Teaching Fellow/ Language Education

Department of EducationUniversity of Cyprus

An Instructor’s Reflectionson Piloting and Evaluating a TEL Activity:

The Case of Self-Presentation Video

VocTEL Programme StudentUniversity of WalesTrinity Saint David

Elena Xeni

Outline of Presentation

Introductory Notes The Activity Chosen Participants Role & Support Plan Tutor/Trainer Role Feedback & Evaluation Methods Used Main Findings & Results Recommendations Concluding Thoughts References

Introductory Notes

A contribution in the framework of the VocTEL programme Module II: SBTE7001D Implementing Technology Enhanced Learning Reflections on a pilot study aiming at VocTEL students gaining some experience of the role of the deliverer and evaluator of a TEL activity Self-presentation Video, introductory activity of the online module: Fairytales Teaching Inside and Outside School Contexts Two (2) co-learners participants

The Activity Chosen I

TEL Resources

video personal blog email

Activity

As illustrated in the course

outline, creating a

self-presentation

video is an introductory

activity students

undertake in the first week

(out of thirteen) of the course.

1. Course title Fairytales Teaching Inside and Outside School Contexts

2. Subject of the course

Fairytales and their role at home, at school and in the community over a life span; best practices in teaching and learning fairytales in enhancing reading contexts

3. Target learners

Pre-primary education undergraduate students, 3nd year, Department of Education

4. Learning outcomes

With the completion of the course, learners will be able to: Name classical, modern and postmodern fairytales and their features Critically refer to the role of fairytales at home, at school and in the

community Detect good practices in teaching and learning classical, modern and

postmodern fairytales Successfully plan and implement activities that form good practices in

teaching and learning fairytales at home, at school and in the community Promote reading at home, at school and in the community

5. Resources Self presentation Videos, Internet, Blogs, Research Papers, You-Tube Videos, Discussions, Audioconferencing, e-Lectures (ppt &Prezi)

6. Assessment Course Participation (20%)e-Diary (10%)Lesson Plan (10%)Microteaching (20%)Mid-term (20%)Final Exam (20%)

7. Week Schedule PART A: FAIRYTALES INSIDE AND OUTSIDE SCHOOL CONTEXTSWEEK 1: IntroductionWEEK 2: Definitions, Roles, Themes and Values of FairytalesWEEK 3: Classical FairytalesWEEK 4: Modern FairytalesWEEK 5: Postmodern FairytalesWEEK 6: Mid-termPART B: FAIRYTALES TEACHING INSIDE AND OUTSIDE SCHOOL CONTEXTSWEEK 7: Theory and Methodology of Fairytales TeachingWEEK 8: Traditional and Contemporary Fairytales Teaching: An Overview of Good PracticesWEEK 9: Overview of Actions Enhancing ReadingWEEKS 10-12: Micro-teachingWEEK 13: Revision and Preparation for Final Exams

On the Activity & Its Context

The Activity Chosen II

The Activity in Details &What Learners are Expected to Do

The learners of this course are expected to spend the first week in preparing a self-presentation video, based on a given structure with reference to their name, origin, interests, motivation to enroll in the course, and their favourite fairytale. After creating their own video, they should upload it to their personal blog or email it to the other learners. Then, they take the change to meet each other, either by visiting each others’ blogs or going through their emails. They are encouraged to comment on their co-learners’ self-presentation videos in an attempt to establish a community of practice, where interaction, collaboration and participatory learning (Brown et al., 1989) will effectively occur, leaving space for fun as well.

.

Learners Role & Support Plan The learners’ support plan embraces

contemporary learning settings, where learners are not seen as consumers of packed material (McLuhan, 1964), or voiceless visitors in the learning system, lacking knowledge and skills, and learners being unable to negotiate knowledge and meaning(s) in a learning context based on their needs, interests, and motivation.

It is anticipated that learners will interact on three levels: with the resources, themselves and others. This multiple interaction of the learners will not only establish, but it will constantly maximize their enthusiasm, motivation and engagement towards interaction and participatory learning (Brown et al., 1989).

Learners, undertaking this task with much responsibility, will display self-directed learning skills (Burak, 1993; Dunlap and Grabinger, 2003; Kerka, 1994; Knowles, 1975, 1990; Piskurich, 2002), as practiced in past courses of previous semesters/years during their studies.

Tutor/Trainer RoleThe tutor undertakes multiple roles. She is: a designer, maintaining a well structured course, where learners get highly motivated and engaged; an observer, acting as a silent partner throughout learners’ interaction; a facilitator, making a learner-friendly environment and a ‘sense of place’/‘sense of belonging’ amongst learners possible (Northcode, 2008); a supporter, encouraging and motivating learners to interact, create and learn together in the course of participatory learning (Brown et al., 1989).

Feedback & Evaluation MethodsFor triangulation purposes, evaluation

andfeedback methods involved: a post-activity questionnaire; 3-minutes-notes, where learners were

asked to react quickly and write down 3 points regarding their activity, i.e. what they liked about it, what they did not like and a suggestion; and

a tutor-researcher’s diary with critical episodes noted regarding the activity piloting and evaluation process.

Piloting and Evaluating a TEL Activity The Case of Self-Presentation Video

Evaluation of Activity Implemented

Three Minutes Notes Please take three minutes to write one thing that you liked about the activity;

one thing that you did not like; and a suggestion for improvement.

Thank you for your time!

Piloting and Evaluating a TEL Activity The Case of Self-Presentation Video

Post-Activity Questionnaire

Please take some time to complete this questionnaire in the context of providing feedback on the self-presentation video introductory activity. Note or X accordingly to the statement representing your honest opinion. Induction and Instructional design

The guidelines given were clear. The time given was appropriate and adequate. The activity met its goals as an introductory activity set in the course outline.

Communication and Interaction

I found the activity to be important in establishing relationships. between participants from the very beginning of the online course.

This introductory activity enabled me to meet my co-participants. Student Evaluation and Assessment

The support given by the tutor was appropriate and adequate. Because of the introductory activity I am motivated to join the rest of the online module.

Learner Support Resources

While implementing and evaluating the activity, support was always available when needed.

A number of appropriate resources where available to participants in the process of this activity.

Activity Evaluation and Professional Impact:

The value for the activity as an introductory one was critical. I will adopt this activity as an introductory activity to my own classes. This activity enhanced my independent learning skills.

Thank you for your time!

Main Findings & Results IIn their evaluation, learners:

Underlined that they found the activity pleasant and motivating for the beginning of the course. “I usually feel less motivated each time I need to speak out my name and why I am on the course the very first day of a class. This self-presentation video was much fun!” (learner 1, three minutes notes)

“I have really enjoyed introducing myself this way! It was very funny!”

(learner 2, three minutes notes)

Main Findings & Results II

Found the activity time-demanding, as it took them longer than the time suggested to think about and speak out their interests and favourite fairytales. It took them longer than expected to choose their interests and decide about the one and only fairytale they enjoy the most and the reasons behind this choice.

Interestingly, the content of the activity gave learners a tougher time than the video as medium in the context of TEL and concerning the skills needed for creating a self-presentation video.

Recommendations

Based on learners’ suggestions, as derived from the post-activityquestionnaire, the three minutes notes and the tutor-researcher’s

diary:

Self-introductory activities should be part of all educational programmes as they are an active and motivating way to start up a class and or a semester. It is not just helpful within a class where people know each other in advance, it is also critical for a learning group, where people have never met before. Learners are given a voice to present their selves, see what they have in common with others, and feel wanted and useful.

Learners should be left alone to discover their own resources in the process of how to better present themselves by means of a video. Presenting the self should be totally one own’s responsibility and creating inspiration. Thus, no need for resources suggested by the tutor, as this should be an activity in the context of independent learning.

Concluding Thoughts I

Possible problems while working towards this activity:I. Lack of experience with videosII. Lack of engagementIII. Lack of interactionIV. Lack of organizationV. Lack of collaborative learningVI. Lack of enjoymentVII.Lack of authenticity

Concluding Thoughts II

Key to Success=A Well-Structured Online Environment

A well designed and scheduled context,where learners establish a community of practice,

develop group cohesion, take rolesand feel at ease and confident with everything and

everyone,as well as motivated towards learning and interaction

(Sfard, 1998; Stacy, 1999; etc.)is a requirement for success

Teaching Fellow/ Language Education

Department of EducationUniversity of Cyprus

An Instructor’s Reflectionson Piloting and Evaluating a TEL Activity: The Case of Self-Presentation

Video

VocTEL Programme StudentUniversity of WalesTrinity Saint David

Elena Xeni

THANK YOU!

References

Brown, J. S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher, 18(1), pp. 32-42. Available at: http://www.exploratorium.edu/ifi/resources/museumeducation/situated.html [1 April 2015].

Burak, L. (1993). Independent activities teach skills for lifelong learning. Journal of Health Education, 24(5), pp. 376-378.Dunlap, J. C., and Grabinger, R. S. (2003). Preparing Students for Lifelong Learning: A review of instructional

methodologies. Performance Improvement Quarterly, 16(2), pp. 6-25.Kerka, S. (1994). Self-directed learning. Myths and realities. Columbus: ERIC Clearinghouse on Adult, Career, and

Vocational Education. ERIC. ED 365 818.Knowles, M. S. (1975). Self-Directed Learners: A guide for learners and teachers. San Francisco: Jossey-Bass. Knowles, M. S. (1990). Fostering competence in self-directed learning. In R. M. Smith (Ed.) Learning to learn across the life

span. San Francisco: Jossey-Bass, 123-136.McLuhan, M. (1964). Understanding Media: The Extensions of Man, New York: McGraw Hill.Northcote, M. (2008). Sense of place in online learning environments. In Hello! Where are you in the landscape of

educational technology? Proceedings ascilite Melbourne 2008. Available at: ttp://www.ascilite.org.au/conferences/melbourne08/procs/northcote.pdf [1 April 2015].

Piskurich, G. M. (2002). Preparing learners for online learning. Available at: http://www.amanet.org/training_zone/archive/hotzone_jan2002_02.htm [1 April 2015].

Sfard, A. (1998). On two metaphors for learning and the dangers of choosing just one. Educational Researcher, 27(3), pp. 4-13.

Stacey, E. (1999). Collaborative Learning in an Online Environment. The Journal of Distance Education / Revue de l' Education Distance, 14(2), pp. 14-33.

Xeni, E. (2015). “Assessment 1: Design of a Support and Evaluation System”. Module SBTE7001D Implementing Technology Enhanced Learning, VocTEL Programme, University of Wales Trinity Saint David.