EVALUATION

Study Skills for Students

Presented by:

Odette GabaudanDebbie HowlettHugh MullanAngela Walsh

• Kinesthetic• Read/• Write

• Auditory• Visual

Study

Tips Students

For

The ProcessThe ADDIE model was used to structure our thinking process

Analysis

•Who is our audience

•Determine the needs

Design

•Choose Delivery Method

•Consider Gagné’s 9 external events (1)

•Create Story Board

Develop

•Develop Website to incorporate a combination of new and existing learning objects

•Review existing content

•Develop Content

Impleme

nt

•User Acceptance testing

•Site Testing

•Publish Site

Evaluate

•Design feedback questionnaire

•Review with Focus Group on site usability

•Implement changes

• What are the expected learning outcomes• What are the constraints

E

A

D

D

I

Evaluation Throughout the Process

For the purposes of the Storyboard the ADDIE process will be shown as a linear process. However evaluation occurred throughout the process which led forward and backward movement between each phase.

ANALYSIS

Our Audience Students new to third level education who have recently completed

second level education and may be unfamiliar with the demands of studying effectively in a new environment

Mature students who have returned to education after a number of years Third level students who have agreed to mentor other students and help

them study more effectivelyIdentification of their needsThe resource allows students easily identify their dominant learning style allows students engage with a range of tools that can aid effective study notifies students of study tips relating to their learning styleConstraints mainly due to timescale:(1) not possible to design for full accessibility not possible to design or use large amounts of content not possible to include page for multi modal learning style Learning curve to use new tools Time required to develop the website

ANALYSIS

ANALYSIS

The aims of this resource

To help students recognise their dominant learning styles

To develop a range of study techniques that suit students’ learning styles

To design a resource that students can use to coach other students to help improve their study techniques

ANALYSIS

Learning Outcomes

At the end of this module you will(1)

• Be able to recognise the 4 learning styles in the VARK model

• Be able to identify your dominant style• Be able to identify study tips associated with

each learning style• Be able to access websites that provide useful

tools to aid study techniques• Be able to assist other students in identifying

their dominant learning style

ANALYSIS

Rationale

Resource• Many students lack effective study skills. • Students can be unaware of the range of study techniques • Students are often unaware of their learning style and how it may

change depending on the subject they are studying.• Tying study skills to learning styles should foster more effective study

practises

VARK learning styles model• VARK is compatible with multimedia as an engaging and effective

method to describe each style • the mnemonic(1) - easier for our target audience to remember the styles• User friendly description of each style (2)• Point out elements of each style can be suitable for all learners (3)

DESIGN

DESIGN

Design Design

Choose Delivery MethodResource will be hosted on external website for ease of access Pages and Navigation: (1)

Home Page (Link to each style, quiz & blog) V(isual) Link to quiz, blog, useful links A(uditory) Link to quiz, blog, useful links R(ead/Write) Link to quiz, blog, useful links K(inesthetic) Link to quiz, blog, useful links Blog/Forum Quiz (not included in navigation but accessible from each page)Identify Content (2) Identify existing learning objects that can be reused Identify additional content to be createdGeneral Design Agree template for website Agree colour schemes and layout consistency Guidelines from Dyslexic site regarding font will be adhered to as much

as possibleStory Board Create storyboard

DESIGN

Design Design

It is intended to include activities to be performed throughout the website (1)A model for Authentic Activities in Online Learning (2)

Some Guidelines for Content

DESIGN

Layout and Consistency

Website template selected to suit theme of resource. Logo designed to reflect VARK model.

Layout for all pages agreed with a focus on navigability and easily identifiable blocks of information (F shape)

Three study tips only: depth v/ information overload Video and podcasts: no more than three minutes (1)

Font and text consistent with guidelines from Dyslexia Association (2)

Tone of site to be informal / conversational (3)

DESIGN

Layout and Consistency

Logo appears on the banner of all pages of the website for consistency and reinforcement of the framework used for the presentation of study tips

On the page of each individual style the logo appears with appropriate style highlighted and other styles greyed out

DESIGN

Home Page (1)

Site Navigation Logo

Placeholders for overview of each style

Link to learning styles Questionnaire Links to study tips

for each style

Placeholder for intro by extranormal

Option to download questionnaire

Each block leads to different learning styles

DESIGN

Learning style Page (1)

Site Navigation Logo

Placeholder for overview of style

Full logo on left side of each page Placeholder for

study tips

Option to return to questionnaire

Each block leads to different learning styles

Web links for study tips

DESIGN

Blog/ForumForum for student to provide tips and

suggestions for others thus encouraging collaborative learning

DESIGN

Site Banner and navigation

overview of learning

style

Tip 2: Using graphic Organisers

Tip 1: Using Mind Maps

Content – Visual Learning style

Tip 3: Note Taking for Visual Learners

Links to external

sites

VISUAL

(1)

(2)

(3)

(4)

DESIGN

Site Banner and navigation

Voki to give overview of

learning style

Tip 2: Using digital voice recorder in

lectures

Tip 1: Intro and tutorials to Audacity

for recording and editing lectures or

notes

Content - Auditory Learning Style

Tip 3: Talking and singing to help recall

Quiz on Auditory Tips

Links to external

sites

AUDITORY

DESIGN

Content – Read / Write Learning style

Site Banner and navigation

Overview of learning style (Text)

Tip 2: Effective reading – KWL plus

Tip 1: Effective Note Taking – Bullets, Own words etc. mention

cornell (1)

Read

/ W

rite

Icon

Tip 3: Diagrams into words

Links to 3 useful sites

(2)

Example of tip 3

DESIGN

Content – Kinesthetic Learning style

Site Banner and navigation

Text and Interactive overview of

learning style(2)Tip 2: Flash Cards

Tip 1: Cornell Note Taking

Kine

sthe

tic Ic

on

Tip 3: General Study Tips for Kinesthetic Learners

Links to 3 useful sites

(1)

(3)

DEVELOp

DEVELOp

Setup RequirementsGmail AccountYola Site AccountTumblr Feed Blog AccountDropbox

ApplicationsScreenr and CamStudioXtranormal and VokiAdobe Photoshop CS3ArticulateExcelFlashPreziSurvey MonkeySlideshare ProProfs.com

ContentVideoPodcastWord DocumentsExcel spreadsheetsLinks for external

websites GraphicsSWF Files

Site development and contents

DEVELOp

Home Page

Develop Logo for bannerProvide for access to different learning stylesProvide for access to blogDevelop Xtranormal introductionDevelop overview of each learning style using a

combination of Visual, Auditory, Text and Kinaesthetic supports

Create online version of questionnaireCreate downloadable questionnaire

DEVELOp

Learning Style Page

Provide overview of learning style with indication of learning outcomes for that page

Study tips for style consistent with information from VARK site

Apply “encapsulation” to developed Learning Objects (1)

Add useful links to each pageProvide access to the questionnaire

DEVELOp

Learning style QuestionnaireComplete quiz through interaction

16 questions with four options, respondent selects one answer from each question(1)

Provide feedback on dominant styleProvide Quiz and scoring instructions in PDF

format Respondents receive a result indication how many

questions were answered with one of the four learning styles

IMPLEMENT

IMPLEMENT

Implementation Phase

Phase 1 TestUpload content to siteGroup test of siteUser Acceptance TestingBrowser Test

Phase 2 ImplementationImplement any changes identified after testing phase and launch site

IMPLEMENT

Proposed Test Script for Home Page

The script will test the links on the site to ensure that they working correctly. It will test all aspects of the page to ensure that the objects are loading and playing and it will ensure that the user is viewing the screen as it should appear. Users will be asked to complete the script using a variety of different browsers. Users will be asked to comment on ease of use. It is suggested that the test script for the rest of the site will follow the same format

Instructions for user

1. Please work through the list of issues in order that they are listed 2. When issue has been tested please mark it as pass or fail 3. For each fail please include details of what occurred 4. Add any comments you wish for issues that are marked as passed

Issue Pass Fail Comments / Details Site banner should appear at top of screen Site navigation tabs should appear on left side of screen above banner

Wordle image should appear on left hand side of the screen

Click on image to play learning styles overview video – video plays

Click on Questionnaire – Questionnaire opens up for completion

Complete questionnaire – profile provided Close questionnaire page and return to home page Down load copy of questionnaire Click Visual Tab to access visual page Click Home tab to return to home page Click Auditory tab to access auditory page Click Home tab to return to home page Click on Read / Write tab to access read/write page Click Home tab to return to home page

EVALUATION

EVALUATION

Design

Evaluation of ResourceStudent group evaluation (questionnaire)Analysis of feedback and implementation of

improvements

Accessibility Future development for use on smart phonesFully developed for visually impaired (eg Alt tags,

option to increase font size by clicking on a button)

Further development for dyslexia compliance

EVALUATION

Process Evaluation What have we learned:

Self and Peer EvaluationGroup ReviewTools Application of literature recommendations

References/Useful links http://www.bdadyslexia.org.uk/about-dyslexia/further-information/dyslexia-style-guide.html http://coe.jmu.edu/LearningToolbox/cornellnotes.html http://www.vark-learn.com/english/index.asp Allen, M. (2012) Michael Allen‘s e-Learning Annual 2012, . San Francisco: Pfeiffer Brandon, B. (Ed.).(2007). The eLearning Guild’s Handbook of e-Learning Strategy. [eBook version]. Retrieved from

http://www.elearningguild.com/content.cfm?selection=doc.817 Clark, D. (2006) Games and e-Learning. England: Caspian Learning Clarke, R., Mayer, R. (2008). E-LEARNING and the Science of Instruction. San Francisco, CA: Pfeiffer Cottrel S. (1999), The Study Skills Handbook, Palgrave, p.5 Di Tommaso, K. (2005). Strategies to facilitate reading comprehension in college transition students. National

College Transition Network: Research to Practice, 5. Retrieved from http://www.collegetransition.org/promising/rp5.html

Gagne, R. & Briggs, J. (1974). Principles of Instructional Design . USA: Holt, Rinehart & Winston Inc. Gagné R.M., Wager W.W., Golas K.C., Keller J.M. (2005), Principles of Instructional Design, Fifth Edition, Thomson Gillani, B. (2003) Visual design and e-learning. Learning theories and the design of e-learning environments

Lanham, MD: University Press of America Herrington J., Reeves T.C., Oliver R. (2004) A model of authentic activities for online learning in Interactions in

Online Education – Implications for Theory and Practice, Juwah. C (2006), Routledge Hodell, C. (2011). ISD From the Ground Up: A No-Nonsense Approach to Instructional Design (3rd ed.). Alexandria,

VA: ASTD Press Horton, W, (2006) eLearning by Design, Pfeffier: San Francisco

References/Useful links contd

Mayer, R. (2009). Signalling principle. Multimedia learning (pp. 108-117). Cambridge; NewYork: Cambridge University Press.

Merrill, David M. (2009) First principles of instruction. In C. Reigeluth & A. Carr-Chellman (Eds.), Instructional-Design theories and models: building a common knowledge base (vol III) (pp. 41-57) New York: Routledge

Pachler, N. & Daly, C.,(2011) Key Issues in e-Learning; Research and Practice, Continuum International Publishing Group: New York

Race, R. (2009). Making Learning Happen. London, England: Sage Raftery, D. (2010). Developing educational screencasts: A practitioner’s perspective. In R. Donnelly, J.

Harvey & K.C. O’Rourke (Eds.), Critical Design and effective tools for e-learning in higher education theory into practice (pp. 213-226). Hershey PA: Information Science Reference.

Seale, J., Boyle, T., Ingraham, B., Roberts, G. & McAvinia, C. (2007). Designing digital resources for learning. In G. Conole & M. Oliver (Eds), Contemporary perspectives in e-learning research: themes, methods and impact on practice (pp. 121-133).London: Routledge

Watson J., (2009), "A case study: developing learning objects with an explicit learning design" Electronic Journal of e-learning, Volume 8 Issue 1 (pp 41 - 50)