Id rather be a weaver than a blender! In favour of structure in e-learning design Paul Bartholomew...
-
Upload
kayla-horton -
Category
Documents
-
view
212 -
download
0
Transcript of Id rather be a weaver than a blender! In favour of structure in e-learning design Paul Bartholomew...
I’d rather be a weaver than a blender!
In favour of structure ine-learning design
Paul Bartholomew
Faculty of Health
What am I going to talk about today?• My experience with two technologies:
– Microsoft Producer– Moodle
• Sharing some evaluation data
• How I have integrated these technologies into my teaching
• My approach to designing a learning experience
Faculty of Health
Multimedia Lectures:Microsoft Producer content
Faculty of Health
…a potted history of an example in practice
The Programme I Inherited in 2002
• Teaching methods were mostly didactic.
• Lots of information to transfer.
• Little time in the programme for knowledge construction.
• Expanding cohorts, 70, 90, 110 students
• Lecture theatre teaching environment represented a challenge.
Faculty of Health
Student Performance
• Examination marks were OK
• Assignments were pretty poor:
» Little critical evaluation of literature
» Narrow reading
» Poor use of radiographic images
» Little critical evaluation of patient care pathway
» No real understanding of ‘the why’
Faculty of Health
Desire to engagestudents in active
learning
Prime Driver
Students needed to be encouraged to be more proactive
Faculty of Health
Active Learning
IndependentLearning
CollaborativeLearning
Faculty of Health
Requirement to‘deliver’ information
(Self imposed)
We know they were ‘taught’ x,y,z!
Faculty of Health
Finite classroomtime, under utilised
self study time(270 Hours)
Faculty of Health
Evolving Technology
Faculty of Health
Evolving TechnologyEvolving Technology
Requirement toRequirement to‘‘deliver’ informationdeliver’ information
Desire to engageDesire to engagestudents in activestudents in active
learninglearning
Finite classroomFinite classroomtime, under utilisedtime, under utilised
self study timeself study time
Enhanced Vocational / Clinical RelevanceEnhanced Vocational / Clinical Relevance(Perceptions)(Perceptions)
Clinical scenarioClinical scenariobased problembased problem
solving, supportedsolving, supportedby pre-viewedby pre-viewed
multimedia lecturesmultimedia lectures
Faculty of Health
Faculty of Health
A Solution?
1. Students view the multimedia lecture in their (underutilised) study time
(Independent Learning)
2. Students are invited to attend for follow-up activities in the sessions liberated by shifting didactic content away from the ‘classroom’
(Collaborative Learning)
Faculty of Health
Pilot 1• I needed to ensure that multimedia
lectures were effective in conveying information.
• I was interested to see whether deep as well as surface learning could be facilitated.
• Simple pre and post (multimedia lecture) test methodology.
Faculty of Health
0%
20%
40%
60%
80%
100%
120%
Student 1 Student 2 Student 3 Student 4 Student 5 Student 6 Student 7 Student 8
Pre-material Surface Score
Post Material Surface Score
Pre-material Deep Score
Post Material Deep Score
Are multimedia lectures effective in conveying information?
Faculty of Health
Pilot 2• I was interested to see a direct
comparison between students who had studied a multimedia lecture programme and a ‘fleshy’ one.
• This was carried out for an elective study day on radiological image interpretation – a lot of new but relevant material for the learner group concerned.
Faculty of Health
Results
Results of interpretative skills after each of the delivery methods were very comparable with the ‘multimedia’ learners slightly outperforming the ‘fleshy students’.
Faculty of Health
The Follow-up Sessions
Faculty of Health
Examples of Follow-up Activities:
• Debriefs – ‘What didn’t you understand?’
• Generic and specific assignment support
• Exam Preparation
• Peer Supported Learning
• Clinical Scenarios – Make a diagnosis; Plan and justify a diagnostic regime
Faculty of Health
The Results
• Examination marks were comparable to the previous year
• Mean of the assignment marks up by just over 5% compared to the previous year
Faculty of Health
What have students said about the multimedia lectures?
• ‘It is a facility that I have returned to for reference after the exam when on placement and the fact that it is easily accessible makes this easy, even for somebody like me who is not particularly computer literate’
• ‘Because the lectures were supposed to be viewed beforehand, this meant that the corresponding classroom-based sessions were spent much more productively. Time was spent discussing the practical applications of the theory….I would definitely opt to spend more time on these activities which encourage active learning, rather than just taking notes on the basics which are now covered on the CD-ROM resource.’
• ‘The lecturer spoke a bit too quickly but I could pause him while I caught up with my notes’
Faculty of Health
Wider Applications
• Multiple Sclerosis – resource disk
• Image interpretation training for A&E doctors (and other staff)
• Manual handling and resuscitation updates (theory)
• Video ‘with structure and control’
Faculty of Health
A note on platform dependence..
• This is a Microsoft Product
• Disadvantages:» Mac compliance?» Doesn’t work with Firefox» Many media professionals use a Mac.
• Advantages:» Often a ‘turn key’ solution for staff» Windows familiarity» Free plug-in
Faculty of Health
Other packages do exist that allow you to deploy this sort of technology…..
Using Multimedia Lectures with a VLE
• We have been able to marry this sort of content to our virtual learning environment – Moodle (albeit indirectly)
• However, I have chosen so supply my students with the video lectures on CD ROM – this gets around any bandwidth limitations of dial-up access.
Faculty of Health
UCE Birmingham’s
Virtual Learning Environment
Faculty of Health
Faculty of Health
Modular
Object-
Oriented
DynamicLearning
Environment
Open Source
Has allowed us to more fully support staff
Evolved with sound pedagogic principles at its core.
www.moodle.org
Tim
esca
leK
ey A
ctiv
itie
sPhase OneInnovation
Feb 2004 to
Aug 2004
Small Scale Pilot:‘Enhancing the Quality of Academic Programmes in HE’ (SSDD module on MA Education)
Active Experimentation by staff.
Test integration with Library and Student Records Systems.
Tim
esca
leK
ey A
ctiv
itie
sPhase OneInnovation
Feb 2004 to
Aug 2004
Extended Pilots:Up to 10 live Modules with students per Faculty and Central Servicesin the first semester and an additional 15 in the second semester.
Active Experimentation by Staff.
Phase TwoEarly
adoption
Sep 2004 to
Aug 2005
IT s
tand
ard
Tim
esca
leK
ey A
ctiv
itie
sPhase OneInnovation
Feb 2004 to
Aug 2004
Modules to exist within Moodle as required by staff.
Phase TwoEarly
adoption
Sep 2004 to
Aug 2005
Phase ThreeMainstream
activity
Sep 2005 to
Aug 2007Sys
tem
s ev
alua
tion
Stu
dent
exp
erie
nce
eval
uatio
n
IT s
tand
ard
Tim
esca
leK
ey A
ctiv
itie
sPhase OneInnovation
Feb 2004 to
Aug 2004
All modules on all courses to exist within Moodle
Minimum level of content defined.
Phase TwoEarly
adoption
Sep 2004 to
Aug 2005
Phase ThreeMainstream
activity
Sep 2005 to
Aug 2007
Phase FourMandatory
activity
Sep 2007 onwards
Sys
tem
s ev
alua
tion
Stu
dent
exp
erie
nce
eval
uatio
n
IT s
tand
ard
Sen
ior
man
agem
ent
deci
sion
s
Designing with Moodle
Micro-design
The online learning experience is important.
Faculty of Health
Faculty of Health
The importance of labelling
Is the ‘look’ of a course important?:
I really don't care how acourse looks - I just wantthe information
Though I would prefer acourse to look good, itwouldn't affect myengagment level
I think the look of acourse may wellinfluence myengagement level
Faculty of Health
11
55
1616
Designing with Moodle
Macro-design
There is no online learning experience……
Faculty of Health
What makes it woven?For me, blended learning can pertain to any course design that makes use of both face to face teaching and learning and ICT supported teaching and learning.
What I mean by woven learning is that we can (and often should) design the online interaction pattern in a highly structured way, interleaving the virtual and ‘fleshy’ learning experiences into a single designed entity.
The order in which online resources and activities are presented and the instructions given to students that articulate these to the face to face domain is a key feature.
The following slide may help to illustrate this:
What makes it woven?C
las
sro
om
bas
ed s
ess
ion
Cla
ssr
oo
m b
ased
ses
sio
n
Cla
ssr
oo
m b
ased
ses
sio
n
Cla
ssr
oo
m b
ased
ses
sio
n
Cla
ssr
oo
m b
ased
ses
sio
n
Cla
ssr
oo
m b
ased
ses
sio
n
Cla
ssr
oo
m b
ased
ses
sio
n
Cla
ssr
oo
m b
ased
ses
sio
n
Cla
ssr
oo
m b
ased
ses
sio
n
Virtual component
Time
Online task or resource
designed to support the previous or
next classroom session
Weaving Moodle into a Module
• Integral to the module – not bolt on support
• Broadened the interface with students – builds a richer relationship
• Each week follows the same woven pattern
Faculty of Health
Appealing to students’ strategic nature
Articulating with the summative assessment regime promotes the
motivation required for full engagement (intrinsic follows extrinsic motivation?)
Faculty of Health
Using formative quizzes summatively• The previous few slides demonstrate the quiz features of
Moodle.
• In my own teaching, I let the students know that one of the questions from each quiz WILL be on the exam – I just don’t say which one!
• This has the effect of motivating the students (albeit extrinsically) to engage fully with the quizzes.
• I use pop-up glossaries to give media rich feedback to their answers, thus continuing to ‘teach’ through this formative assessment.
• Students are ‘rewarded’ for full engagement with the module.
Scripted Forums – an exampleThis is a collaborative group activity. It is the responsibility of person 'C' in each group to start the discussion by offering an initial answer which students 'A' and 'B' will then critique.It is student 'A's responsibility to ensure that a final group response is available for marking by Friday November 26th - this should be the final posting in the online thread.Your collaborative answer will be marked out of 16. (this is to reflect 16 half marks in an exam situation).Final group answers will only be accepted and marked where all 3 students have made a contribution to the exercise through making a posting.
Question:A male patient attends on a stretcher from A&E with a lower limb injury. He has fallen from a ladder and the request form reads:"X-Ray left calcaneum ? fracture"Fully describe how you would radiograph this patient.
Faculty of Health
Formative feedback is only given where all participants of the group have fulfilled their role.
Faculty of Health
A good participation rate has been observed
2004 student feedback (n=59/92)
Faculty of Health
• 93% of respondents agreed (or strongly agreed) that the CD ROM resource had helped facilitate their learning
• Where free text comments pertained to the CD ROM video lecture resource – 24 were positive and 3 were negative.
• 95% of respondents agreed (or strongly agreed) that Moodle as deployed in this module had helped facilitate their learning.
• Where free text comments pertained to the Moodle hosted module content – 23 were positive and 2 were negative.
0
10
20
30
40
50
60
70
80
90
100
0 200 400 600 800 1000 1200 1400 1600
Moodle interactions
Exa
m m
ark
Series1
Faculty of Health
A 2.4% rise in mean mark over the previous year
‘Moodle gave a set structure which was followed by both lecturers as
well as students. It gave some direction to a normally poorly
organised student. Loved the online tests / feedback’
Faculty of Health
In favour of weaving – some thoughts
• When blending two things together it is sometimes difficult to predict the flavour of the resultant mix.
• A woven structure maintains the integrity of all the composite materials and uses this to create a structure that is more than the sum of its parts.
Faculty of Health
• A woven structure can be tightly or loosely woven, rigid or floppy.
• If you don’t keep a lid on while blending – it can be messy!
Faculty of Health
In favour of weaving – some thoughts
Want to know more about…..• Our e-learning design philosophy?
• UCE Birmingham’s use of Moodle?
We have a Guest access version of our
E-Learning in the Faculty of Health course available at:
http://hcc.moodle.uce.ac.uk/course/view.php?id=235
Faculty of Health