elisa PM

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Published on June 24, 2007

Author: Gulkund

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The eLISA Projecte-Learning Independent Study Award JISC-funded DeL projectLifelong Learning and Study SkillsJill Jameson, Simon Walker, Liz Masterman:  The eLISA Project e-Learning Independent Study Award JISC-funded DeL project Lifelong Learning and Study Skills Jill Jameson, Simon Walker, Liz Masterman Slide2:  JISC DeL eLISA Project Findings: enabled e-learning independent study support for 14-19+ learners and teachers. Slide3:  Aims of eLISA Deliver, enable and evaluate the use of e-learning in study skills with 14-19+ learners and teachers using design for learning sequences in LAMS and Moodle Slide4:  eLISA Partners Slide5:  eLISA Overview enabled independent study support for learners and teachers using e-learning study skills sequences in four main areas – careers, info search, personal statement and report writing built on prior work funded by DfES/ Greenwich LEA andamp; the LSC delivered some promising results. Slide6:  eLISA overview 2 The project completed its first pilot in March, 2006. Key focus - the pedagogic implications of study skills/support for e-learning. Results include: e-L study skills resources, recommendations on using a prototype personalised learning environment (PLE), results from practitioner andamp; learner workshops, an evaluation report andamp; recommended framework of e-learning study skills. Slide7:  The eLISA project:  The eLISA project Study Skills environments used:  Study Skills environments used Moodle LAMS Slide10:  LAMS Student centred Every student participated Independent learners Students worked at own pace Highly Motivating Met students’ needs Good for differentiation Addressed a range of learning styles Slide11:  Moodle Visual interface appealing to some Social constructivist environment can be helpful; navigational freedom appreciated Enables students to work at own pace - good for differentiation Motivating for students and teachers ‘Chat’ does not tend to work well Addresses a range of learning styles The Learners in eLISA:  The Learners in eLISA Lidia and Beata – studying at Barnet College, North London Benefits and Issues of Using eLearning with ESOL Students at Barnet College:  Benefits and Issues of Using eLearning with ESOL Students at Barnet College Involvement in eLearning CeLTT Course + MA in Education and eLearning, University of Greenwich Teaching: CALL to ESOL students eLISA participant eLIDA CAMEL partner The Teachers in eLISA Slide14:  Evaluating eLISA Method and Findings:  Evaluating eLISA Method and Findings Liz Masterman 5th June 2006 Focus of evaluation:  Focus of evaluation Phase 1: Learners Usability of LAMS and Moodle Acceptability of template sequences created by project team Phase 2: Teachers and learners Reusability of template sequences Effectiveness of sequences produced by teachers Issues in the use of e-learning to disseminate study skills Method: Participants:  Method: Participants Students Over 200 from schools and FE colleges Teachers 20 started out 10 saw the project through Student teachers of FE 5 provided additional data re teachers’ perspective Method: Template sequences:  Method: Template sequences 'Generic' sequences Preparing a personal statement Career choice and development Sequences adaptable to specific subjects Online information skills (phase 2 only) Report/essay writing Method: Approach:  Method: Approach No data on equivalent F2F activities Can’t compare with other cohorts Acquisition of study skills takes time Can only measure short-term learning outcomes DeL = capturing data in naturalistic setting Can’t observe the process of designing for learning Researcher must surrender control over evaluation session to teacher Researcher not present to record data Hence, self-reporting via online questionnaires Instant feedback on individual sessions 'Reflective' questions on overall experience Method: Phase 1:  Method: Phase 1 Usability, acceptability to learners May-July 2005 Trainee teachers: Workshop + questionnaire (5) Students: 3 workshops + questionnaire (66) Report writing (LAMS, Moodle) Personal statement (UCAS preparation day) (LAMS) Choosing a career (careers day) (LAMS, Moodle) Method: Phase 2:  Method: Phase 2 Reusability, effectiveness, issues Teachers as learners Workshop + questionnaire (17) Teachers as designers Workshop + questionnaire (14) Teachers as facilitators Adapt/create sequences; run with students (8) 'Show and tell' workshop (4 presentations) Review questionnaire (8) Students’ questionnaire (87) Findings: Learner perspectives:  Findings: Learner perspectives LAMS and Moodle comparable in usability Students willing to use again Enjoyment Phase 1 68% Phase 2 79% (more relevant to context?) Increased confidence Phase 1 91% Phase 2 96.5% Aware of value in terms of Skills learned + opportunities for collaborative learning But These are not unique to e-learning Awareness of risks of 'wrong' learning Findings: Learners’ performance:  Findings: Learners’ performance Motivation High levels of motivation and participation But novelty factor? Focus on task Students largely on task in classroom activities But chat needs focus, output and/or guidance Learning outcomes Reportedly improved, but evidence from only one teacher Aspects of online environment contributed (interaction with resources, reading each others’ opinions) But teacher’s role appears to remain influential in successful outcome Findings: Usability and usefulness:  Findings: Usability and usefulness Additional learning tools for reinforcement or extension LAMS’ Monitor helped to time and shape teachers’ interventions 'Equalising' nature of the medium: enables discreet support for differentiation Findings: Reusability of template sequences:  Findings: Reusability of template sequences Teachers favourably disposed in principle, but Only 3 adapted template sequences 4 created sequences from scratch 1 adapted another’s sequence Pedagogical approach can be an issue Sequences more useful as source of inspiration Questions raised Context-specific more useful than abstract? Cost benefits: adaptation of online sequences more time consuming? Individual LOs more 'reusable' than LASs? Re study skills: adaptation better for generic skills? E-learning and dissemination of study skills (i):  E-learning and dissemination of study skills (i) Most students favourably disposed to e-learning, but alternatives needed Robustness and speed of internet connections can be an issue Make materials available in off-line form? Not all study skills are suitable for fully online learning But online sequences may be acceptable if teacher lacks time or inclination E-learning and dissemination of study skills (ii):  E-learning and dissemination of study skills (ii) E-learning can foster independence but teacher input needed to Maintain focus and structure in online discussions Monitor progress and provide relevant formative feedback and support Support less confident students Prevent propagation of misconceptions Asynchronous learning can place an extra burden on students Need for time-management training? E-learning can provide continued support after initial F2F sessions 'One-size-fits-all' doesn’t help with differentiation Slide28:  Recommendations:  Recommendations e-learning can be a useful way of delivering study skills and can enhance motivation and learning with careful planning and delivery Issues re. re-use of learning sequences by teachers need further investigation Teachers need specific mentoring support to gain confidence and skills Further embedding of e-learning study skills is recommended: the project continues 06-07. Acknowledgements:  Acknowledgements All learners and teachers in eLISA Project partners JISC, Greenwich Council and the DfES/LSC for prior funding Greenwich Council CLCs and Aimhigher/Aspire, Linda Karlsen, Naomi Young and Anne Lawler. Slide31:  Questions and comments…. Further info is available at: http://www.gre.ac.uk/eLISA

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