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Transitioning from
'Drawing out' to 'Drawing in’:
a revision of learning technology support
activities at Cardiff University
Peter Rayment
This session will offer an understanding of:
• how analytics can help to target support and enablement
activities;
• some of the issues and barriers to non traditional technology
use in Learning and Teaching;
• how best desirable practice can improve user success;
• why a move away from tool-based support is beneficial;
• how targeted content provision can be used to encourage
system use;
• the benefits of linking face to face and online support and how
to facilitate this
2
A little bit of history……
3
A little bit of history……
4
Problems with function based support
• Need to stop task currently doing
• Need to search for content and difficult to find
• Help not necessarily relevant to task
• Help not set in context
• Help not relevant to role
• Help tends to be tool based not task based
Generally walks through how to do not why you would do…
5
Context Sensitive help
Benefits
• Help is focused on what the person is doing
• No need to search
• But if you do search, materials easier to find
• Can tie together materials from a number of sources
• Role based, so materials are relevant to user
Has other potential to be covered later…….
6
7
8
9
Context sensitive support to Analytics
10
Benefits of Analytics
• Can see what users are doing in the system
• Can view activity differences between roles
Therefore
• Can start to target support / help / engagement
• Able to view results of change
11
System Usage
12
Staff system use in an example school
13
Champions of sending emails
14
Now we can facilitate change
15
Progression and Discovery
16
Often categorised by
importance placed on by
students, sometimes
institutionally driven)
(My students want
this……... why should I
want this?)
Processes or tasks driving
adoption of particular
mechanism
(Now, I know I want to do
this…. How can I go about
it?)
Underpinning
knowledge, what’s
needed to do it
correctly/sustainably
(What do I need to
know to support
students properly?)
Task based support materials
17
18
19
20
Common Activities Knowledge Required
A – Posting Lectures / Hand Outs 1 – Structure tips
B – Receiving Notifications 2 – Understanding copyright in
e.formats
C – Organise Course / Module 3 – Understanding Accessibility in
e.formats
D – Using Reading Lists 4 – Usable file formats and types
E – Posting Formative / Summative
Assessment information
5 – 3rd Party storage
F – Communicating with Students 6 – Working Across Modules
7 – Library / eReserves
8 – Academic regulations e.formats
21
Common Activities Knowledge Required
A – Posting Lectures / Hand Outs 1 – Structure tips
B – Receiving Notifications 2 – Understanding copyright in
e.formats (Ext)
C – Organise Course / Module 3 – Understanding Accessibility in
e.formats (Ext)
D – Using Reading Lists 4 – Usable file formats and types
E – Posting Formative / Summative
Assessment information
5 – 3rd Party storage
Plagiarism – Group Ass - MCQ 6 – Working Across Modules
F – Communicating with Students 7 – Library / eReserves (Ext)
8 – Academic regulations e.formats
(Ext)
Support at the point task is considered
22
Join together all resources to support task
23
Internal Support Materials
External Support Materials
Regulations
School /College Policies and Procedures
Desirable Practice
People
Events
Difference between – Drawing out and Drawing In
So in conclusion
• The ‘tool’ based support structure methodology draws out
(makes people try to find information for themselves)
• and what we want to do is draw in.
24
Peter Rayment
raymentpj@cardiff.ac.uk
25

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Transitioning from ‘Drawing Out’ to ‘Drawing in’: a revision of learning technology support activities at Cardiff University

  • 1. Transitioning from 'Drawing out' to 'Drawing in’: a revision of learning technology support activities at Cardiff University Peter Rayment
  • 2. This session will offer an understanding of: • how analytics can help to target support and enablement activities; • some of the issues and barriers to non traditional technology use in Learning and Teaching; • how best desirable practice can improve user success; • why a move away from tool-based support is beneficial; • how targeted content provision can be used to encourage system use; • the benefits of linking face to face and online support and how to facilitate this 2
  • 3. A little bit of history…… 3
  • 4. A little bit of history…… 4
  • 5. Problems with function based support • Need to stop task currently doing • Need to search for content and difficult to find • Help not necessarily relevant to task • Help not set in context • Help not relevant to role • Help tends to be tool based not task based Generally walks through how to do not why you would do… 5
  • 6. Context Sensitive help Benefits • Help is focused on what the person is doing • No need to search • But if you do search, materials easier to find • Can tie together materials from a number of sources • Role based, so materials are relevant to user Has other potential to be covered later……. 6
  • 7. 7
  • 8. 8
  • 9. 9
  • 10. Context sensitive support to Analytics 10
  • 11. Benefits of Analytics • Can see what users are doing in the system • Can view activity differences between roles Therefore • Can start to target support / help / engagement • Able to view results of change 11
  • 13. Staff system use in an example school 13
  • 14. Champions of sending emails 14
  • 15. Now we can facilitate change 15
  • 16. Progression and Discovery 16 Often categorised by importance placed on by students, sometimes institutionally driven) (My students want this……... why should I want this?) Processes or tasks driving adoption of particular mechanism (Now, I know I want to do this…. How can I go about it?) Underpinning knowledge, what’s needed to do it correctly/sustainably (What do I need to know to support students properly?)
  • 17. Task based support materials 17
  • 18. 18
  • 19. 19
  • 20. 20 Common Activities Knowledge Required A – Posting Lectures / Hand Outs 1 – Structure tips B – Receiving Notifications 2 – Understanding copyright in e.formats C – Organise Course / Module 3 – Understanding Accessibility in e.formats D – Using Reading Lists 4 – Usable file formats and types E – Posting Formative / Summative Assessment information 5 – 3rd Party storage F – Communicating with Students 6 – Working Across Modules 7 – Library / eReserves 8 – Academic regulations e.formats
  • 21. 21 Common Activities Knowledge Required A – Posting Lectures / Hand Outs 1 – Structure tips B – Receiving Notifications 2 – Understanding copyright in e.formats (Ext) C – Organise Course / Module 3 – Understanding Accessibility in e.formats (Ext) D – Using Reading Lists 4 – Usable file formats and types E – Posting Formative / Summative Assessment information 5 – 3rd Party storage Plagiarism – Group Ass - MCQ 6 – Working Across Modules F – Communicating with Students 7 – Library / eReserves (Ext) 8 – Academic regulations e.formats (Ext)
  • 22. Support at the point task is considered 22
  • 23. Join together all resources to support task 23 Internal Support Materials External Support Materials Regulations School /College Policies and Procedures Desirable Practice People Events
  • 24. Difference between – Drawing out and Drawing In So in conclusion • The ‘tool’ based support structure methodology draws out (makes people try to find information for themselves) • and what we want to do is draw in. 24

Editor's Notes

  1. Virtual Learning Environment User Group meeting Lecturer complained that help was difficult to come by. Always spent ages looking for correct support materials, they were difficult to find and sometimes out of context to the task. He wanted the system to have a button which he could click and it would tell him everything he needed to know to undertake the task What people want can sometimes seem unobtainable But things change……
  2. This became known as the Magic Button.
  3. A few years later I saw a demonstration of Eesysoft at a conference and had a Eureka moment This was the answer to the issues raised by the lecturer years previously.
  4. Blue tab on right is context sensitive help tab Since been monitoring we have had 357000 visits compared to 14750 to Student help and 615 to Staff Help tab Result we have turned off access to other support tabs.
  5. This content is related to the task that the person is trying to do, It is targeted by role and relevant. There is also the ability to show external resources, including Blackboards support materials which have been built into the system. People have the ability to provide feedback on the support materials so we can establish their usefulness and reflect upon this.
  6. Proactive messages, can be used throughout the system (VLE) Targeting information on Induction Modules to UG students, Induction module was self enroll Usually we would expect low uptake But in this case 1700+ students self enrolled and viewed content. Also used same messaging for staff and had 300+ enrolments (compared with 600 staff visiting old support this is excellent)
  7. IF the context sensitive help system is tracking what users are doing to display content then Next step as natural progression is Analytics. Here we can see peaks and troughs in content creation by staff across a number of schools Reporting is customisable and based on monitors within the system and roles.
  8. To give examples in our system we can see that Email and announcements are a high use functionality Why is this? Is it something we need to understand and possibly change More advanced tool use is low (Collaboration)
  9. Example use of communication tools by staff within a school Peaks and troughs of activity, also shows areas of high activity. An example being email
  10. We can drill down within the system, to identify Champions or high use users. We can then start to ask the question as to why these tools are favoured. In this case this is a generic login form the Undergraduate Office in our School of BIOSI, used primarily to email students.
  11. Being able to view what’s happening in the system and results of change have led to rethinking how we provide support We have a toolset in place that enables us to facilitate change Know what people are doing We have the ability to target resource We can measure results of actions Move from support based on system functionality to support focused around tasks
  12. Why – Why would I want to do this task? How – How do I go about undertaking this task? What – What knowledge and skills do I need to undertake this task?
  13. We have started to create repositories for Task based support. Initially they are being surfaced in the Induction and Refresher Modules mentioned earlier. These are based around common tasks instructors will undertake in their online Classrooms. Built in flexibility in this approach as they can be surfaced through a variety of routes – Induction modules, Online support for face to face activities Utilising the Eesysoft context sensitive system to present at point of task initiation.
  14. Here Why would academics of module facilitators consider putting content online? The drives and benefits. How – this links to explanations on how they should go about the task, and the things that need to be considered (and other options that could be considered) What – things that the person needs to take into account and know to undertake the task. (possibly external).
  15. So what we can do now is start to think about the knowledge required to undertake a task. Also where in the VLE we would like to facilitate the knowledge being available In this case Assessment. We can assign a monitor here. And put in place proactive messaging to aid the person in their decision making an dcompletion of the task.
  16. Common Activities and Knowledge required to undertake them.
  17. Assessment mapping across to Knowledge required. In this case (Ext) denotes materials that are external to our teams control One big benefit of the system is that we can integrate these external resources into the support materials at the point they are needed. There is no need for the person to search numerous external sources to find relevant materials This work has been done. We can also ensure that there are single definitive sources of the materials, (people are not all working to different criteria / rules) But multiple resources Also an
  18. So what we would like to do is at the point where the task is initiated we provide information (resources) which help to cover Why How What Providing them with links to internal and external resources And if available People and Events Benefits of changed model Clear focused Signposting to current resources Ties together previously unjoined resources   Can monitor results
  19. So what we would like to do is at the point where the task is initiated we provide information (resources) which help to cover Why How What Providing them with links to internal and external resources And if available People and Events Benefits of changed model Clear focused Signposting to current resources Ties together previously unjoined resources   Can monitor results
  20. No need to leave the task to consider what you need to know to undertake task No searching Drawing in – to the task that the person is trying to achieve (Magic Button) Can streamline process and provide guidance and help.