Helping teachers understand their learners and their needs better in WebCT

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Information about Helping teachers understand their learners and their needs better in WebCT

Published on June 17, 2008

Author: cies

Source: slideshare.net

Description

Helping teachers understand their learners and their needs better in WebCT

Helping teachers understand their learners and their needs better in WebCT Alan Masson Philip Turbitt University of Ulster

Session Overview E-learning in context VLE - agent for change? Promoting reflective practice within the classroom context Examine: cohort profile and user expectations - why and how Benefits Wrap

E-learning in context

VLE - agent for change?

Promoting reflective practice within the classroom context

Examine: cohort profile and user expectations - why and how

Benefits

Wrap

e-learning in context Demand high from learners Changes in practice largely staff-driven Training in the void Success hard to measure, quality hard to assure Success for whom? Institutionally, need to support large number of staff with diverse personal aims Need - impact on the LEARNER experience Realise cultural change - driver for (not driven by!!) technology

Demand high from learners

Changes in practice largely staff-driven

Training in the void

Success hard to measure, quality hard to assure

Success for whom?

Institutionally, need to support large number of staff with diverse personal aims

Need - impact on the LEARNER experience

Realise cultural change - driver for (not driven by!!) technology

CETL(NI): Utilising Institutional e-Learning Services to Enhance the Learning Process Aim: “promote, facilitate and reward the adoption of a “learner centred” reflective practice approach to the development of teaching and learning, in particular wrt the use of e-learning technologies” Posts: 1x academic staff developer, 1x research associate, 2 tech posts, 4 content developers, learner advocate Cultural challenge: effecting changes in “teaching” practices - key to learning experience

Aim: “promote, facilitate and reward the adoption of a “learner centred” reflective practice approach to the development of teaching and learning, in particular wrt the use of e-learning technologies”

Posts: 1x academic staff developer, 1x research associate, 2 tech posts, 4 content developers, learner advocate

Cultural challenge: effecting changes in “teaching” practices - key to learning experience

VLE as an agent for change?

VLE data usage Tracking Monitoring Logging Retrospective - evaluation of existing practice Linkages to reflection / development processes?

Tracking

Monitoring

Logging

Retrospective - evaluation of existing practice

Linkages to reflection / development processes?

Proactive agent for change? Need to challenge current practice Identify emerging tensions and constraints of current practice Between successive cohorts Between learners and “course” Between learners and tutors Promote issues of learner expectation (raising the learner perspective) Culturally - supportive not critical

Need to challenge current practice

Identify emerging tensions and constraints of current practice

Between successive cohorts

Between learners and “course”

Between learners and tutors

Promote issues of learner expectation (raising the learner perspective)

Culturally - supportive not critical

Importance of the online classroom context It is the coalface - best place to locate services! Module code: inferred metadata (abc123j1x) Dynamic key to SRS, VLE and other data resources Provide pedagogy support dashboard - adapts on a module by module (and staff by staff) basis

It is the coalface - best place to locate services!

Module code:

inferred metadata (abc123j1x)

Dynamic key to SRS, VLE and other data resources

Provide pedagogy support dashboard - adapts on a module by module (and staff by staff) basis

Promoting reflective practice Full “cycle” support Learner focus Promote relevant resources Integrate with relevant internal and external repositories Manage use of resources adopted by academics? Inform and complement f2f activities

Full “cycle” support

Learner focus

Promote relevant resources

Integrate with relevant internal and external repositories

Manage use of resources adopted by academics?

Inform and complement f2f activities

Reflection key process Embed QAE processes / resources into classroom Provide an information framework to promote learner centric reflection Draw on range of institutional data Focus on both current data and changes from previous offerings Provide pedagogic prompts for reflection Assist staff to identify where they can impact on student learning

Embed QAE processes / resources into classroom

Provide an information framework to promote learner centric reflection

Draw on range of institutional data

Focus on both current data and changes from previous offerings

Provide pedagogic prompts for reflection

Assist staff to identify where they can impact on student learning

What can be achieved? SRS data opportunities WebCT CE4.x opportunities WebCT Vista / CE6 opportunities

SRS data opportunities

WebCT CE4.x opportunities

WebCT Vista / CE6 opportunities

Student cohort information Data source: Student record system (or data warehouse) Key factor: Identify changes in cohort and suggest emerging challenges Require: Compare cohort with previous cohort

Data source:

Student record system (or data warehouse)

Key factor:

Identify changes in cohort and suggest emerging challenges

Require:

Compare cohort with previous cohort

Student cohort data Useful fields: Number of learners Course code Mode of study Age Gender “ at risk” (likely field - resit flag) Disability?

Useful fields:

Number of learners

Course code

Mode of study

Age

Gender

“ at risk” (likely field - resit flag)

Disability?

Specific Yr1 retention factors UCAS pts (entry grades) Entrance qualification type Course not 1st choice

UCAS pts (entry grades)

Entrance qualification type

Course not 1st choice

Student Data presentation Presentation approach Canned reports - no access to raw data Simple to interperate - tabular or graphical? Clear comparison between cohorts Trigger values - flag key changes with issues to consider

Presentation approach

Canned reports - no access to raw data

Simple to interperate - tabular or graphical?

Clear comparison between cohorts

Trigger values - flag key changes with issues to consider

Privacy considerations Must ensure individual data is NOT exposed Ensure adequate filters for small cohorts Ensure user has no access to data, only reports Ensure strict access policies for WHO can view reports

Must ensure individual data is NOT exposed

Ensure adequate filters for small cohorts

Ensure user has no access to data, only reports

Ensure strict access policies for WHO can view reports

E-learning “experience” factors Key factors Learners previous e-tool “experience” relative to module toolset Learners previous e-tool “experience” relative to tutors experience

Key factors

Learners previous e-tool “experience” relative to module toolset

Learners previous e-tool “experience” relative to tutors experience

e - “experience” data Looking back - require historical data Vista users - Powersight module useful Likelihood - “old” Campus Edition as legacy Info in the system log files Similar underpinning requirements for both Use this to illustrate process today

Looking back - require historical data

Vista users - Powersight module useful

Likelihood - “old” Campus Edition as legacy

Info in the system log files

Similar underpinning requirements for both

Use this to illustrate process today

Review of requirements Permit tutors to (simply) identify: Tensions in learners e-tool “experience” with tool use expected in the course Tensions in e-tool “experience” between the learner cohort and themselves NOT aiming to provide a formal evaluation process Rather highlighting potential tensions for reflection

Permit tutors to (simply) identify:

Tensions in learners e-tool “experience” with tool use expected in the course

Tensions in e-tool “experience” between the learner cohort and themselves

NOT aiming to provide a formal evaluation process

Rather highlighting potential tensions for reflection

Initial perspective “course” data - tool use by cohort in previous offering of the course (phase 1) learner data - tool use by current cohort (in their previous courses) Comparison data - tool use differences between current cohort and tutor’s own “experience”

“course” data - tool use by cohort in previous offering of the course (phase 1)

learner data - tool use by current cohort (in their previous courses)

Comparison data - tool use differences between current cohort and tutor’s own “experience”

Experience or expectation? Experience - very difficult to quantify discriminating quantity v quality deeper report - more complex presentation reliability of analysis???? Expectation - more transparent concept infer from previous usage simple to report better fit with user requirements

Experience - very difficult to quantify

discriminating quantity v quality

deeper report - more complex presentation

reliability of analysis????

Expectation - more transparent concept

infer from previous usage

simple to report

better fit with user requirements

Which tools to focus on? Initial focus - key tools shortlisted Communication Discussion Mail Chat Calendar? Assessment Quiz Assignment

Initial focus - key tools shortlisted

Communication

Discussion

Mail

Chat

Calendar?

Assessment

Quiz

Assignment

Getting data from “old CE” Staring point - server log files Review period - end of each semester Structured, BUT very extensive (Gb’s of data) First task - filter out non relevant transactions Approach - egrep 194.125.168.48 – 32263703 [01/May/2004:15:43:37 +0100] GET/SCRIPT/bms803c2x/scripts/student/serve_bulletin?ACTION=LIST&ARG1=1038900217&PAGE=0 HTTP/1.1 200 60751 4 Key tool info embedded within text strings

Staring point - server log files

Review period - end of each semester

Structured, BUT very extensive (Gb’s of data)

First task - filter out non relevant transactions

Approach - egrep

194.125.168.48 – 32263703 [01/May/2004:15:43:37 +0100] GET/SCRIPT/bms803c2x/scripts/student/serve_bulletin?ACTION=LIST&ARG1=1038900217&PAGE=0 HTTP/1.1 200 60751 4

Key tool info embedded within text strings

Structuring the log file data Parse out key variables 194.168.231.6 – 32563603 [01/May/2004:23:25:15 +0100] bms803c2x student serve_bulletin? 1 200 11133 0 Data fields now structured - ready for processing

Parse out key variables

194.168.231.6 – 32563603 [01/May/2004:23:25:15 +0100] bms803c2x student serve_bulletin? 1 200 11133 0

Data fields now structured - ready for processing

Evaluating tool embeddedness Factors (per module cohort) Extent of tool use across cohort (% of learners) Depth of use (threshold for consideration) Value judgement: < x% = low >x and <y = medium >y = high

Factors (per module cohort)

Extent of tool use across cohort (% of learners)

Depth of use (threshold for consideration)

Value judgement:

< x% = low

>x and <y = medium

>y = high

Evaluating historical tool use: current cohort Factors (per student) Usage of tool across courses (extent) Depth of use (threshold for consideration) Value judgement (over previous semester): 0 modules = none 1 or 2 modules = medium All previous modules = high

Factors (per student)

Usage of tool across courses (extent)

Depth of use (threshold for consideration)

Value judgement (over previous semester):

0 modules = none

1 or 2 modules = medium

All previous modules = high

Evaluating historical tool use: tutor Factors (for tutor) Usage of tool across courses (extent) Depth of use (threshold for consideration) Value judgement (over previous semester): 0 modules = none <60% of supported modules modules = medium >60% of supported modules modules = high

Factors (for tutor)

Usage of tool across courses (extent)

Depth of use (threshold for consideration)

Value judgement (over previous semester):

0 modules = none

<60% of supported modules modules = medium

>60% of supported modules modules = high

Indicative report Tutor (you) 40% 40% 20% Current cohort Previous offering High Medium Low Tool X

Benefits Facilitates reflection by tutor Promotes awareness of learner expectations Increases awareness of key learner - course tool issues Reinforces relationship between the tutor and learner expectations Seed for effective changes in practice - initiates reflective cycle in an objective manner

Facilitates reflection by tutor

Promotes awareness of learner expectations

Increases awareness of key learner - course tool issues

Reinforces relationship between the tutor and learner expectations

Seed for effective changes in practice - initiates reflective cycle in an objective manner

Status of work Refining factor thresholds Scaled pilot - in conjunction with Vista migration related staff development (focus on enhancement) Data extraction / processing: prototyped and scaling to production One component of overall CETL activities Interoperability with other aspects (case studies, tool support, learning design models etc.) Extensions for next phase: temporal and location factors

Refining factor thresholds

Scaled pilot - in conjunction with Vista migration related staff development (focus on enhancement)

Data extraction / processing: prototyped and scaling to production

One component of overall CETL activities

Interoperability with other aspects (case studies, tool support, learning design models etc.)

Extensions for next phase: temporal and location factors

Promoting reflective practice

Q&A Alan Masson: [email_address] Philip Turbitt: [email_address]

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