The DUCKLING project DELIVERING UNIVERSITY CURRICULA:

KNOWLEDGE, LEARNING AND INNOVATION GAINS

Ming NieGabi WitthausAlejandro Armellini

• Project started in January 2009, funded by JISC for 2 years (www.le.ac.uk/beyonddistance/duckling/index.html)

• 3 programmes in 2 disciplines• MA in Applied Linguistics and TESOL• MSc in Occupational Psychology• MSc in Psychology of Work

Project overview

Challenges for both teams

• Increase interaction • Materials too ‘dry’• Feedback provision• Mobility and flexibility• Supportive learning environment

Pedagogical challenges• Psychology

– Dissertation supervision process– Threshold concepts– Research methods– Feedback provision

• Education– Use appropriate technology to increase

engagement with course materials, e.g. audio for varieties of English and discourse analysis

– Student isolation and need for interaction

3 technologies to enhance curriculum delivery

• Podcasting

• E-book readers

• Second Life

Psychology podcast series

• Dissertation podcast series– 20-25 podcasts to enhance the supervision process

• Research methods podcast series– 15-20 podcasts to address research methods

challenges• Threshold concepts

– Currently being planned, within various modules• Feedback to assignments & dissertation

– 4 podcasts so far

Producing Outstanding Dissertations

Key concepts Sections Purpose Duration Who

Navigate handbookInformal supplement to handbook

1Introduction/InspireGet students to use handbook

1 min Andrew

SocialiseHelp at design stageSupervisors: who they are

2 State who we are & roles 2 mins All

Structure of dissertationDifferent routes 3 Explain/ Discuss

deliverables 4 mins Sue

Help you to do justice to workProcedures, adviceExpectations

4 Outline of the whole podcast series 2 mins Ray

Love your dissertation handbookKey concepts Sections Purpose Duration Who

Professional developmentHow handbook was developedPurpose & common issuesBenefits for students (dissertation less stressful!)

1

Provide link with 1st podcastHighlight utility of handbook‘Selling’ the handbook

3 mins Ray

Walk through main bitsSequence of the handbook 2

Highlight contentHow to maximise benefit

3 mins Ray & Sue

Continuous useQuick reference guide (e.g. marking criteria, plan structure)Start with the end in mind

3 How to use handbook 3 mins Ray &

Sue

Link to BlackboardSupervisor’s roleGeneral advice

4Using it alongside the rest of supervision process

1 min Ray

Education podcast series• World Englishes series

– Illustrate how English was spoken in different parts of the world

– Integrated into Module 3: Language, Discourse and Society, SOCIOLINGUISTICS, Unit 3 World Englishes

• Middle English series– Illustrate how English was spoken in different periods

in history• Phonology series• Student-produced podcasts for learner-learner

interaction, study skills, time management, etc.

World Englishes examples

• Example 1 – Birmingham (6’ 30’’) • Example 2 – Bulgaria (7’ 24’’)

Summary

• 1st iteration of curriculum delivery changes implemented through the integration of podcasts

• Interventions using SL and e-readers planned• Subsequent design and delivery interventions

informed by action research loops

Using evaluation to Ensure project success

Gabi WitthausMing Nie

Project evaluation

• External evaluator appointed• Evaluation will start now and continue to end

of project• Project to be evaluated against agreed

deliverables in WPs• The Glenaffric model • Interim reports will be provided to the funder

Evaluation of student experience• Duckling is a research project• Action Research

– 3 interventions (April 09, October 09, April 10)– Results from research inform the next

intervention• Data source

– Course team, e.g. lecturers & tutors– Students, e.g. graduates & current– Employers

Methods for data collection & analysis

• Methods for data collection– Interviews– Observation, e.g. sessions in Second Life– Online questionnaires

• Methods for data analysis– Descriptive statistics– Traditional qualitative data analysis– Cognitive mapping

47 SL is a neturalspace, there is no

sympathy

48 Everybody ispolite and behave

nicely in SL

50 Not to see thereal face, hear the

voice in SL51 Presence through

avatars in SL ...See the person in

real life

52 Feel moredifficult to ask

questions to thetutor in SL

53 Feel a distancewith the tutor in SL

... Feel close tothe tutor in real

life

54 Lead tomisunderstanding in

SL68 SL is less

personal ... Morepersonal in real

life

71 Missing emotionsand facial

expressions in SL

79 Funny becomesrude easily in SL

80 Feel difficult tomake joke with the

tutor

87 Not to see thereal opinion

88 Feel disconnectedwith the avatars

89 Not to identifymyself with my role

90 Not to care howthe story is going91 Not to have

sufficientsocialisation among

students in SL ...In real life

92 Not to get toknow each other well

in SL ... Get toknow each other well

in real life

93 Not able to adaptour attitudes

talking to them95 Not to know each

other's bias are

96 Not to be open toeach other in SL ...Be more open when

deal with a realperson

98 Not be able tobuild up confidentthrough each other

in SL ... In reallife

99 People arereluctant to respondto each other in SL

... People areencuraged to respond

to each other in af2f situation

100 Not a quick wayto build a

relationship withothers in SL ... In

real life