Original T&L Blog – Page 8

Education online en-masse: Lessons for teaching and learning through MOOCs by Clare Wright, Clare Furneaux and Liz Wilding

15 June 20154 October 2019 By edwardwhite Comment Closed

On 24 April, 2015: 40 academic educators from 19 institutions came together to discuss key issues in MOOC design and implementation. The one-day workshop, hosted and funded by the University of Reading, a leading member of the FutureLearn MOOC consortium, offered the opportunity to evaluate practical lessons in designing and delivering MOOCs, particularly in relation to academic skills development. The focus was on problem-based discussion of approaches to teaching and learning and of the extent to which MOOC learning outcomes can be defined, measured, or achieved.

There were four presentations, each of which explored a particular issue related to the central theme, followed by group discussion around questions suggested by the presenters.

Dimensions of MOOCs: Shirley Williams (University of Reading) gave us an overview of some MOOC statistics and taxonomies, and highlighted some MOOC issues viewed from the ‘outside’ and from the provider’s view. As follow-up, she asked us to extend her list of MOOC dimensions, discuss how we should be measuring success, and consider whether and how we should compare courses.
Pedagogy as a service: lessons and challenges from the perspective of the platform: David Major from FutureLearn led us through some key lessons – and challenges – and asked us to discuss two major questions: Are MOOCs platforms for content and courses, or platforms for learning and pedagogy? How can we coalesce individualism from the view of courses, platform, educators and learning?
Repurposing MOOCs for language learning purposes: Liam Murray (University of Limerick) shared the results and recommendations of a team who evaluated a number of MOOCs to determine their potential to be repurposed for second language acquisition. Liam suggested that we consider two aspects of MOOCs in our groups: specialisation and adaptability.
Designing assessed group work for MOOCs: Marion Waite, Elizabeth Lovegrove and Abigail Ball (Oxford Brookes University) shared their experience with group work on the TOOC15 MOOC. They proposed we discuss why we assess in a MOOC and how we should do it. They also had us consider the issues and practical challenges associated with grouping students and peer review.

It’s hard to summarise the lively and far-ranging discussions that took place, but the round-table at the end of the day (shown in the picture above) helped establish some key lessons learned, some useful tips, and challenges to explore further.

Some lessons learned:

There is a longish history of en-masse online learning behind MOOCS (starting with Usenet groups), so it’s important to avoid re-inventing the wheel.
Initial MOOC-hype is dying down, but interest is still growing, as seen in takeup of repeat MOOCs.
MOOC measurement is best avoided, especially if superficial, e.g. if they are only about numbers signing up
MOOCs are a good way of marketing – a shop window – so need institutional support.
The learners you get may not the ones you expected, so keep assessing your learning goals.

Best practice tips from the day:

Keep your eyes open , e.g. educators can benefit from enrolling on other MOOCs as learners.
Keep talking to each other. It’s important to have Communities of Practice.
MOOCS should draw on best practice in T&L. Let pedagogy lead!

MOOCs – where next?

‘The walls of the institution are coming down to the level of the learners’ – there will be an opening up of practice in range and aims of MOOCs.
Types of MOOC will include:
- Tasters for University courses
- Retirees taking MOOCS for interest/enjoyment
- MOOCs embedded in f2f courses (eg basic Maths)
A lot could be presented as REF case studies, so reliable research context is vital.
MOOCS will get more specific/specialised as the market place gets more crowded…
but there will still be value in ‘Introductions to….’ MOOCs.
There will be more mixed x- and c-MOOCs.
There will be more training/professional MOOCs, but many people will still do academic MOOCs for enjoyment.
MOOCS will get better at delivering pedagogic aims.
There will be a wider range of stakeholders (e.g. employers).
Do MOOCs need to be assessed? If so, assessment must be paid for.
How can participants demonstrate what they have learned in non-traditional forms of assessment?

Overall, the workshop allowed presenters and delegates to share questions and lessons learned, and to consider how to take forward best practice in online en-masse learning. We very much hope to keep the dialogue going in the future.

Feedback from delegates:

‘Inspiring!’ ‘Constructive.’

‘Definitely worth travelling 600 miles for.’

PLanT Project: TypoResources by Peter Loveland, Melissa Towriss, Hannah Tollett

11 June 20154 October 2019 By edwardwhite Comment Closed

Intro

URL: http://peterloveland.com/development/plant/

The PLanT project is a University funded programme that is designed to get students involved with the design and delivery of strategies regarding teaching and learning. If an application is successful, the group is rewarded £500 to see the project through.

We as a group, applied for one of these grants, using the idea of a web-based learning resource for the typography department, and were successful with this application.

Proposal/Application

Our application was based around the fact that we collectively do a lot of online research in relation to many aspects of our course, for example, learning software, or getting design tips. Currently our department is lacking in any such centralised bank of resources, and we felt that it would be useful for subsequent year groups to have something like this. We therefore created a questionnaire that asked other undergraduates on our course opinions on the current provision of resources and communication methods within the department. Below asked the questions we asked…

From the questionnaire, we learned that students felt like the department relies heavily on social media, because students opinions of BlackBoard is less than complimentary. The other main result of this questionnaire, was discovering that students were strongly in favour of an online resource bank. This therefore became the foundation for our proposal and the rest of the project.

Process

Discussion of ideas

With the funding in place, we met to discuss the preliminary research that we had attained, revisiting these results from the questionnaire, to work out what exactly would be useful for the department. As the research outlined, students seemed in favour of having the online resource bank. We therefore compiled a list of ideas of what we felt this system should have and be able to do. Ideas included:

a provision for submitting work for feedback
anonymous questioning to department staff
a bank of good previous work, curated by lecturers
a bank of resources
a collaborative online working space.

Research

After discussions with departmental staff, and our supervisor for the project, it became apparent that due to department rules, it would be better to refine the ideas into one more focussed, ‘online resource’, that performed the following tasks (condensing some of the ideas above):

Examples of previous student work
A collation of internet based design resources
A collation of user created resources (both by staff and students)
We proposed the above online resource to other students on the course to gain feedback, and further our ideas. The general idea was received very positively. During this research phase, we were given access to BlackBoard, to determine the limitations, and capabilities of the resource, so that we were able to not only make something that does things BlackBoard is unable to, but also not designing a system that simply replicates aspects of BlackBoard.

Response to research

With all the prior research and market research in mind, we began to design the system. From research, we realised that one of the main problems with the previous methods of handling information, i.e. Facebook and BlackBoard, was that the navigation and user interface was not specifically tailored to what we wanted it to do. We looked at existing methods of navigating information heavy websites, such as Pinterest, observing their filtering system. We felt that this system, which uses a collection of ‘visual cards’ would be an extremely efficient and successful method for our new system.

We began wireframing based on these ideas:

We made the system capable of browsing resources through different facets, such as course modules, but also through more specific key word searches. Once these wireframes were established, we developed the website, integrating it with WordPress so that we could easily manage and search the resources, using it to rapidly accelerate the development process. With the first prototype in place we began user testing.

Using the money from the grant of £500, we set up a focus group where we could interview undergraduates from the department. We spent £70 on food and drinks to help entice students to take part. The focus group asked students to have a look through the website which we had created, we asked them some questions after giving them a chance to explore it themselves.

The responses from the students were very positive and they also provided us with some more feedback. We also got staff to try out the system who were able to provide feedback from their perspective. Staff suggested that they would like to see the option of navigating the system via different categories rather than specifically across year groups in order to make the system more useful for the course.

Our lecturers were impressed with the work we had done to aid the teaching and learning resources for future years and are excited to see continual development and for the site to be live. It was at this point, that the name of the resource bank should be typo resources to encompass it within existing services provided by the department.

Presenting our system

After the focus group we attended a presentation where we discussed what our project was and why we wanted to do it. More importantly for us, it was a chance to present our hard work. We created a keynote that explained the research and the process that we employed during the project. The presentation took place in 3sixty, the centre of campus, in front of around 100 people, most of whom were members of University staff. This was a great opportunity and again, we received a positive response from the audience.

Next steps

Unfortunately as we are graduating this year we are unable to continue developing this system. However, because the PLanT scheme involves our supervisor, and is for our course, the department is backing the continued development. This means our next step is to recruit other students who are as passionate about this project as we are.

Reflections

Through participating in the PLanT scheme project we gained valuable experience in team work and research of user experience. We benefitted from discussion and collaboration with department staff, particularly our supervisor Jeanne-Louise Moys, which helped us to gain an understanding of the system and practices as they currently exist, as well as to gain useful insight into the considerations of staff.

Such a unique project came with its own challenges and rewards. Our work on the presentation, although very well received, did have some setbacks, in terms of coordinating the demonstration of the live system on a large-scale screen with all equipment located off-stage. We may have benefited from more practice or potentially creating a short video of the system in use that could have been used. Through this experience of presenting work to a large audience, however, we have gained useful experience of public speaking and organisation. There was also the issue of justifying the creation of a system that could have been seen as overlapping with the provision of Blackboard, so we worked hard to ensure that what we were creating offered ‘unique selling points’ that would be of value to students within the department, and more widely applicable throughout the university when developed further.

Being given the opportunity to work on something that will benefit students in further years has been a very rewarding experience for the whole group. We are proud to have worked on something that will remain after we have graduated, with the potential to improve students’ experience of communication and independent learning, especially as department staff and other students can be involved in developing and refining the idea further.

Spin-Off, Remake, Pop-up: Using a Research Exhibition to Showcase Undergraduate Research on Television in FTT by Dr Simone Knox

9 June 20154 October 2019 By edwardwhite Comment Closed

Earlier this summer term, the Minghella Building hosted a lunchtime pop-up research exhibition under the theme of ‘Screen Relations’, which featured the research undertaken by Film, Theatre & Television students as part of their final assessment for the Part 3 module Television and Contemporary Culture. Led by myself as the convenor, the Spring term of the module explores the intertextual dimensions of television, such as spin-offs, remakes, prequels, sequels and other kinds of adaptations and textual relationships. For their final assessment, I offered my students the choice between an essay on a self-chosen topic, a production file for which they propose a new spin-off/remake/or similar (complete with intended casting, production crew, promotional campaign, etc.), or a short filmed project. With all my students this year choosing the practically-inflected assessment types that would be bound to yield innovative ideas and interesting audio-visual material, an opportunity to show this work to the wider student body and staff proved irresistible.

the ‘Screen Relations’ pop-up research exhibition

So, my students and I held a pop-up research exhibition, for which the students devising production files selected materials such as images of their intended cast and promotional posters to display on the walls and proposed soundtracks to play on laptops around the Minghella Green Room area, where visitors could mingle and talk to the production file students in an informal manner about their work. Those students undertaking filmed projects screened rough cuts of their programmes (or selected extracts thereof) next door in the Minghella Cinema, and the event was brought to a close with a Q&A with the directors. I want to add that what was important to me was that participating in the exhibition would not add a burden to my students’ workload at a busy time of their degree (the final term of their final year, no less) or their finances: from the very beginning, the intention was that they show materials that they are already working on, without the need for additional preparation as such, and I provided the colour printing.

Olivia Jeffery presenting her project Mum’s Army

With such reassurance given, the exhibition gave my students the chance to use and hone their presentation skills developed in earlier parts of their degree, and to get an experience of curating by having to carefully think through what materials to select and how to display them most effectively within the given space. They also got to share and engage in a dialogue about their imaginative work with more people than they otherwise would have (mostly myself, via tutorials), gaining valuable feedback from and being able to test out ideas (e.g. potential titles for their proposed programmes) on the exhibition’s visitors for their work-in-progress. My students’ feedback on the pop-up research exhibition was unanimously positive, and the experience was described as ‘incredibly helpful’ in our most recent Student-Staff Liaison Committee.

a promotional poster for Sarah Foster-Edwards’ British Back to the Future project

However, this benefit to my students had not been my only hoped-for outcome of this event: just as much as I wanted to give my students a further opportunity to develop their ideas, I also thought that it would be interesting and stimulating for the exhibition visitors, which included staff, fellow undergraduates, Masters and PhD students, to see the products of my final year students’ research skills and the diversity of projects, approaches and ideas. And who would not be interested to find out more about projects such as these (and I am going to limit myself to four, much as it pains me): Mum’s Army, a spin-off of (yes, you’ve guessed it) Dad’s Army, featuring the wives and girlfriends of the characters of the beloved BBC sitcom, imaginatively proposed by Olivia Jeffery – you can listen to the intended theme tune here. Sarah Foster-Edwards rightly decided that the time has come for a British television remake of cult blockbuster Back to the Future, proposing to replace the DeLorean time machine with a Mini Cooper. Girls: UK, a transatlantic remake of Lena Dunham’s Girls filmed by Ciara Durnford, Lottie Gilbourne, Daisy Hampton and Kat Newington, addressed the HBO show’s politics of representation. Finally, filmed by Sam Elcock and James Cross, Norman saw iconic character Norman Bates running a B&B in Sonning, with a use of style that engages meaningfully with Alfred Hitchcock. With so much on offer and a nice ‘buzz’ on the day, the exhibition served as a(n albeit ephemeral) resource for visitors to see how my talented students deploy their intellectual interests and research skills for projects that ask them to bring together industry analysis (e.g. target demographics, channel brand identity) and creative decision-making.

a promotional poster for Girls: UK and a still from Norman, two filmed projects screened as part of the exhibition

Overall, I am very pleased with how the event went and am planning to repeat it next year. I found the combination of a particular assessment type (production file/filmed project), forum (pop-up research exhibition) and space (Minghella Building) particularly effective – if you have been to the Minghella Building, you will know that it is a space designed to facilitate dialogue about creative practice. That said, using a pop-up exhibition is a flexible and effective forum that can, of course, be reproduced and adapted for any type of discipline, space, assessment type and occasion. With the scope for using as many or few resources as required or desired and much practicality – our event literally popped up and down within 90 minutes – there is great potential for further uses of research exhibitions to promote and value student research and demonstrate how this builds on and enriches the student experience.

Mind the skills gap: auditing and embedding information literacy skills development across the curriculum by Jackie Skinner and Helen Hathaway

5 June 20154 October 2019 By edwardwhite Comment Closed

Academic staff acting as Library Representatives for their school or department, other teaching and learning experts, and Library staff came together over lunch recently for their fifth annual Community of Practice meeting. Its theme was skills development within the curriculum and showcased collaborative work in one department to establish information literacy levels required at each undergraduate stage. One definition of information literacy is ‘knowing when and why you need information, where to find it and how to evaluate, use and communicate it in an ethical manner’ Chartered Institute of Library and Information Professionals (CILIP).

Information literacy skills audit: Food case study

Jackie Skinner, Liaison Libr arian for Food Studies spoke about a skills audit she undertook in close collaboration with Food and Nutritional Sciences Programme Directors to identify what skills are required or assumed of students at different stages of their academic development and where these were taught (or not). The audit consisted of an online survey which was completed by all module convenors. The results revealed a disparity between academics’ expectations of students’ skills, and the opportunities students had to develop those skills. The first step in addressing this disparity was to develop a skills framework outlining which skills students should have acquired by the end of each Part. Mapping these skills onto individual modules is currently under discussion, along with other means of enhancing student development, such as the use of personal tutorials. Providing a means for students to assess their own skills competencies and confidence is also under investigation.

Study Skills Adviser, Michelle Reid gave some background on the ANCIL framework which formed the basis for the audit. ANCIL (A New Curriculum for Information Literacy) aims to help undergraduates develop an advanced, reflective level of information literacy which will enable them not just to find information, but to evaluate, analyse and use academic material independently and judiciously. The ANCIL framework is already being used by 12 other UK universities to develop their information literacy skills training.

Professor Bob Rastall added his perspective as Head of Department. This included some interesting insights into some unintended consequences of the audit, such as skills development forming a positive discussion topic with parents at UCAS days.

As well as providing an outline of the audit, the results and subsequent actions, the presentation gave a clear appraisal of the benefits of the process for all participants. It was followed by discussion and questions.

Anyone interested in using the same approach to identify any information literacy skills development gaps in their own areas should contact their subject liaison librarian.

Getting the Community spirit

The annual Library Representatives’ Community of Practice events are arranged by the Library’s Helen Hathaway, Head of Academic Liaison and Support to enable cross-faculty discussion, sharing good practice and the exploration of new ideas and solutions to Library issues on an informal level. Departmental Library Representatives are the appointed academic staff who provide a formal channel of communication between their School or Department and the Library.

Tailored formula sheets – the ‘cheat sheet’ idea by Dr Karen Ayres

4 June 20154 October 2019 By edwardwhite Comment Closed

About 10 years ago I was intrigued when a colleague described taking exams at an Australian university, where he was given a blank sheet of paper on which he could write anything he wanted to take into the exam. He referred to this as a ‘cheat sheet’. I was familiar with both open and closed book exams, and their pitfalls, and also with providing a formula sheet to students in an exam. But this idea was something completely different, being an individualised exam accompaniment. I was even more intrigued to hear him say that the benefit of this sheet was that he had been forced to properly revise the material in the module so that he could work out what to include – there was no point wasting precious space writing down things he would be able to remember, but it was very important to write down things which he was afraid he would forget.

This memory stayed with me, and I always wanted to try out the idea myself, but couldn’t see how it could be implemented that easily in a centrally-administered exam. But then this year, as a way of creating a faux semester system for our finalists, we replaced the summer term exam with a department-administered class test in January for two modules. One of these was my final year statistics module on Multivariate Data Analysis, and so I seized my chance!

The idea of being able to take into the test an A4 sheet on which they could write anything they wanted to was well received by the students when I first announced it – it automatically relieved some of the pressure they felt about having to memorise formulae, or all steps in a proof. In terms of the effect on how I wrote the exam, this was no different really than writing an open book exam – there needed to be more emphasis on questions which applied the methods, or were open ended in what they were asking for, rather than requiring the statement of a formula or reproduction of a basic proof. However, this didn’t actually require much adjustment to my style of writing questions. Implementing the idea was also fairly straightforward. The module finished in the final week of the Autumn term, and the students handed in their ‘cheat sheet’ on the first day of the Spring term for me to photocopy onto coloured paper (to prevent any additional sheets being smuggled in!), and distribute at the start of the test. The (named) sheets were thrown away at the end of the test, to ensure they were not attached in any way to the anonymised answer booklets.

I’m pleased to say that the ‘cheat sheet’ idea was an unmitigated success. Although it is impossible to quantify its effect because of cohort effects, and the fact that the test was now in January rather than in the summer, feedback from the class about the idea has been positive and the marks were a little higher than in the past. The most gratifying thing for me though is hearing many students say that they didn’t actually need to look at their sheet in the exam, because they had spent so much time writing and rewriting the sheet to make sure it included everything they wanted it to, that they ended up learning and remembering all of the material anyway! So I seem to have educated my students by stealth! But all joking aside, I think that the ‘cheat sheet’ idea has benefits across the board and particularly when viewed from a diversity perspective. Different students will struggle with different things for different reasons. Letting them help themselves by constructing their own formula/information sheet which is tailored to their strengths and weaknesses acknowledges that diversity, and is one way to put students even more in control of their learning and also their attainment. I definitely encourage others to try this idea!

Reading Lists at Reading: improving the student and staff experience by Kerry Webb and Helen Hathaway

3 March 20154 October 2019 By edwardwhite Comment Closed

The University is investing in an online reading list and digital content management system from Talis Aspire. Implementation at Reading begins at Easter 2015. This initial phase will involve Library staff transferring all 2014-15 reading lists (which have existing copyright cleared scans associated with them) on to the new system, ready for review and revision by the list owner, following training provided by Liaison Librarians. These lists and more if time allows, will be available to students in September 2015. If any departments not included within this initial phase would like to become early adopters, please contact Kerry Webb, the Library’s Course Support Co-ordinator (email: readinglists@reading.ac.uk). After this initial phase, we will then work with a wider range of academics to gradually integrate more lists. Our aim is to upload 75% of reading lists by 2016/17.

Academic tutors will be able to create online reading lists within a single interface, linked to from Blackboard. Using a simple bookmarking tool you will be able to link to items on the Library catalogue, items from our e-journals and subscription databases, external web pages and embedded multimedia. You will also be able to provide guidance to your students on approaches to specific resources, and will gain a faster, easier scanning request process incorporating assured copyright compliance. Automated checking of Library stock against your online lists will ensure faster ordering and more efficient library budget management.

Students will benefit from engaging with online reading lists providing real-time information about Library print material availability, direct links to our online resources and scans requested by academic staff through the Library’s scanning service, plus links to any other relevant resources and any guidance provided by you through annotations added to your lists.

The following are examples of lists produced using the Talis system (clicking on the title of a resource provides availability information):

Reading list with tutor annotations: http://readinglists.anglia.ac.uk/lists/8C8785CB-C465-298E-EB9D-91E170E4E600.html

Reading list with links to scans: http://resourcelists.stir.ac.uk/lists/28233A26-4435-71AF-5A2C-01FE1900C876.html

Reading lists set out in weekly sections: http://myreadinglists.kcl.ac.uk/lists/390BE867-9105-46F1-0EA7-4904093D94DE.html

http://readinglists.ucl.ac.uk/lists/28940452-8182-68BC-70AC-08123F69353F.html

Support will be provided in several ways: through online guides and screencasts, one-to-one, drop-in and bespoke training sessions, and making use of existing networks to assist colleagues with getting started on the system.

Find out more

Briefing sessions about the new system will be held at the end of the Spring Term, on Tuesday 24^th and Friday 27^th March, 1-2pm, in S@iL 107 (Library, 1^st Floor). These are open to all staff involved in the creation of reading lists on Blackboard, no need to book.

We hope that as many of you as possible will be able to see for yourselves what the system will be able to do for you and your students. These sessions will provide an opportunity to see how the system works, and members of the implementation project team from the Library will be on hand to answer any questions you might have about online reading lists.

Or, book up to attend the CQSD T&L session, ‘Online reading lists: TEL to improve student engagement’ on Wednesday 22^nd April, 1-2pm. For details of how to book, see: http://www.reading.ac.uk/cqsd/TandLEvents/cqsd-ComingSoon.aspx.

To find out more about the Talis system and what it can do for you and your students, go to: www.talis.com/reading-lists and http://www.talis.com/digitised-content/ or contact Kerry Webb, the Library’s Course Support Co-ordinator, email: readinglists@reading.ac.uk

10th LLAS e-Learning Symposium: looking back and looking forward on technology enhanced learning for languages by Pilar Gray-Carlos

10 February 20154 October 2019 By edwardwhite Comment Closed

LLAS (Subject Centre for Languages, Linguistics and Area Studies) recently celebrated the 10^th anniversary of the annual e-Learning Symposium at Southampton. During the past 10 years the e-Learning Symposium has provided an area where academics and educators in the field of linguistics and languages have had a common place to share innovation, creativity and results of the use of new technologies applied to teaching and learning languages.

This 10^th anniversary has provided an opportunity to briefly pause to look back and reflect on how we have tackled the challenges and opportunities in the past years. A reflection particularly highlighted by Marion Sadoux, (Director of the Language Centre, University of Nottingham, Ningbo) in her key note: “10 years on, challenging 10 venerable Assumptions about Languages and e-Learning” where she provides her experience on challenges, ideas and beliefs, that technology enhanced learning has brought to the language community. As key notes go, it is also worth mentioning both the opening key note on a very much in vogue area, MOOCs, given by Sara Person and Chris Cavey (British Council); and the closing key note: an account of a personal journey through digital and networked technologies, shared by Benoit Guilbaoud (University of Manchester).

Contributors to this 10th edition presented a wide range of projects. There were projects based on collaboration (Collaborative productions of learning objects on French literary works using LOC software, Christian Penman, Edinburgh Napier University; Identity and participation in telecollaboration, Francesca Helm, University of Padova Italy); projects for student mobility, (ICTell Project: virtual exchanges to prepare for student mobility, Marta Giralt and Catherine Jeanneau, University of Limerick); and projects that explore the use of mobile apps such as WhatsApp to prepare for year abroad (Isabel Cobo-Palacios, Billy Brick and Tiziana Cervi-Wilson, Coventry University) or twitter both for language boosting (Alessia Plutino, University of Southampton) and as a community of practice tool for language learners (Fernando Rosell-Aguilar, Open University). Together with a variety of papers on the use of wikis and blogs, reflection on MOOCS, blended learning, etc.

The symposium also offered the opportunity to participate in workshops such as the use of digital video and online discussions; blended learning techniques to maximise lexical retention; tips for telecollaboration with VLEs and using free digital tools (SpeakApps) for encouraging speaking and learning.

The world has become a bigger place, access to information is faster and varied, and the demand to respond to new tools for and manners of delivery is here to stay, so will the LLAS e-Learning Symposium be. It will continue to help us to stay connected, to explore, and to share our ideas with our colleagues not only in the UK but across the world.

Watch the recording of plenary sessions at https://www.llas.ac.uk/livestream or for more detailed information on some of the case studies visit http://research-publishing.net/publications/10-years-of-the-llas-elearning-symposium-case-studies-in-good-practice/

HOT TIP: Student-led peer learning: a win-win for everyone by Dr Patricia (Paddy) Woodman

21 January 20154 October 2019 By edwardwhite Comment Closed

Student-led peer learning or peer assisted learning (PAL) is popping up in all sorts of universities up and down the land and is gaining momentum as a global phenomenon. It has been in an existence in the UK since the early 1990s and has been described as a win-win for everyone involved. The University of Reading is about to appoint a peer assisted learning co-ordinator and launch a number of trial schemes in 2015/16, so I thought it would be good to pave the way by wetting your appetite with a brief overview: What exactly is PAL, how does it work, what are the benefits and why is it all the rage?

What is it?

PAL is a framework that fosters cross-year support between students on the same course. Students work in regularly scheduled groups supporting each other to learn through active discussion and collaboration under the guidance of trained students, called PAL Leaders, typically from the year above.

PAL leaders do not “teach” and they do not help with assignments, rather, they facilitate group activity that help students think through what they have already been taught and to discuss the material with their peers in order to deepen understanding.

There are different model of PAL but all are based on the principles of SI (Supplementary Instruction) an academic support model developed by Dr D. Martin at the University of Missouri-Kansas in 1973. PAL schemes now exist on all continents of the globe and there is at least one example of peer assisted learning already underway at Reading in the Department of Classics.

How does it work?

The Mapping Student-led Peer Learning in the UK report (Keenan 2014) published by the HEA notes that although there are wide-ranging approaches to the organization and operation of peer assisted learning scheme they all follow similar principles and guidelines

They:

support student learning;
foster cross-year support for students, facilitated by more experienced students, usually from the year above, who are trained to provide a point of contact and support the learning of new, or less experienced, students;
enhance students’ experience of university life;
are time tabled and participative – students work in small groups, engaging in discussions and a variety of interactive learning activities;
encourage collaborative rather than competitive learning, active rather than passive;
address both what students learn and how they learn;
create a safe environment where students are encouraged to ask questions and receive guidance from other students about the course and its content;
use the language and terms specific to the subject discipline;
help students gain insight into course requirements and lecturers’ expectations;
assists students develop positive attitudes towards learning, keep up with their studies and complete their course;
retain confidentiality within the PAL group;
benefit all students regardless of their current academic ability and provide opportunities to improve academic performance;
offer students place and time to practise the subject, learn from mistakes and build confidence;
create opportunities for PAL leaders to revisit and consolidate their prior learning.

Typically experienced students are trained in facilitation and then work in pairs to a) devise a structured approach to each session using their understanding of the material in conjunction with guidance from the course/module teacher, and b) run the group session encouraging active discussion and collaboration amongst a group of between 5 and 15 students.

Well established schemes such as those at Manchester University have evolved a pyramidal support structure with experienced student leaders performing the role of student co-ordinators who support the student leaders running weekly debriefing sessions and helping them to develop their facilitation skills and resolve issues. The co-ordinators are in turn supported by a central faculty intern role who has oversight of all peer learning. Student leaders are therefore well supported and the framework is sustained without relying entirely on busy module teachers.

What are the benefits?

Publications on peer learning are unanimous in concluding that there are tremendous benefits to be gained. PAL schemes are often introduced with the specific aim of raising attainment. Time and again quantitative studies reveal increased pass rates, lower failure rates and high retention rates (e.g. Burke da Silva & Auburn 2009, Ody & Carey 2009), however, the benefits are even greater than this and felt by all stakeholders: participating students, peer leaders and institutions/subject communities.

It is worth expanding on the benefits experienced by participating students based on the findings from the Mapping Student-led Peer Learning in the UK Report (Keenan 2014).

Improved engagement, motivation, grades and retention – The combination of students spending more time and being more active in their studies through PAL sessions has a catalytic affect of enhancing engagement and motivation which is known to have a direct link to attainment and retention.
Confidence, independence – PAL sessions offer safe spaces for students to explore their understanding and build their confidence on specific subject matter. The fact that the group have only themselves to draw on (i.e. no teacher to tell them the ‘right’ answer) develops their independence and confidence further – they have to devise other ways of filling any gaps.
Social and academic integration and sense of belonging – the small and informal nature of the PAL sessions provide for learning in a more social environment, which enhances social interaction between participants spilling over into other activities. It also provides all participants with opportunities to work with students from backgrounds with which they may not be familiar and students who perceive themselves to be in a minority to forge relationships thereby enhancing integration all round. Developing relationships with students in other year groups further enhances the sense of being part of the subject/school community.
Transition to HE – many of the points above on confidence, independence sense of belonging and integration are essential components of a successful transition to HE, but a further dimension is the effectiveness of peer learning in helping students to manage expectations of HE, both their own expectations of study in HE (i.e. what they need to do as students) and HE’s expectations of them (i.e. what will be asked of them). The informal environment, safe space and proximity of the PAL leaders (in age/experience) all help student to set and understand expectations.

The benefits to PAL leaders and to subject communities and institutions are also huge and powerful but if I start to go into them this blog will be never ending!

Check out what students themselves have to say about PAL (also known as PASS in some universities) http://www.pass.manchester.ac.uk

Why is it all the rage?

If you are still reading, you already know why peer assisted learning is “all the rage”. The table above is an attempt to present the impressive and wide-ranging benefits for the different stakeholders. However, breaking the benefits down in this way obscures the holistic impact not just on students as whole individuals but on the University as a whole. Widespread student-led peer learning brings the notion of engagement and partnership with students to a new level. Students engaged in peer learning take real ownership of their own learning but also have an active role in the learning of their peers. It blurs the boundaries between teaching and learning in, what I think is, a very helpful manner, it also breaks down the distinction between teacher/facilitator and learner. Student leaders can become pivotal members of Schools/departments providing valuable insights into T&L as a result of their unique positions being students themselves and having close relationships with new students, but on the other hand also facilitating learning and therefore seeing the challenges of teaching and learning from both sides.

We often talk about universities being learning communities and one of the reflections from schools that have really engaged with PAL is that it is a powerful way of bringing that learning community to life

Student-led peer learning could be the catalyst for significant attitudinal not to say culture change amongst your students. How often have you moaned that students need to take more ownership of their learning? BUT beware it will also require some culture change on behalf of staff.

More information will be available later this term on the expansion of student-led peer learning at Reading.

Burke da Silva & Z. Auburn 2009, The development of a structured “Peer Assisted Study Program” with required attendance (http://www.fyhe.com.au/past_papers/papers09/content/pdf/9D.pdf)

Keenan, 2014, Mapping Student-led Peer Learning in the UK. Higher Education Academy (https://www.heacademy.ac.uk/sites/default/files/resources/Peer_led_learning_Keenan_Nov_14-final.pdf)

M. Ody & W. Carey, 2009, Demystifying Peer Assisted Study Sessions (PASS): What …? How …? Who …? Why …? (http://documents.manchester.ac.uk/display.aspx?DocID=7418)

HOT TIP: Three steps towards inclusive teaching by Dr Patricia (Paddy) Woodman

6 January 20154 October 2019 By edwardwhite Comment Closed

How many times have you heard people say that the Reading student population is becoming more diverse? But what do they mean and what are the implications? Often they mean that they/we are struggling to cope with what feels like the ever increasingly list of different needs for different ‘types of students’. Any quick skim through the diversity and inclusion literature reveals that there is a long list of student ‘types’ that are known to have specific requirements that we do not think of as ‘the “norm’.

Disabled students – physical, mental, learning
Widening Participation students – first generation HE students, students from low HE participation areas, low income households
International students
Non-white and non-Christian students
Students living at home
Mature students
Part-time students
Male students in female dominated subjects and female students in male dominated subjects

In comparison to many other universities we might not always think of Reading University as having a tremendously diverse student population, however, I estimate that the above students represent in excess of 65% of our UG students and probably significantly more of our PG population. This means that supporting students with needs outside ‘the norm’ actually needs to become ‘the norm’. Accommodating diversity is no longer about accommodating the few it is catering for the majority!

But, and this is a BIG one,

Q: how can we possibility support so many different needs and still remain sane?

The answer is

A: by adopting an inclusive approach to all our teaching.

There is much literature out there on inclusive pedagogy and what the challenges are for different types of students – it can be a little daunting to say the least. I therefore wanted to identify just THREE relatively straightforward things that will take us a long way towards inclusive teaching.

But first, what does inclusive pedagogy mean?

“Inclusive practice is an approach to teaching that recognises the diversity of students, enabling all students to access course content, fully participate in learning activities and demonstrate their knowledge and strengths at assessment. Inclusive practice values the diversity of the student body as a resource that enhances the learning experience”. (Equality Challenge Unit http://www.ecu.ac.uk/wp-content/uploads/external/e-and-d-for-academics-factsheet-inclusive-practice.pdf)

Three practices that will enhance the inclusivity of your teaching

An important note – the three practices advocated below will actually benefit ALL of your students, and they certainly won’t have an adverse affect on any. To put it bluntly adopting them will not only help your students to ‘cope’ they will actually help them to learn and hopefully to attain higher grades – and, after all, isn’t that the objective?

1. Foster a sense of belonging

This has been found to be a key factor in student retention and success (http://blogs.reading.ac.uk/engage-in-teaching-and-learning/2014/10/16/hot-tip-what-is-the-number-one-factor-behind-student-success-by-dr-patricia-paddy-woodman/). As lecturer/teacher it is our responsibility to develop a ‘sense of belonging’ in our classrooms. This is done is many ways: a) through how we behave towards students – recognising the value that every student brings to the classroom, through valuing contributions equally, even when the quality is variable, through evenly distributing opportunities, b) providing opportunities for students to interact with each other and develop a sense of belonging to the group, c) through our choice of curriculum content – balancing the requirements of the subject with the interests (cultural, religious, generational, national, socio-economic) of students, ensuring our curricula are representative, encouraging opportunities for all students to bring their own perspectives to bear on learning.

2. Providing appropriate (and timely) materials to support your teaching

Providing handouts 3 or 4 days before your class is an easy yet powerful way of enhancing the inclusivity of your teaching. It helps international students, dyslexic students, mature and part-time students, students with disabilities that affect their concentration and many others. Equally providing your reading list in advance of the start of the course is effective for a similar group of students not to mention providing an opportunity for those super keen students (of any “type”) to get stuck in and motivated about your subject. I recognise that things like handouts and reading lists can be very different for different subjects and even for modules within a subject, however the principals can still apply. If you don’t want to ‘give away the answers’ in advance in your handouts, leave that section blank in the pre-class publication but follow up with full set after the class. If it is a discussion based session, you can indicate what your will be discussing and how the discussion will be tackled (sub questions/topics etc, is there any pre-reading?). For interactive classes, e.g. flipped learning, seminars, group discussion etc – it is important to provide students with a summary of key learning that emerges. This is essential in terms of inclusion for any students who may have either missed the class or for one reason or another (language, concentration, etc.) found it difficult to grasp what can sometime be a fast paced discussion. Could you ask for volunteers or create a rota for students to assemble such a summary?

3. Accommodating diversity in assessment

Recognising that different students have different strengths and that different forms of assessment develop different skills, why not consider whether it is appropriate to offer a choice of forms of assessment. For example, although the final-year projects and dissertations are firmly embedded in the tradition of Higher Education there are increasingly examples of variations on this theme. The HEA’s publication ‘Developing and Enhancing Final-year projects and Dissertations’ (https://www.heacademy.ac.uk/sites/default/files/projects/Developing%20and%20enhancing%20undergraduate%20final-year%20projects%20and%20dissertations_0.pdf) makes the case that all of the academic attributes of these assessments can be preserved in a more diverse range of ‘capstone’ projects. The same principals can be applied to smaller pieces of coursework.

I recognise that the last action is the most challenging and perhaps controversial of the three, but well worth pausing to consider. The other two actions however, are ‘no-brainers’. If you aren’t already doing these things now is the time to adopt them and ensure that the majority of students can fully access your teaching!

Talking Feedback: Using video to radically change essay marking by Emma Mayhew

19 December 20144 October 2019 By edwardwhite Comment Closed

On this day, exactly two years ago, I sat in my study staring at Blackboard. 212 little green symbols were showing in Grade Centre. 212 3,500 word essays needed to be marked in the next three weeks. And they didn’t just need marks. Each of them needed a page of rich, detailed feedback, often crucial to student attainment and important to student satisfaction. In the HE sector higher student numbers and increasing student expectations look set to intensify further the pressure to deliver numerous pieces of outstanding feedback within an increasingly tighter timeframe but a tiny number of us are looking at this differently. After years of marking over 200 essays at Christmas and over 200 at Easter I finally decided to radically change the delivery of feedback to students. Encouraged by the work of the ASSET project, a few pioneers in the sector and the success of my own screencast suite, I turned to screen capture technology. In December 2013, 25 students on one of my Part 3 modules didn’t get their normal A4 feedback sheet on Grade Centre. Instead they received their own individual 6-10 minute MP4 file via Blackboard. Each video showed my face and my cursor circling essay text as I talked through their coursework in detail…

…and follow on questionnaires revealed overwhelming student support. From 20 respondents, 18 said that video feedback was better than written feedback and 17 said they would prefer video feedback next time. At least two key themes emerged from student feedback:

Clarity-Students see markers highlighting specific sections of text as they comment while face to face contact reduces scope for misunderstanding and increase the sense of individual attention.

Depth- It takes me one hour to mark and provide written feedback on a 3,500 word essay. Video feedback didn’t actually save me any time. I still spent one hour on each essay but here is the difference-my written feedback contains an average of around 350-400 words. My video feedback contains an average of around 170 words per minute so that’s around 1,360 words in a typical 8 minute video feedback recording. This is 3 to 4 times more than students would normally receive and explains why 18 questionnaire respondents said that they received much more detailed feedback than they typically would via written comments.

OK I can’t mark in my pyjamas anymore but I’m willing to sacrifice this because my small scale study suggests that using simple screen capture software to create video feedback does allow us to give much more in-depth, personal and very specific feedback at no extra cost to staff time.

For further information on how to use free and simple screen capture software to create video feedback please click on my 90 second screencast (http://www.screencast.com/t/mUy4dDHFdnyv), part of a range of 1-2 minute ‘How to’ videos on the Reading GRASS screen capture website (http://blogs.reading.ac.uk/grass/).