important to note that no order / number is prescribed Examples : Starting of with a Presentation: Receives, Then a Discussion: Debates, Students create something on their own based on what they have just learnt : Creates / Experiments, Summing up discussion and sharing thoughts: Meta learns
Bennett’s Thirty Verbs Wollongong verbs: teachers are comfortable with provide a simple, easy to understand method of describing key teaching and learning activities in plain English. [1] http://www.learningdesigns.uow.edu.au/ [2] The 30 Verbs were supplied by Sue Bennett through the final meeting of the EU UNFOLD project in Berlin, 2005. Two additional verbs were added to accurately represent the Teachers role (Monitor and Coach)
CETL E-Learning Services, University of Ulster Interaction based Model supported by activity verbs, focuses on i nteractions between participants in the learning process . Uses universal concepts and plain English – not requiring a background in educational theory This model is supported by a pack of flash cards , the front of each card depicts the nature of base interaction, the interdependent role of teacher and learner, and provides examples the back of each card has : a closed set of associated teaching and learning verbs to choose from for both the teacher and learner role. The next few slides will show how we use the model / flash cards with practitioners
A quick overview of how the model is applied to practice We sit down with the academic, usually in an informal setting and ask them to think about a learning activity. We give them an overview of the basic concepts and verbs involved in the HLM We ask them to give an overview and quick outline of the learning activity and record this on an a4 grid CETL E-Learning Services, University of Ulster
CETL E-Learning Services, University of Ulster 4. Once the practitoner has had a chance to examine the cards / each individual learning event they begin to map learning events against the activity plan that they been describing. They will generally lay the learning event cards out in a sequence whilst the facilitator records their choices.
CETL E-Learning Services, University of Ulster The academic then decides what learning event is most appropriate to that activity in the learning sequence and records it
Once the sequence of learning events has been selected the practitioner is asked to turn over each learning event card to select verbs that appropriately describe the intended role of both the teacher and learner during that specific interaction. We ask them to consider both their role and the learner role and assign verbs for each of the roles and again we map these to the recording grid. The flash cards are tactile and offer visual prompts providing a useful prompt for reflection as the academic goes through the process regarding their role and the student role. CETL E-Learning Services, University of Ulster
CETL E-Learning Services, University of Ulster As the practitioner chooses verbs they are asked to note them in terms of priority and provide further prompts for students to clarify exactly how the chosen verb relates to them in the context of their learning, putting the learner at the centre of the learning activity.
So as you can see learning events, verbs and other essential contextual information are recorded on a simple grid providing a detailed overview with rich information on how a learning activity is taught. It focuses on process rather than content. The whole process usually takes half hour – 1 hour (and can also be done individually as the cards come with simple instrauctions and a link to a recording grid) CETL E-Learning Services, University of Ulster
CETL E-Learning Services, University of Ulster As you can see the after contextual information (tools / resources / links to assessment criteria), we end up with a Structured / concise overview rich lesson plan / checklist that outlines and clarifies roles, expectations and simplifies the teaching / learning process into understandable chunks. This output can be presented in a textual grid animation
Practitioners were involved in the early development of this tool, it was piloted and evaluated at all stages of the development lifecycle feedback from questionnaires, focus groups and user feedback sessions indicated that they found it- …… as above It is used within University of Ulster via our Staff Development Unit academic induction Post Graduate Higher Education Practice modules standalone sessions for sharing practice, planning and designing learning activities. Although the tool was initially developed to capture and record practice it became clear that the practice models could be useful and provide valuable support to students adapting to new learning situations I will pass over to Vilinda , she will talk more about the studies with students.
Pilot Study with 2 groups of Nursing students. They adapted to using the HLM very quickly and commented that the model would help other students “adapt to the expectation of what is going on” and would be useful “out in practice – to help explain topics”. To date 7 studies have been completed using the HLM with students. - 2 main studies and 4 smaller scale studies have been with 1 st years another larger study has been with 2 nd year Career students A range of new/different learning situations have been modelled with staff and include portfolio and seminars (UBS), labs- 1 st year experiments (Philip Griffiths), software development (Nicola Ayre), module (Claire McCann) and reflective journal (Careers) 2 learning situations reporting on today are completion of a portfolio and a broader aspect of the learning process – completion of a module
2 main studies we will be talking about (portfolio and module) have been completed with the Ulster Business School, UU, 2 different cohorts and 2 different years. The process or methodology included: CIES got together with UBS staff to model an activity with the HLM. The activity was recorded on the mapping grid and was either sent electronically to UBS staff or a further meeting was had to clarify or reconsider the content. A flash animation was created (so as to present the modelled activity to the students in a more engaging way) and handouts with the mapping grid attached were prepared. (2) At the start of semester CIES staff went into class, briefly introduced the model and did a walkthrough presentation of the flash animation which outlined the activity. Students were also provided with the mapping grids to take away with them (Whole process 15-20 minutes) (3) Data was collected at 2 different stages – Immediate Response and Follow Up - immediately after they had been introduced to the HLM and their modelled activity - by a brief survey (asking about their initial response to the model – how easy to understand, whether they thought it would be useful and agreement/disagreement with a number of learner statements) - Follow up occurred at the end of semester/wk 11 so enough time for students to use or not use. CIES staff permission to return to class and requested students to complete a survey to see if they did use the model to help in preparation for their module/portfolio.
This is the actual grid that was supplied to 1 st year students who were having to complete a module in Skills for Studying Business (Study 2). This is the 2 nd page of the grid where you can see students are required to complete group work (Debates), Explore the research topic area, write a report and prepare for a joint oral presentation (Creates) as well as engage in some meta-learning activity (reflect on their weekly tasks and contributions to group work). Grid provides an overview of the task but also provides students with a checklist to assist them to complete the task and review their learning.
Table outlines findings for both sets of students from the Ulster Business School – Portfolio (BSc Marketing: Personal Employability Skills) and Module (Skills for Studying Business) Findings: Both students found the concepts (verbs, Learning events etc.) easy to understand but more so students who had the modelled portfolio (They were more definite in their response) Nevertheless, Study 1 = Easy and Quite Easy accounting for 90% of students/ Study 2 in total 92% Both sets of students were definite in their opinion with response of ‘Not Sure’ being extremely low (0%-2%) 6% in each instance perceived it to be ‘Not Easy’.
Points to note: Both sets of students indicated that they felt that the modelled activity would be useful in preparation for their portfolio and completion of their very first module at University (82% and 79% if aggregated). Some indicated that it was’ too early to say’ how useful it would be. One fifth of students that were provided with the outline of their module felt that it was too early for them to say.
Students (from Study 1) felt the model was – a “positive help”, helping them to prepare for their portfolio They liked the simplicity of the model/modelled activity “It puts all the information into simple terms”…… and they perceived it as a “rough guide” to a successful first year.
Tagcloud created by Wordle representing qualitative/open response comments – this is based on the most frequent words used by students in their responses. This tagcloud was created from Study 2 (outline of module), it focuses on words students used to comment how they thought the modelled activity would help them - expected, understand, useful, simple, easier, help, insight The following types of comments have been commonly noted by learners: - I am clearer of what is expected of me - The activity is easier to understand The model will be useful to help me complete the task [These words used by learners are very relevant to current HE agendas of student retention and transition.]
(1) Follow up conducted at the end of semester/wk 11 (2) Sample Size: Please note –variation in sample size for follow up (105 out of 175, 50 out of the original 66) (3) This table shows student agreement with 2 different learner statements that were devised to judge how the modelled activity had helped in practice. Learner statement in the 1 st two rows are the same where students had to indicate their agreement to whether the modelled activity had helped them adapt to completion of their portfolio or study skills module. Agreement high with both sets of students! (4) Also, when students asked whether they would like other learning activities/modules to be modelled in this way 66% (in both instances) were in agreement.
(1) Important question was whether students actually used the modelled activity. (2) In Study 1 there is a clear indication that this was the case with 78% of students using the model to help them prepare for the portfolio. Study 2 is less positive with a rough 50/50 split of students using the model. (3) Points to note; One study based on a defined learning activity – completion of a portfolio, the other study was less defined as such = preparation for any aspect of the students’ module/introduction to a course. In hindsight, we need to ask the question whether this modelled activity was too broad for the students to maybe use as effectively. Also should treat any comparison with some caution as sample size were different. (4) Findings somewhat contradictory – would appear the HLM modelled activity is a support mechanism helping them ‘adapt’ to new learning situations, and was easier to use in practice when it was a clearly defined activity. I think we were possibly ambitious to attempt to model a whole module/introduction to a course.
Students were also asked which aspects of the model were most useful to them. This table indicates that for both cohorts the 8 learning events were considered the most useful (providing a basic framework of the activity) and also being able to reflect on the process/learning activity itself was also considered important to students. Less important were the verbs used to describe the teacher and the learner roles.
Students were asked to select why they felt the model was useful. This table shows a selection of how the students responded. Awareness of what was expected of them – high agreement in both studies. Note – some differences between the 2 studies on the last 2 statements in this table. While between 63% to nearly 70% of students in Study 1 thought the modelled activity helped them reflect on their learning and simplified what they had to do between 52% and 55% of the 2 nd cohort believed this to be true…..again perhaps indicating what is modelled is an important consideration. Interesting point – while students in Study 2 did not use the model as much in practice they still responded positively to different aspects of the model. (Note that this wasn’t all the statements and not in this order).
Students felt that the model had helped at the start of the semester, it provided something to refer back to, it helped them realise my learning styles and indicated what lecturers expect.
Staff have reported that they feel this process is invaluable for students in transition. It is certainly a useful exercise to introduce new learners to the HE learning process It provides a simple but structured way of supporting 1 st year students where roles and expectations are clearly mapped out. It is supportive of learners in promotion of independent It provides a simple checklist/framework to support independent learning. (and it details what is expected in collaborative learning). Supportive in relation to learners being introduced to new learning situations which may be daunting to 1 st year learners. Within UU it is having a positive impact on student learning experience. Not forgetting HLM and modelled activities are supportive to staff to help introduce new learning scenarios. HLM allows staff to “respond to changing learner contexts”. It provides a framework for staff and learners to examine Teaching and Learning in a novel way + a catalyst for identifying opportunities, resources, technologies for improving practice Establishes from early on the staff/student partnership in the learning process Encourages learner centric practices (influencing learner centred practice), enhancing the teacher and learner experience. A key factor is the prominence given to the learner perspective. Encourages conversation about the learning process (tutor-student, tutor-tutor, student-student). Staff often more open and relaxed articulating their practice when using the model as a reference point. Discussions about the precision in the meanings of verbs prompted open sharing of practices and debates about the students’ experience. The model is a “discreet change agent” for enhancing the student experience by prompting reflection and improving teaching practice.