Researching eLearning for Innovation and Development
11th May 2007, Edge Hill University, UK
Poster Presentations
Reflection v Soundbites: the potential of VLEs to enhance the quality of students’ communication, participation and learning
Dr Helen Jones and Dr Eileen Berrington
Manchester Metropolitan University
Abstract:
This poster presentation reflects on a journey into elearning that commenced in 2004 with an exploratory e-mail exchange project between students at Manchester Metropolitan University and the University of West Florida.
Despite the limitations of e-mail, the teaching and learning experience was received positively by students and staff, generating much enthusiasm and further interest from students and academics in other UK and US Higher Education institutions using WebCT, Blackboard and Desire to Learn. Student evaluations indicated they gained from the opportunity to engage in international exchange: their confidence had improved; they felt better able to construct academically grounded debates and they felt enabled to expand and develop their ICT skills.
The Virtual Learning Environment (VLE) also facilitates international collaboration for students who would be unable to take part in study abroad programmes (e.g. because of work/family commitments). A key academic aim of discussion groups is to foster dialogue between students: to discuss the content of a course, provoking questions and expanding understanding. Complex concepts and issues require reflection and so the model of an in-class tutor-led seminar may not provide the space many students need to think through their own position and arguments. Online chat, another synchronous activity, is also as open to such criticism as its in-class counterpart for similar reasons: insufficient time for student reflection; impractical for large classes; poor attendance by students and those who can type (talk) fastest have advantage. VLEs encourage communication and interaction by using synchronous tools such as chat rooms but also offer the asynchronous communication tool of discussion boards.
By examining international e-communication exchanges between students at six universities in the UK and the US, this poster will consider the extent to which discussion boards can satisfy the desire for reflective and thoughtful communication and how the danger of soundbite responses can be managed.
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E-Evolve: enhancing employability and vocational opportunities of business and management graduates
Deborah Pratt & Beverley Leeds
University of Central Lancashire
Abstract:
This poster will provide viewers with an overview of a HEFCE funded FDTL 5 project aimed at enhancing the employability and vocational opportunities of business and management graduates. It will introduce viewers to the materials being developed to enhance employability. The materials have been designed to be used in Personal Development Planning (PDP), work placement or enhancing employability. The poster will demonstrate the current stage in the project’s development and provide information about how the academic community can access the materials.
The E-Evolve Project has designed a model for materials that has been developed for use by students and their academic tutors. Based on research undertaken, the project has developed materials in a number of key areas relating to employability and enterprise. These materials have been developed at two levels; learning activity and re-usable materials. The materials are being designed to be used in a variety of ways both online and in a blended learning approach through an institution’s own Virtual Learning Environment (VLE). This poster outlines the key areas under which materials have been developed and provides viewers with scope for discussion surrounding the use of the materials, their design and development and how they can be used in practice in relation to employability and enterprise.
As a result of the poster session viewers will have:
- An awareness of the E-Evolve Project materials
- Discussed learning materials relating to the development of key employability and enterprise skills
- Knowledge of the online E-Evolve Materials Repository
- Identified ways in which they could become involved with the project
As a result of the poster session the project will have:
- Discussed ways in which viewers may use the materials within their own teaching
- Identified academics that would like to use the materials
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Approaches to learning as a factor affecting students' attitudes towards technology
Nuzhat Quadri and Professor Diana Kornbrot
The Blended Learning Unit (BLU) - University of Hertfordshire
Abstract:
Learning approaches have been defined as either deep or surface, where deep learners try to understand the task they are engaging in, and surface learners rote learn material in order to reproduce it. It has been reported that students who adopt deep approaches are more confident in using technology compared to those who adopt surface approaches.
The university is committed to a blended learning approach as a core feature of its learning and teaching strategy and has invested heavily in technology to support this approach. Some students may find it difficult to adapt to this ‘change’ in curriculum so it is important to meet the diverse needs of students. This study aimed to identify which students would have less confident attitudes towards technology in terms of approaches to learning and discipline so that adjustments could be made to benefit students from new introductions of technology.
Students from five different disciplines were presented with two questionnaires measuring approaches to learning and attitudes towards technology. A range of disciplines meant that a cross-section of students could be analysed to examine attitudes towards technology. The results of this study proved very positive in this institution but differences were revealed in some discipline areas.
In this poster, the findings of this study will be discussed and to what extent approaches to learning have an impact on attitudes towards technology.
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Incorporating an ePortfolio system into the assessment of a Personal Development Planning module – implications for delivery
Dr Alison Caswell & Dr Jill Taylor
Leeds Metropolitan University
Abstract:
Personal and Professional Development has been a core module in the BSc (Hons) Human Biology Course since 1997. The module is designed to engage the students with the PDP process over a semester and involves initial identification of learning needs, opportunities to address those needs, and finally reflection and action planning. Delivery is via workshops and had used mainly paper-based materials. Assessment is by portfolio.
For the 2005-2006 session, we piloted the use of the PebblePad eportfolio system. Implementation was done in a phased manner with students initially being introduced to basic features such as the “Thought Tool”. Other features such as the “Action Planning Tool” were then introduced as appropriate.
Use of the eportfolio system also had significant implications for delivery of the module. The major change was much greater use of computer-based activities. These were provided via Web CT and included quizzes and surveys relating to learning approach, attitudes to teaching and assessment etc., together with exercises that had previously been delivered in paper-format. It was also possible to provide a direct link to PebblePad which meant that on completing an activity, students could record their reflections immediately. In addition, Web CT was used to publish class data for surveys etc. with Tutor feedback.
As this was a pilot, students were given an opportunity to submit all their work as a physical portfolio, but only 2 out of 38 chose to do so. Of those who submitted an eportfolio, the vast majority produced their work in an appropriate format with no technical problems. Tutor evaluation has suggested a number of potential improvements, but student evaluation has been generally positive.
This poster will reflect on the process and provide suggestions for future practice.
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Moving on: how might students in different learning situations interact in an Open Educational Resource environment?
Abstract:
The widening participation agenda encourages academics and teachers to provide a wide variety of learning situations and experiences for the changing student population. The OpenLearn project (funded by the Hewlett Foundation) is taking open learning in a new direction. Indeed OpenLearn has the potential to increase learning opportunities for those with non-traditional educational backgrounds.
The OpenLearn environment makes Open Educational Resources (OERs) and online forums freely available worldwide. The environment was launched on 25th October 2006 and worldwide access continues to increase.
The project is adapting multiple media materials for delivery as OERs on the Web. These materials are taken from the original Supported Open Learning version of a course (which includes tutorial support and assessment). In the OpenLearn context the materials called ‘Units’ will be standalone, without tutorial support or assessment.
The environment includes units of accessible learning material which provide between 4 and 20 hours of study time. The learner can interact on an individual basis with the material in the eleven different topic areas or work in groups with other learners. A learner is considered to be anyone and everyone.
OpenLearn provides an observatory which affords the exploration of the range of different types of learning. The focus of this poster is on the different opportunities provided to those with non-traditional educational backgrounds to engage in learning.
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Interplanetary Space Exploration - 'An Interactive Learning Environment'
Mayur Ramgir
Llandrillo College
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Last updated: 16-Jul-2008