A based support structure methodology tends to ‘draw out’, making users search for and find help and support themselves. We want to ‘draw in’ our users, providing timely, context-based support and access to targeted, evidence-based support resources and best practice case studies.
Analytics within our Blackboard system have shown that other than the use of Email, Announcements and upload of static content, the uptake of most functionality to facilitate learning and assessment is low. This seems to be linked to responses to customer surveys that suggest users are often unaware of the potential of the technologies in place.
To address this we are shifting to a methodology which explores three notions of user behaviour:
1. Why would I undertake an activity (purpose and good practice)?
2. How do I choose the appropriate functionality for the activity required?
3. What underpinning knowledge and skills do I require to use them effectively?
Presents a framework for facilitating the development of graduate programs in knowledge management. Paper presented at KSS 2004, the 5th International Symposium on Knowledge and Systems Sciences, Ishikawa, Japan.
Working with a CMS (or CLE): Lessons We Can All Learn, Regardless of PlatformAmber D. Marcu, Ph.D.
This panel discusses lessons we can all learn from engaging with a CMS or CLE, regardless of its specific platform. That panelists will discuss CMS training and tips for faculty to get the most out of your CMS or CLE. One of the many practical applications discussed will be the use of ePortfolio tools embedded within Virginia Tech's collaborative learning environment.
1:1 Lessons from Corpus Christi Catholic High SchoolMark Woolley
Neil McCann's Presentation "1:1 Lessons from CCCHS" presented to the "TEACHnology towards 1:1 for Leaders" course. Neil presented this presentation on Day 2 of the course
Presents a framework for facilitating the development of graduate programs in knowledge management. Paper presented at KSS 2004, the 5th International Symposium on Knowledge and Systems Sciences, Ishikawa, Japan.
Working with a CMS (or CLE): Lessons We Can All Learn, Regardless of PlatformAmber D. Marcu, Ph.D.
This panel discusses lessons we can all learn from engaging with a CMS or CLE, regardless of its specific platform. That panelists will discuss CMS training and tips for faculty to get the most out of your CMS or CLE. One of the many practical applications discussed will be the use of ePortfolio tools embedded within Virginia Tech's collaborative learning environment.
1:1 Lessons from Corpus Christi Catholic High SchoolMark Woolley
Neil McCann's Presentation "1:1 Lessons from CCCHS" presented to the "TEACHnology towards 1:1 for Leaders" course. Neil presented this presentation on Day 2 of the course
Identifying and changing key curriculum design practicesJisc
Examining the process of how institutions identify and then seek to change the curriculum design processes and practices. (This session complements the main conference session on curriculum design).
Jisc conference 2011
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Describes e-learning project management approach based on ADDIE model. Contains group activities to explore different phases and make decisions on project tools to use. Workshop delivered at eFest 2007.
This was a presentation I gave to administrators and instructors at UIC College of Liberal Arts and Sciences, as they debated putting more courses online.
User Experience Service showcase lightning talks - December 2018Neil Allison
The University of Edinburgh User Experience Service ran a showcase of recent projects on 5 December 2018. The session began with these lightning talks.
Moving to online instruction (for dummies)نسمة منصور
This is a summary of quick research I did (not at all comprehensive or sufficient) for shifting from face to face learning to online learning due to the current crisis. You can use it as an intro if you have no to low idea about online learning and instructional design.
Workplace Simulated Courses - Course Technology Computing Conference
Presenter: Angie Rudd & Kelly Hinson, Gaston College
What do our students need to learn to be productive in the workplace, to get a job, what skills do they need? The workplace has changed, leadership has changed, and the future is collaboration. This presentation will discuss the methods and tools used in two online project classes. We will show you how we take our learning outcomes and design online classes to simulate a workplace environment. These courses are designed to give students the most realistic workplace environment that we can in an academic setting. One course teaches Emerging Technologies by using teamwork and collaboration environments. The other course uses the System Development Lifecycle as a guide for students to complete an individual project with feedback and brainstorming from other students. The goals for the session are: demonstrating and discussing collaboration, showing how to include useful teamwork in an online environment, working as a collective team, sharing information and knowledge, encouraging suggestions and ideas, brainstorming, building in frustration on purpose, using peer feedback in projects, enabling team resources, and embracing roles and responsibilities. Attendees will walk away with a template of how to design a course for a workplace environment while meeting the learning objectives of the course.
DAF group exercise: scoping data and curation requirements, by Sarah JonesJISC KeepIt project
Learn how to use the Data Asset Framework (DAF) in a directed group exercise. This was presented as part of module 1 of a 5-module course on digital preservation tools for repository managers, presented by the JISC KeepIt project. For more on this and other presentations in this course look for the tag 'KeepIt course' in the project blog http://blogs.ecs.soton.ac.uk/keepit/
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A series of specific designed courses, coupled with badges and gaming, helps students in Northern Ireland to master the skills they need to be ready for the workforce. The South West College team share their story.
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To support the changes to Disabled Students’ Allowance (DSA) provision meaning English universities need to be ready and able to support learners by September 2016 this presentation provides an overview of inclusive classrooms and outlines the benefits and challenges faced in implementing them.
They will also help institutions towards achieving inclusivity and best practice for all learners through their online and face to face classrooms and provide a practical framework to:
• Assess their pedagogy
• Review their existing content
• Evaluate their institution's technology
http://webinars.blackboard.com/accessibility
More Related Content
Similar to Transitioning from ‘Drawing Out’ to ‘Drawing in’: a revision of learning technology support activities at Cardiff University
Identifying and changing key curriculum design practicesJisc
Examining the process of how institutions identify and then seek to change the curriculum design processes and practices. (This session complements the main conference session on curriculum design).
Jisc conference 2011
Planning & communication for online learning projectsJoyce Seitzinger
Describes e-learning project management approach based on ADDIE model. Contains group activities to explore different phases and make decisions on project tools to use. Workshop delivered at eFest 2007.
This was a presentation I gave to administrators and instructors at UIC College of Liberal Arts and Sciences, as they debated putting more courses online.
User Experience Service showcase lightning talks - December 2018Neil Allison
The University of Edinburgh User Experience Service ran a showcase of recent projects on 5 December 2018. The session began with these lightning talks.
Moving to online instruction (for dummies)نسمة منصور
This is a summary of quick research I did (not at all comprehensive or sufficient) for shifting from face to face learning to online learning due to the current crisis. You can use it as an intro if you have no to low idea about online learning and instructional design.
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What do our students need to learn to be productive in the workplace, to get a job, what skills do they need? The workplace has changed, leadership has changed, and the future is collaboration. This presentation will discuss the methods and tools used in two online project classes. We will show you how we take our learning outcomes and design online classes to simulate a workplace environment. These courses are designed to give students the most realistic workplace environment that we can in an academic setting. One course teaches Emerging Technologies by using teamwork and collaboration environments. The other course uses the System Development Lifecycle as a guide for students to complete an individual project with feedback and brainstorming from other students. The goals for the session are: demonstrating and discussing collaboration, showing how to include useful teamwork in an online environment, working as a collective team, sharing information and knowledge, encouraging suggestions and ideas, brainstorming, building in frustration on purpose, using peer feedback in projects, enabling team resources, and embracing roles and responsibilities. Attendees will walk away with a template of how to design a course for a workplace environment while meeting the learning objectives of the course.
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Learn how to use the Data Asset Framework (DAF) in a directed group exercise. This was presented as part of module 1 of a 5-module course on digital preservation tools for repository managers, presented by the JISC KeepIt project. For more on this and other presentations in this course look for the tag 'KeepIt course' in the project blog http://blogs.ecs.soton.ac.uk/keepit/
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To support the changes to Disabled Students’ Allowance (DSA) provision meaning English universities need to be ready and able to support learners by September 2016 this presentation provides an overview of inclusive classrooms and outlines the benefits and challenges faced in implementing them.
They will also help institutions towards achieving inclusivity and best practice for all learners through their online and face to face classrooms and provide a practical framework to:
• Assess their pedagogy
• Review their existing content
• Evaluate their institution's technology
http://webinars.blackboard.com/accessibility
Client Insights - National University Ireland, Galway: Online Results Entry u...BlackboardEMEA
As part of a wider Academic Simplification suite of projects, this webinar shares how it sought to improve academic administrative efficiencies and assessment data accuracy through the assessment grades.
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Organisation: Faculty of Arts, Aarhus University
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-meeting complex requirements in a consistent way
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Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
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http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
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The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
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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
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
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
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?)
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)
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
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……
This became known as the Magic Button.
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.
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.
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.
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)
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.
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)
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
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.
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
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?
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.
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).
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.
Common Activities and Knowledge required to undertake them.
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
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
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
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.