Warren Barr & Robert Stokes: Implementing E-Learning in Blended Learning: Experiences and Practice in Law

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Education

Published on July 20, 2009

Author: clleddev

Source: slideshare.net

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Warren Barr & Robert Stokes: Implementing E-Learning in Blended Learning: Experiences and Practice in Law. Slides from the University of Liverpool Learning and Teaching Conference 2009.

To consider and reflect on integrating e-learning into module delivery in a 'traditional', professionally accredited subject, and to share examples of good practice and consider some of the enablers and risks involved in integrating e-learning methods into delivery.

Implementing E-Learning in Blended Learning: Experiences and Practice in Law Mr Warren Barr & Dr Robert Stokes

Overview Background: Teaching Delivery: Familiarity vs Innovation Existing Good Practice in E-Learning E-Support Materials Future Development in ‘Teach Smarter’ Blended Approach, E-Skills Enablers and Disablers Issues, Challenges and Possible Solutions

Background: Teaching Delivery: Familiarity vs Innovation

Traditional Teaching Methods Professional Subject Required Modules – 7 subjects (225 credits) 250+ students per module Traditional Delivery & Assessment 24 Lectures 5 Small Group Teaching Tutorials/Seminars (12 per group) Unseen Examination or Coursework If mixed, usually 75%/25% Normal Delivery Hours: 129 hours (15 credit)

‘Teach Smarter’ Initiative 2009 “It is necessary to rethink the way in which teaching is delivered, so that an effective balance is achieved between delivery hours and research time.” Necessary given new University Strategic Plan Improve Student Experience Free up research time

‘Teach Smarter’ Initiative 2009 Savings for Staff 22 Lectures (and support materials) 3x2 hour seminars (30 students per group) Delivery Hours: 76 hours Improvements for students Structured and more engaging learning E-support and e-tasks, including group work

Existing Good Practice in E-Learning E-Support Materials

Effective Use of VITAL E-Lectures Full interactive lecture transcripts Available for browsing, not download or printing e.g. Equity & Trusts Repository of Information Lecture Materials, Handouts, etc. Minimum standard for all modules

Podcast Feedback Equity & Trusts Example Podcast Podcast Audio File Written transcript Benefits Provides feedback on performance and ways to improve Helps students see group sessions as part of the process of learning, not the end of the cycle

MCQs – Formative Skills e.g. Commercial Real Property Problem Solving Scenarios Improvement in Student Engagement Better understanding through ‘doing’ Instantaneous feedback Improvement in Student Attainment Used in Land Law (5% of attainment) 42% improvement in grades

Video Even in traditional, non-clinical subjects English Legal System and Skills Mooting Exercise

Future Development in “Teach Smarter” New Delivery Methods

E-Learning: Support & Delivery Use of Wikis to structure preparatory group work Webcast lecture materials Audio and visual lectures and updates Increased of Podcasts and MCQs Summative and formative assessment

Moving Forward:E-Learning Development ELLS II (first year, compulsory 15 credits) Online simulated legal case (legal disputes) Use of shared resources e.g. UKCLE materials, at Liverpool Entirely online delivery, supported by 12 single hour ‘drop in’ sessions Uses examples from other compulsory modules studied alongside Evolution, not revolution in support Revolution is moving from teachers to learning facilitators

Enablers and Disablers: Issues, Challenges and Possible Solutions

Internal Enablers Engagement Student Engagement in Learning Process Maximising Student Attainment Degree classification relevant to entry grades Improved Module Delivery Better Quality Modules, Focused on Student Learning Needs Colleagues: Diminishing the tension between teaching delivery and research outputs Reacting to Student Opinion Module Surveys, N.S.S (New) Staff Interest in Learning Excellence Fostered by University initiatives e.g. HE Training by Ed Dev Improved Teaching Experience For Staff Avoids repetitive cycles of teaching

University Drivers University Strategic Statements Significantly Improve Research Performance ‘Research-Led’ Teaching The ‘Liverpool Graduate’ Initiative University Policies E-Learning and Employability Policies Blended Learning

Disablers: Process Time Sensitive Current TQSD and ASC deadlines Bureaucracy Other Calls on Departmental Time Issues With Procedure Module Specifications Do Not Encourage Innovation Procedure Designed For Audit Purposes

Disablers: Internal Staff Consensus/Participation Staff Resistance and Issues of Engagement Sharing Good Learning and Teaching Practice Establishing an Effective Forum Varying Skill/Knowledge Levels of Pedagogy Time Implementing Change Addressing Student Perceptions Engaging Students In Process Selling Outcomes

Possible Solutions Identify ‘Enablers’ Need Motivated Individuals Within Level 1 structures Resources for ‘Enablers’ Resource Bank Need For Evidence Examples of Good Practice Engaging Staff Presentations To Departments About Opportunities and Process

Shared Online Resource Bank VOCAL Repositories Examples of Good Practice Literature Review Summarised Resource Bank Camtasia/Webcast Presentations ‘Learning Delivery’ Wizards Input Outcomes/Aims – Suggests Possibilities Provides Clickable Examples of Practice Provides Contact Details of Staff Members Using the Resource in Teaching Delivery

E-Learning Development Officers Law has dedicated IT Unit Enables staff to utilise resources they would not have access to, due to: Time Lack of IT skills Poor understanding of facilities available to support e-learning Consider E-Learning Officers for all Level 2 structures Resourced champions, leading the process and assisting the Level 1 enablers

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