Using OneDrive to Address the Challenges of Online Groupwork

By aaroncooper Comment Closed

Natalie Drake, Gemma Peacock, Rachel Rushton – ISLI

n.drake@reading.ac.uk; g.peacock@reading.ac.uk;  r.rushton@reading.ac.uk

Link back to case studies on the T and L Exchange website

Overview

Moving two ISLI academic skills modules (IF0ACA and IF0RAS) to online delivery presented certain challenges for group interaction. In online learning environments building interpersonal relationships, and dealing with both connectivity issues and different time-zones can prove problematic for international students and their tutors. To address this, group OneDrive folders were set up as a repository for collaborative documents, such as research findings or presentation slides. Students interacted with these during online workshops and asynchronously, while tutors monitored group engagement and provided instantaneous feedback to students. It resulted in a positive student response and recognition of its transferability as a study skill and to face-to-face learning.

Objectives

The aims of this activity were:

  1. To facilitate online group work by providing collaborative spaces through OneDrive
  2. To develop transferable IT literacy skills
  3. To improve communication and interpersonal skills
  4. To develop independent study skills and transferable IT literacy skills
  5. To improve student engagement
  6. To improve the time efficiency of online activities

Context

Both skills modules are compulsory 20-credit modules for home Foundation students and focus on developing group work skills. In term two, in both modules, students are required to complete summative assessments that rely heavily on group work, which forced tutors to reconsider how to facilitate this online.

Implementation

The theory underpinning the use of OneDrive to facilitate groupwork is the Community of Inquiry model (Garrison, Anderson and Archer, 2001) where knowledge is formed and embedded within a social context. Since classes moved online it has become more important for us as educators to find ways to encourage interpersonal relationships online, not only between students and peers but also between students and their teachers. Using OneDrive addresses some of these social issues and helps students to build relationships while developing knowledge and skills online. Lipman applied the Community of Inquiry model to education and stated that ‘education is the outcome of participation in a teacher-guided community of inquiry’ (2003, pp.18–19)​. Using OneDrive allows teachers to scaffold tasks and to clearly direct students, offering an alternative to knowledge transmission whereby students can arrive at more higher ordered thinking critical for Higher Education. Using OneDrive synchronously or asynchronously in online learning satisfies the three essential elements of the Community of Inquiry model: social presence (how participants identify with their community), cognitive presence (how much learners can construct meaning through reflection together) and teaching presence (how we design and facilitate processes for realising learning outcomes).

Setting up OneDrive for activities requires several steps. Firstly, module folders are set at the top level of the OneDrive folders, then within those class folders are created.

 

The next level contains specific assignment folders and within those folders are group folders which contain any necessary files or folders from teachers, course directors or students themselves.

 

Once students are added to groups within their class for a particular assignment, a link is generated for the relevant folder. Students are introduced to their group OneDrive repository and link via an email and encouraged to save the link as a bookmark for ease of access.

 

There are three main ways in which we implemented OneDrive in our courses. Firstly, we used it in asynchronous group tasks through Blackboard. Tutors could check student engagement and prepare feedback before the live session after the task deadline. This worked well when students needed to prepare information or brainstorm ideas before a synchronous task in the live session.

 

The second way was through synchronous group tasks in the live sessions themselves. Students accessed their OneDrive group document during the live session and worked collaboratively on documents. The tutor could monitor the students’ work and comment live.

 

The final way was through asynchronous group tasks and weekly group meetings for assignments such as a group presentation, where students continued to collaborate on group OneDrive documents such as a PowerPoint file and the tutor monitored and commented on the documents as appropriate.

Impact

The use of OneDrive documents and folders achieved our main objective of facilitating groupwork while satisfying the essential elements of the Community of Inquiry model.  Students were able to construct social presence and cognitive presence by working collaboratively on, for example, a group ground rules document (see snip 7) and a research repository document.

 

Being able to synchronously edit the ground rules document meant that students could hold a faster discussion on the relative merits of rules, along with agreement on the day/time of a weekly group meeting. Tasks where students added to a collaborative document, such as in the research of key terms, enhanced the sense of group identity and also served to highlight levels of participation. This often negated the need for tutor intervention in the early stages. The third essential element of teaching presence was realised in synchronous sessions, through immediate tutor input on documents which gave advice to help the group work towards the learning outcomes in a friendly, non-judgmental way.

 

This, and asynchronous tutor input, also provided a permanent record of tutor feedback which the group could revisit. This is perhaps more effective than the usual tutor comments given orally, useful in the moment but unrecorded.  One outcome which we had not anticipated was that for many students this was the first time they had worked simultaneously on one document. This led to students viewing groupwork in a more positive light as an opportunity to develop communication and IT skills which was reported in end-of-course student feedback. Furthermore, the pass rate for the assignment was high and most students achieved the learning outcomes, which indicates impact and effectiveness.

Reflection

Using OneDrive is not without challenges, notably the initial set-up procedure, implementing live sessions with large classes, and filling the digital gap for tutors and students. Also, the current practice is for a member of staff to host the OneDrive folders. We believe, however, that the benefits far outweigh these primary hurdles.

These benefits included improved IT skills and increased familiarity with UoR tools which is transferable to other modules, as well as building confidence for Foundation students by providing a scaffolded approach to groupwork. Using OneDrive made collaboration online easier and tutor comments were still available after the live sessions so students could reflect on these. Students reported feeling supported with groupwork and commented on how using OneDrive developed group communication skills as well as editing and computer skills.

Benefits for tutors in the asynchronous learning environment include that it was easier to monitor student engagement in tasks as it was clear to see which group members had participated.

 

Likewise, in the synchronous learning space, tutors were able to monitor student participation in live sessions and it allowed tutors to be ‘present’ in collaborative documents (see snips 9 – 10 above). We believe this emulated the F2F classroom in terms of when teachers monitor students and move from desk to desk checking students’ work. One downside of teacher presence in online student documents could be potential inhibition of less confident students, however we saw all student names participating so believe this may just be a necessary learning curve students need to make.

Follow up

Since trialling the use of OneDrive, these ideas have been disseminated to colleagues at the ISLI-based Learning & Teaching Research Forum via a presentation and Q&A session. In this academic year (2021-22) IFP plan to introduce OneDrive earlier and be more explicit on its transferability to other modules and assessments, thus encouraging students to become more autonomous. OneDrive may also be used in Pre-sessional year-round English courses this academic year to support online students’ participation in Academic Reading Circle activities and to share their Independent Reading Records with both peers and tutors.

 

References

Garrison, D. R., Anderson, T., Archer, W. (2001). Critical thinking, cognitive presence, and computer conferencing in distance education.  American Journal of Distance Education, 15(1).

Lipman, M. (2003). Thinking in Education. (2nd ed.). Cambridge: Cambridge University Press. pp.18-19

Online Delivery of Practical Learning Elements for SKE

By edwardwhite Comment Closed

Jo Anna Reed Johnson, Gaynor Bradley, Chris Turner

j.a.reedjohnson@reading.ac.uk

Overview

This article outlines the re-thinking of how to deliver the science practical elements of the subject knowledge enhancement programme (SKE) due to the impact of Covid-19 in March 2020 and a move online.  This focuses on what we learnt from the practical elements of the programme delivery online as it required students to engage in laboratory activities to develop their subject knowledge skills in Physics, Chemistry and Biology related to school national curriculum over two weeks in June and July 2021.  Whilst there are some elements of the programme we will continue to deliver online post Covid-19, there are aspects of practical work our students would still benefit from hands on experience in the laboratory, with the online resources enhancing that experience.

Objectives

  • Redesign IESKEP-19-0SUP: Subject Knowledge Enhancement Programmes so it was COVID-safe and fulfilled the programme objectives in terms of Practical work
  • Redesign how students could access the school science practical work with no access to laboratories. This relates to Required Practical work for GCSE and A’Levels
  • Ensure opportunities for discussion and collaboration when conducting practical work
  • Provide students with access to resources (posted and shopping list)

Review student perspectives related to the response to online provision

Context

In June 2020 there was no access to the science laboratories at the Institute of Education (L10) due to the Covid pandemic. The Subject Knowledge Enhancement Programme (SKE) is a pre-PGCE requirement for applicants who want to train to be a teacher but may be at risk of not meeting the right level of subject knowledge (Teacher Standard 3) by the end of their PGCE year (one-year postgraduate teacher training programme).  We had 21 SKE Science (Physics, Chemistry, Biology) students on the programme, 3 academic staff, one senior technician and two practical weeks to run.  We had to think quickly and imaginatively.  With a plethora of school resources available online for school practical science we set about reviewing these and deciding what we might use to provide our students with the experience they needed.  In addition, in terms of the programme content for the practical weeks we streamlined our provision, as working online requires more time.

Implementation

In May 2020, the senior science technician was allowed access to the labs.  With a lot of work, she prepared a small resource pack with some basic equipment that was posted to each student.  This was supplemented with a shopping list that students would prepare in advance of the practical weeks.  For the practical week programme, we focused on making use of free videos that are available on YouTube and the Web (https://www.youtube.com/watch?v=jBVxo5T-ZQM

and https://www.youtube.com/watch?v=SsKVA88oG-M&list=PLAd0MSIZBSsHL8ol8E-a-xgdcyQCkGnGt&index=12).

Having been part of an online lab research project at the University of Leicester I introduced this to students for simulations along with PHET (https://www.golabz.eu/ and https://phet.colorado.edu/).

 

 

 

 

 

 

 

We also wanted students to still feel some sense of ‘doing practical work’ and set up the home labs for those topics we deemed suitable e.g. heart dissection, quadrats, making indicators.

 

 

Powerpoints were narrated or streamed.  We set up regular meetings with colleagues to meet in the morning before each practical day started.  We did live introductions to the students to outline the work to be covered that day.  In addition, we organised drop-in sessions such as mid-morning breaks and end of day reviews with the students for discussion.  Throughout, students worked in groups where they would meet, discuss questions and share insights.  This was through MS Teams meetings/channels where we were able to build communities of practice.

Impact

End of programme feedback was received via our usual emailed evaluation sheet at the end of the practical weeks and end of the programme.  5/21 responses.  The overall feedback was that students had enjoyed the collaboration and thought the programme was well structured.

‘I particularly enjoyed the collaborative engagement with both my colleagues and our tutors. Given that these were unusual circumstances, it was important to maintain a strong team spirit as I felt that this gave us all mechanisms to cope with those times where things were daunting, confusing etc but also it gave us all moments to share successes and achievements, all of which helped progression through the course. I felt that we had the right blend of help and support from our tutors, with good input balancing space for us to collaborate effectively.’

Student Feedback initial evaluation

‘I enjoyed “meeting” my SKE buddies and getting to know my new colleagues. I enjoyed A Level Practical Week and found some of the online tools for experimentation and demonstrating experiments very helpful’

Student Feedback initial evaluation

To supplement this feedback, as part of a small-scale scholarly activity across three programmes, we also sent out a MS Form for students to complete to allow us to gain some deeper insights into the transition to online learning.  22/100 responses.  For example, the students’ excitement of doing practical work, and the experience of using things online that they could then use in their own teaching practice:

‘…the excitement of receiving the pack of goodies through the post was real and I enjoyed that element of the program and it’s been genuinely useful. I’ve used some of those experiments that we did in the classroom and as PERSON B said virtually as well.’

Student Feedback MS Form

‘…some of the online simulators that we used in our SKE we’ve used. I certainly have used while we’ve been doing online learning last half term, like the PHET simulators and things like that…’

Student Feedback MS Form

The students who consented to take part engaged in four discussion groups (5 participants per group = 20 participants).  These took place on MS Teams and this once again highlighted the benefits of the online group engagement, as well as still being able to meet the programme objectives:

‘I just wanted to say, really. It was it was a credit to the team that delivered the SKE that it got my subject knowledge to a level where it needed to be, so I know that the people had to react quickly to deliver the program in a different way…’

Student Feedback Focus Group

There was some feedback that helped us to review and feedback into our programme development such as surprise at how much independent learning there is on the programme, and the amount of resources or other materials (e.g. exam questions).

Reflections

We adopted an integrated learning model:

 

We learnt that you do not have to reinvent the wheel.  With the plethora of tools online we just needed to be selective… asking ‘did the tool achieve the purpose or learning outcome?’.  In terms of planning and running online activities we engaged with Gilly Salmon’s (2004) 5 stage model of e-learning.   This provides structure and we would apply this to our general planning in the use of Blackboard or other TEL tools in the future.  We will continue to use the tools we used.  These are useful T&L experiences for our trainees as schools move more and more towards engagement with technology.

However, it was still thought by the students that nothing can replace actually practical work in the labs:

‘I liked the online approach to SKE but feel that lab work face-to-face should still be part of the course if possible. There are two reasons for this: skills acquisition/ familiarity with experiments and also networking and discussion with other SKE students.’                                                                                      Student Feedback MS Form

Where possible we will do practical work in the labs but supplement these with the online resources, videos and simulation applications.  We will make sure that the course structure prioritises the practical work but also incorporates aspects of online learning.

We will continue to provide collaborative opportunities and engage students online for group work and tutorials in future years.  We also found the ways in which we collaborated through communities of practice, on MS Teams Channels, was very effective.  We set up groups, who continued to work in similar ways throughout the course, who were able to share ideas by posting evidence, then engage in a discussion.  Again, this is something we will continue to do so that when our students are dispersed across the school partnership, in different locations, they can still be in touch and work on things collaboratively.

Links and References

Online Lab case Studies

https://www.golabz.eu/

https://phet.colorado.edu/

Practical week Free Videos

https://www.youtube.com/watch?v=jBVxo5T-ZQM

https://www.youtube.com/watch?v=SsKVA88oG-M&list=PLAd0MSIZBSsHL8ol8E-a-xgdcyQCkGnGt&index=12).

Blended Learning – Exploring the Experience of Disabled Law Students

By aaroncooper Comment Closed

Amanda Millmore, Sharon Sinclair-Graham, Dr. Rachel Horton, Darlene Sherwood, Sheldon Allen, Lauren Fuller, Konstanina Nouka, Will Page & Jessica Lane

a.millmore@reading.ac.uk 

School of Law (& Disability Advisory Service)

Overview

This student-staff partnership included students with disabilities and long-term conditions, academics in the School of Law and a Disability Advisor. Student partners ran a cohort-wide questionnaire and facilitated focus groups with disabled students to discover what has worked well this academic year with blended learning and where things could be improved. This work has provided a blueprint for those hoping to use blended learning to deliver accessible education for all.

Objectives

  • To magnify the voice of our disabled students
  • To understand the positives and negatives of blended learning from their various viewpoints
  • To improve current teaching, as well as planning for future teaching and learning activities.

Context

The move to blended learning during the Covid-19 pandemic led to many changes to of the way that Law was taught in the 20/21 academic year. Student-Staff Partnership Group (SSP) feedback indicated that disabled students were affected more than most by this change. This project was an opportunity to understand more about the impact on these students and to amplify their voices.

Implementation

Given the constraints of working during the pandemic, our partnership worked virtually throughout, using only MS Teams meetings and sharing documents. Students designed a cohort-wide questionnaire to find out about the wider student experience with different aspects of blended learning.

This was followed-up by student partners facilitating smaller focus groups of students with disabilities and long-term conditions.

The partnership then assimilated all of the evidence they had gathered to produce short term and long term recommendations as well as highlighting what has worked well with blended learning.

Together we prepared a report with our evidence and recommendations and this has been shared not only within the School of Law but widely across the University, including with the University’s Blended Learning Project, the Technology Enhanced Learning (TEL) team and the Committee on Student Experience and Development (COSED), as well as with colleagues in different functions and departments.

Impact

Positives from blended learning were highlighted including the flexibility of pre-recorded lecture videos, which enabled students to stop, pause and revisit lecture materials and work at their own pace and in their own time. Students preferred lecture recordings to be in the region of 20 minutes, as longer than that could pose a barrier for some students.

In the short term the partnership recommended the scheduling of lecture release days across core modules, so that lectures were made available on set days. 194 students were put into 46 study groups and a video to demystify the ECF process was recorded and shared widely (https://web.microsoftstream.com/video/714b6fa4-83f3-457c-a37b-3f4904e63691). These recommendations were all adopted.

Longer term the partnership recommended the consistent use of meaningful weekly plans (now part of the Teaching & Learning Framework for 2021/22) and improvements to Blackboard, notably a uniform layout across modules for Law students, including a single menu location for joining links to online classes.

The project and its recommendations have been shared within the School of Law, across the University and more widely at national conferences, all with students co-presenting the work.

Students were invited to the School of Law’s Blackboard Working Group and have been instrumental in driving forwards their recommendation for a consistent cross-module Blackboard layout for the next academic year. Students are also working with the TEL team to produce best practice videos for staff.

Reflections

This has been a hugely successful partnership project, not merely for the clear recommendations and tangible outcomes which are aimed to improve the experience of all students with blended learning this academic year and moving into the future, but also in the way that it has amplified the voices of students with disabilities and long-term conditions at School and University level.

As a partnership it has been influential, and the recommendations have been heard across the university and many have been adopted within the School of Law, but the positives for the individual student partners cannot be underestimated. They have gained valuable employability skills and experience in project work, presenting at conferences and advocating within meetings with staff. Moreover, as a project in which clear recommendations were given which have been heeded, it has improved the sense of community for all students, emphasising that the School of Law is a space where student views are important and they can contribute to their studies and make a difference.

Focus group participants with disabilities and long-term conditions have been empowered, with 2 first year participants subsequently volunteering for a new partnership project being run in the School of Law, as they can see the impact that their involvement can have.

Links and References

  • Amanda Millmore – “A Student-Staff Partnership exploring the experience of disabled Law students with blended learning at University of Reading, UK “ in Healey, R. & Healey, M. (2021) Socially-just pedagogic practices in HE: Including equity, diversity, inclusion, anti-racism, decolonising, indigenisation, well-being, and disability.mickhealey.co.uk/resources
  • Abstract for Advance HE Teaching & Learning Conference session: Teaching and learning conference – on demand abstracts_0.pdf (advance-he.ac.uk)
  • To follow – links to CQSD TEL videos & guidance (in progress).
  • We are happy to share the project report upon request – please get in touch if you would like a copy.

Xerte: engaging asynchronous learning tasks with automated feedback

By aaroncooper Comment Closed

Overview

Jonathan Smith: j.p.smith@reading.ac.uk

 

International Study and Language Institute (ISLI)

This article describes a response to the need to convert paper-based learning materials, designed for use on our predominantly face-to-face summer Pre-sessional programme, to an online format, so that students could work independently and receive automated feedback on tasks, where that is appropriate. A rationale for our approach is given, followed by a discussion of the challenges we faced, the solutions we found and reflections on what we learned from the process.

Objectives

The objectives of the project were broadly to;

  • rethink ways in which learning content and tasks could be presented to students in online learning formats
  • convert paper-based learning materials intended for 80 – 120 hours of learning to online formats
  • make the new online content available to students through Blackboard and monitor usage
  • elicit feedback from students and teaching staff on the impacts of the online content on learning.

It must be emphasized that due to the need to develop a fully online course in approximately 8 weeks, we focused mainly on the first 3 of these objectives.

Context

The move from a predominantly face-to-face summer Pre-sessional programme, with 20 hours/week contact time and some blended-learning elements, to fully-online provision in Summer 2020 presented both threats and opportunities to ISLI.  We realised very early on that it would not be prudent to attempt 20 hours/week of live online teaching and learning, particularly since most of that teaching would be provided by sessional staff, working from home, with some working from outside the UK, where it would be difficult to provide IT support. In addition, almost all students would be working from outside the UK, and we knew there would be connectivity issues that would impact on the effectiveness of live online sessions.  In the end, there were 4 – 5 hours/week of live online classes, which meant that a lot of the core course content had to be covered asynchronously, with students working independently.

We had been working with Xerte, an open-source tool for authoring online learning materials, for about 3 years, creating independent study materials for consolidation and extension of learning based round print materials.  This was an opportunity to put engaging, interactive online learning materials at the heart of the programme.  Here are some of the reasons why we chose Xerte;

  • It allows for inputs (text, audio, video, images), interactive tasks and feedback to be co-located on the same webpage
  • There is a very wide range of interactive task types, including drag-and-drop ordering, categorising and matching tasks, and “hotspot” tasks in which clicking on part of a text or image produces customisable responses.
  • It offers considerable flexibility in planning navigation through learning materials, and in the ways feedback can be presented to learners.
  • Learning materials could be created by academic staff without the need for much training or support.

Xerte was only one of the tools for asynchronous learning that we used on the programme.  We also used stand-alone videos, Discussion Board tasks in Blackboard, asynchronous speaking skills tasks in Flipgrid, and written tasks submitted for formative or summative feedback through Turnitin.  We also included a relatively small number of tasks presented as Word docs or PDFs, with a self-check answer key.

Implementation

We knew that we only had time to convert the paper-based learning materials into an online format, rather than start with a blank canvas, but it very quickly became clear that the highly interactive classroom methodology underlying the paper-based materials would be difficult to translate into a fully-online format with greater emphasis on asynchronous learning and automated feedback.  As much as possible we took a flipped learning approach to maximise efficient use of time in live lessons, but it meant that a lot of content that would normally have been covered in a live lesson had to be repackaged for asynchronous learning.

In April 2020, when we started to plan the fully-online programme, we had a limited number of staff who were able to author in Xerte.  Fortunately, we had developed a self-access training resource which meant that new authors were able to learn how to author with minimal support from ISLI’s TEL staff. A number of sessional staff with experience in online teaching or materials development were redeployed from teaching on the summer programme to materials development.  We provided them with a lot of support in the early stages of materials development; providing models and templates, storyboarding, reviewing drafts together. We also produced a style guide so that we had consistent formatting conventions and presentation standards.

The Xerte lessons were accessed via links in Blackboard, and in the end-of-course evaluations we asked students and teaching staff a number of open and closed questions about their response to Xerte.

Impact

We were not in a position to assess the impact of the Xerte lessons on learning outcomes, as we were unable to differentiate between this and the impacts of other aspects of the programme (e.g. live lessons, teacher feedback on written work).  Students are assessed on the basis of a combination of coursework and formal examinations (discussed by Fiona Orel in other posts to the T&L Exchange), and overall grades at different levels of performance were broadly in line with those in previous years, when the online component of the programme was minimal.

In the end-of-course evaluation, students were asked “How useful did you find the Xerte lessons in helping you improve your skills and knowledge?” 245 students responded to this question: 137 (56%) answered “Very useful”, 105 (43%)  “Quite useful” and 3 (1%) “Not useful”.  The open questions provided a lot of useful information that we are taking into account in revising the programme for 2021.  There were technical issues round playing video for some students, and bugs in some of the tasks; most of these issues were resolved after they were flagged up by students during the course. In other comments, students said that feedback needed to be improved for some tasks, that some of the Xerte lessons were too long, and that we needed to develop a way in which students could quickly return to specific Xerte lessons for review later in the course.

Reflections

We learned a lot, very quickly, about instructional design for online learning.

Instructions for asynchronous online tasks need to be very explicit and unambiguous, because at the time students are using Xerte lessons they are not in a position to check their understanding either with peers or with tutors.  We produced a video and a Xerte lesson aimed at helping students understand how to work with Xerte lessons to exploit their maximum potential for learning.

The same applies to feedback.  In addition, to have value, automated feedback generally (but not always) needs to be detailed, with explanations why specific answers are correct or wrong.  We found, occasionally, that short videos embedded in the feedback were more effective than written feedback.

Theoretically, Xerte will track individual student use and performance, if uploaded as SCORM packages into Blackboard, with grades feeding into Grade Centre.  In practice, this only works well for a limited range of task types.  The most effective way to track engagement was to follow up on Xerte lessons with short Blackboard tests.  This is not an ideal solution, and we are looking at other tracking options (e.g. xAPI).

Over the 4 years we have been working with Xerte, we had occasionally heard suggestions that Xerte was too complex for academics to learn to use.   This emphatically was not our experience over Summer 2020.  A number of new authors were able to develop pedagogically-sound Xerte lessons, using a range of task types, to high presentation standards, with almost no 1-to-1 support from the ISLI TEL team.  We estimate that, on average, new authors need to spend 5 hours learning how to use Xerte before they are able to develop materials at an efficient speed, with minimal support.

Another suggestion was that developing engaging interactive learning materials in Xerte is so time-consuming that it is not cost-effective.  It is time-consuming, but put in a situation in which we felt we had no alternative, we managed to achieve all we set out to achieve.  Covid and the need to develop a fully-online course under pressure of time really focused our minds.  The Xerte lessons will need reviewing, and some will definitely need revision, but we face summer 2021 in a far more resilient, sustainable position than at this time last year.  We learned that it makes sense to plan for a minimum 5-year shelf life for online learning materials, with regular review and updating.

Finally, converting the paper-based materials for online learning forced us to critically assess them in forensic detail, particularly in the ways students would work with those materials.   In the end we did create some new content, particularly in response to changes in the ways that students work online or use technological tools on degree programmes.

Follow up

We are now revising the Xerte lessons, on the basis of what we learned from authoring in Xerte, and the feedback we received from colleagues and students.  In particular, we are working on;

  • ways to better track student usage and performance
  • ways to better integrate learning in Xerte lessons with tasks in live lessons
  • improvements to feedback.

For further information, or if you would like to try out Xerte as an author and with students, please contact j.p.smith@reading.ac.uk, and we can set up a trial account for you on the ISLI installation. If you are already authoring with Xerte, you can also join the UoR Xerte community by asking to be added to the Xerte Users Team.

Links and References

The ISLI authoring website provides advice on instructional design with Xerte, user guides on a range of page types, and showcases a range of Xerte lessons.

The international Xerte community website provides Xerte downloads, news on updates and other developments, and a forum for discussion and advice.

Finally, authored in Xerte, this website provides the most comprehensive showcase of all the different page type available in Xerte, showing its potential functionality across a broad range of disciplines.

Supporting the Wellbeing of Trainee Psychological Wellbeing Practitioners

By aaroncooper Comment Closed

Will Warley and Allan Laville

Overview

This project aimed to provide Trainee Psychological Wellbeing Practitioners (PWPs) on the MSci Applied Psychology (Clinical) course with guides containing evidence-based techniques and strategies to manage their wellbeing and workload over the course of their placement year. Here we reflect on the benefits of completing this project as well as the potential benefits of these materials for future trainee PWPs.

Objectives

  • To create guides which would support the wellbeing and workload of trainee PWPs on the MSci programme.
  • To evaluate the impact of these materials via feedback from current trainee PWPs on the MSci Programme.

Context

In their third year, students on the MSci Applied Psychology (Clinical) course train as PWPs. PWPs are trained to assess and treat a range of common mental health problems and work predominantly in Improving Access to Psychological Therapies (IAPT) services. Research indicates that wellbeing is poor among PWPs working in IAPT services; Westwood et al. (2017), in a survey of IAPT practitioners, found that 68% of PWPs were suffering from ‘problematic levels of burnout’. Given the prevalence of burnout among PWPs, it is critical that trainee PWPs are equipped with effective, evidence-based strategies to manage their wellbeing.

Will Warley (4th year student – MSci Applied Psychology) approached Allán Laville (Dean for Diversity and Inclusion & MSci Applied Psychology (Clinical) Course Director) about creating wellbeing guides for trainee PWPs.

Implementation

The preliminary stage of the project involved reflecting on the challenges which trainee PWPs face during their PWP training. As I had just completed my PWP training, I was in a good position to understand the challenges which are faced by trainees. These included: balancing university, placement and part-time work; ‘switching off’ after placement days; managing stress; organisation (in placement and in university); and clinical challenges, such as having a client not recover after treatment.

After reflecting on these challenges, I identified evidence-based techniques which could help students to overcome these challenges and tailored them to trainee PWPs. Using evidence-based techniques, underpinned by a well-founded model (such as Cognitive Behavioural Therapy), is important as techniques/strategies which lack evidence may be ineffective and, worse, could have the potential for harm.

A consistent approach to the design of the guides was adopted. This is highlighted below in the annotated ‘Stress Bucket’ guide:

 

Impact

Current trainee PWPs were asked to provide anonymous feedback 6 weeks after being presented with the wellbeing resources. Their responses are summarised in the infographic below (N.B. one response was excluded from the final data as the respondent identified that they had not used any of the resources).

The small number of respondents (N=5) limits the overall utility of the feedback. However, it was promising to see that 4/5 of respondents had used the information/advice to support their wellbeing.

 

Reflections

Allán Laville’s reflections:

It is really encouraging to see how students have used the resources and that they would recommend the resources to a friend. From previous cohorts, we know that the level of clinical work increases in Spring and Summer term, so it will be very useful to collect further feedback later in the academic year.

Will Warley’s reflections:

Prioritising one’s wellbeing is critical for clinicians at any stage of their career, but it is particularly important during training where many challenges are faced for the first time. It’s therefore very positive to see that the MSci trainees have found these resources helpful in supporting their wellbeing during their training year so far.

Follow up

The qualitative feedback from students highlights potential implications for similar wellbeing-related projects across the university. For example, one student highlighted that it was helpful to know potential difficulties and coping strategies ‘before they became a problem’. It may therefore be helpful for future projects to start by using existing data (e.g. from module feedback) and questionnaires to fully understand the challenges faced by students on that particular course, and then use this information to identify appropriate strategies students can use to overcome these challenges.

Current MSci students will be presented with the final two wellbeing guides at the start of the Spring term. These resources will also be presented to future Part 3 MSci students in order to support their wellbeing during their PWP training year.

Links and References

Westwood, S., Morison, L., Allt, J., & Holmes, N. (2017). Predictors of emotional exhaustion, disengagement and burnout among improving access to psychological therapies (IAPT) practitioners. Journal of Mental Health, 26(2), 172-179. doi:10.1080/09638237.2016.1276540

Organising a Peer Review Event of Synchronous Online Teaching

By aaroncooper Comment Closed

 

 

Vicky Collins

v.collins@reading.ac.uk

International Study and Language Institute, ISLI

Overview

Each year tutors on  the Academic English Programme [AEP] run by ISLI participate in an internal show case of tips and best practices as a Peer Review event. This year we  chose the theme of ‘Managing synchronous online teaching’  given the level of challenge it presents and creative solutions emerging  to these.  The event included a pre task, live demos and talks throughs, an external list of resources for participants, and a final compendium of curated videos (recorded from the live delivery) for wider dissemination in ISLI.

Objectives

The main aims of the annual Peer review event are:

  • To draw out good practice and reflect on experiences of teaching on the Academic English Programme [AEP] from the previous year or term
  • To foster a team environment by providing for a network to exchange ideas and experiences

Whilst acknowledging that there are many tutorials and training videos available widely to support online teaching, for this peer review on ‘Managing  synchronous online teaching’ we were keen to draw out  tips and practices developed in situ.

Context

Since September 2020, the whole AEP team has been involved in regular live online teaching. This includes all aspects of the Academic English Programme from discipline specific courses to webinars on particular aspects of academic language and literacy.  Prior to this most of our experience and training for the transition to online T & L  was around asynchronous delivery, so we thought a review and reflection of online synchronous teaching was timely

Implementation

I started by researching sub themes within ‘managing online synchronous teaching’ and developed a list from which to solicit ideas for tips and practices from the teaching team:

  • Opening and closing a session
  • Spaces for collaboration
  • Tools for live interactivity
  • Multitasking during sessions
  • Working with longer texts online
  • Teaching to the void: finding ways of connecting to students
  • Staging & organising of activities

 

Soliciting, categorising and developing initial ideas in advance with colleagues helped avoid duplication and also meant I could allocate suitable timings to presentations/demos .  The event was scheduled for 3 hours with rest breaks and question times and held on Teams. Given the commitment of time required, this peer review event takes place in January each year- before the Spring term gets underway and also to boost morale on return from the festive break.

Prior to the event I set a pre task on the topic of ‘What does live online learning look like for our discipline?’ . A discussion thread was set up and colleagues contributed voluntarily .

I also developed a list of external resources on the topic of online synchronous learning to share with participants after the event.

The Peer review event itself was recorded, with permission, and I then curated the individual presentations into 18  bite sized videos.

Impact

A feedback  survey was issued once all resources had been released. This was completed by 8 out of 12 participants.

The aim of the feedback survey was to gauge satisfaction with the event and impact it had on participants preparedness for live online teaching this term [Spring 2021]

In terms of satisfaction, all participants strongly agreed that the event was effectively organized.

All participants strongly agreed [5] or agreed [3] that the event and resources helped them to feel more prepared. Varying levels of confidence in live online scenarios are reflected in participants’ familiarity with ideas presented by their peers. Most reported that between 25-50% of the activities were new to them, and two reported a greater percentage.

Participants listed a range of the tips and practices presented by peers that they would like to try out this term [Spring 2021]

Reflections

One of the most significant outcomes of this was that despite the plethora of tutorials and training vignettes on you tube for example, which  teaching staff can consult, a genuine account of these tips and practices  in situ  is still much  valued.  My colleagues  were able to discuss with sincerity the pros and  cons of practices they had tried in the past term, and how they hoped to continue building on these.  Comments to the pre task  discussion question were insightful and I feel I learnt much from these as I compiled them into a summary. I felt this approach to peer learning was particularly conducive i.e giving peers a space to contribute to a thread, time to read through other contributions, and then for the facilitator to summarise this so we have a meaningful record of our thoughts and ideas. Not everybody in the team had the confidence to present  or demo tips and practices, and indeed there was no pressure to do so, but the pre task allowed for them to contribute to the event in a another form

Follow up

  • The feedback form included an area for participants to share what ideas from the event they would like to put into practice this term. I will informally review this at the end of the term[Spring 2021] and have set up a discussion thread for peers to comment on these
  • Participants have given permission for their videos to be used more widely in ISLI for teacher development purposes.

Learning to Interpret and Assess Complex and Incomplete Environmental Data

By aaroncooper Comment Closed

Andrew Wade a.j.wade@reading.ac.uk

Department of Geography and Environmental Sciences

Overview

Field work is well known to improve student confidence and enhance skills and knowledge, yet there is evidence for a decline in field work in Secondary Education, especially amongst A-level Geography students. This is problematic as students are entering Geography and Environmental Science degree programmes with reduced skills and confidence around field-based data collection and interpretation, and this appears to be leading to an apprehension around data collection for dissertations. A simple field-based practical where 47 Part 2 Geography and Environmental Science students tested their own hypotheses about factors that control water infiltration into soils was developed. Improved confidence and appreciation of critical thinking around environmental data was reported in a survey of the student experience. Student coursework demonstrated that attainment was very good, and that skills and critical thinking can be recovered and enhanced with relatively simple, low-cost field-based practical classes that can be readily embedded to scaffold subsequent modules, including the dissertation.

Context

The importance of field work is well established in Geography and Environmental Science as a means of active and peer-to-peer learning. However, students appear to have little confidence in designing their own field work for hypotheses testing when they arrive for Part 1, probably due to a decline in field work in Secondary Education (Kinder 2016, Lambert and Reiss 2014). Within the Geography and Environmental Science programmes, there is a part two, 20 credit ‘Research Training’ module that develops the same skills. However, this research training module and the dissertation are seen by the students as being of high risk in that they perceive a low mark will have a significant negative impact on the overall degree classification. Consequently, students are seemingly risk adverse around field-based projects. The idea here is to make field-based training more commonplace throughout multiple modules through inclusion of relatively simple practical training, so that hypotheses testing, critical thinking and confidence with ‘messy’ environmental data become intuitive and students are at ease with these concepts. In parallel, GES module cohorts have increased in recent years and this is an additional reason to develop simple, low-cost practical classes.

Objectives

The aim of the project was to determine if a simple, field-based practical would help boost student confidence around field data collection and interpretation, and hypotheses testing. The objective was to give the students a safe and supportive environment in which to develop their own hypotheses and method for field data collection, and to learn to interpret often ‘messy’ and ‘complex’ environmental data.

Figure 1: The practical class took place on the hill-slope on campus between the Atmospheric Observatory and Whiteknights Lake on the 28 October 2019 over 4 hours in total.

 

Figure 2: Students used a Decagon Devices Mini-Disc Infiltrometer to measure unsaturated hydraulic conductivity to test their own hypotheses about the factors controlling infiltration

Implementation

A practical was designed where 47 Part 2 students, working in groups of four or five, developed their own hypotheses around the factors controlling rainfall infiltration on a hill-slope in the class room following an in-class briefing, and then tested these hypotheses in the field using Mini Disc infiltrometers (Figs. 1, 2 and 3). There was a further follow-up session where each student spent two hours processing the data collected and was briefed on the coursework write-up.

Figure 3: The students tested hypotheses around distance from the lake, vegetation and soil type, soil moisture and soil compaction. Each student group spent two hours in the field.

Impact

Of 40 students who responded to an on-line survey:

  • 37 agreed the practical helped develop their critical thinking skills around complex and incomplete environmental data;
  • 36 agreed they were now better able to deal with uncertainty in field-based measurements;
    and 38 feel more confident working in the field.

Student quotes included:

  • “The practical was very useful in helping to understand the processes happening as well as being more confident in using the equipment.”
  • “I thought the practical was good as it was another way to process information which tends to work better for me, doing and seeing how it works allows me to gain a higher understanding in the processes”

The majority of students gained first class and upper second-class marks for the project write-up and the reports submitted demonstrated good critical thinking skills in the interpretation of the infiltration measurements. There has been a noticeable increase in the number of students opting for hydrology-based dissertations.

Reflections

Confidence and critical thinking skills can be enhanced with relatively simple, low-cost field-based practicals that scaffold subsequent modules including Research Training for Geographers and Environmental Science, and the dissertation, and focus on hypotheses testing in addition to knowledge acquisition. Each student spent 2 hours in the field on campus and 2 hours processing their data, with further time on the coursework write-up. This seems a reasonable investment in time given the benefits in confidence, skills and knowledge. Embedding such practicals should not replace the larger skills-based modules, such as Research Training, nor should such practical classes replace entirely those that focus more on knowledge acquisition, but these practical classes, where students explore their own ideas, appear to be a useful means to boost student confidence and critical thinking skills at an early stage. The practical was also an excellent means of encouraging peer to peer interaction and learning, and this and similar practical classes have good potential for the integration of home and NUIST students.

Follow up

Embed similar practical classes in part one modules to build confidence at the outset of the degree programme and, at part three, to further enable integration of home and NUIST students.

Links and References

Kinder A. 2016. Geography: The future of fieldwork in schools. Online: http://www.sec-ed.co.uk/best-practice/geography-the-future-of-fieldwork-in-schools/ (Last accessed: 03 Jan 2020).

Lambert D and Reiss MJ. 2014, The place of fieldwork in geography and science qualifications, Institute of Education, University of London. ISBN: 978-1-78277-095-4. pp. 20

The impact of COVID upon practical classes in Part 1 chemistry – an opportunity to redevelop a core module

By aaroncooper Comment Closed

Philippa Cranwell p.b.cranwell@reading.ac.uk, Jenny Eyley, Jessica Gusthart, Kevin Lovelock and Michael Piperakis

Overview

This article outlines a re-design that was undertaken for the Part 1 autumn/spring chemistry module, CH1PRA, which services approximately 45 students per year. All students complete practical work over 20 weeks of the year. There are four blocks of five weeks of practical work in rotation (introductory, inorganic, organic and physical) and students spend one afternoon (4 hours) in the laboratory per week. The re-design was partly due to COVID, as we were forced to critically look at the experiments the students completed to ensure that the practical skills students developed during the COVID pandemic were relevant for Part 2 and beyond, and to ensure that the assessments students completed could also be stand-alone exercises if COVID prevented the completion of practical work. COVID actually provided us with an opportunity to re-invigorate the course and critically appraise whether the skills that students were developing, and how they were assessed, were still relevant for employers and later study.

Objectives

• Redesign CH1PRA so it was COVID-safe and fulfilled strict accreditation criteria.
• Redesign the experiments so as many students as possible could complete practical work by converting some experiments so they were suitable for completion on the open bench to maximise laboratory capacity
• Redesign assessments so if students missed sessions due to COVID they could still collect credit
• Minimise assessment load on academic staff and students
• Move to a more skills-based assessment paradigm, away from the traditional laboratory report.

Context

As mentioned earlier, the COVID pandemic led to significant difficulties in the provision of a practical class due to restrictions on the number of students allowed within the laboratory; 12 students in the fumehoods and 12 students on the open bench (rather than up to 74 students all using fumehoods previously). Prior to the redesign, each student completed four or five assessments per 5-week block and all of the assessments related to a laboratory-based experiment. In addition, the majority of the assessments required students to complete a pro-forma or a technical report. We noticed that the pro-formas did not encourage students to engage with the experiments as we intended, therefore execution of the experiment was passive. The technical reports placed a significant marking burden upon the academic staff and each rotation had different requirements for the content of the report, leading to confusion and frustration among the students. The reliance of the assessments upon completion of a practical experiment was also deemed high-risk with the advent of COVID, therefore we had to re-think our assessment and practical experiment regime.

Implementation

In most cases, the COVID-safe bench experiments were adapted from existing procedures, allowing processing of 24 students per week (12 on the bench and 12 in the fumehood), with students completing two practical sessions every five weeks. This meant that technical staff did not have to familiarise themselves with new experimental procedures while implementing COVID guidelines. In addition, three online exercises per rotation were developed, requiring the same amount of time as the practical class to complete therefore fulfilling our accreditation requirements. The majority of assessments were linked to the ‘online practicals’, with opportunities for feedback during online drop-in sessions. This meant that if a student had to self-isolate they could still complete the assessments within the deadline, reducing the likelihood of ECF submissions and ensuring all Learning Outcomes would still be met. To reduce assessment burden on staff and students, each 5-week block had three assessment points and where possible one of these assessments was marked automatically, e.g. using a Blackboard quiz. The assessments themselves were designed to be more skills-based, developing the softer skills students would require upon employment or during a placement. To encourage active learning, the use of reflection was embedded into the assessment regime; it was hoped that by critically appraising performance in the laboratory students would remember the skills and techniques that they had learnt better rather than the “see, do, forget” mentality that is prevalent within practical classes.

Examples of assessments include: undertaking data analysis, focussing on clear presentation of data; critical self-reflection of the skills developed during a practical class i.e. “what went well”, “what didn’t go so well”, “what would I do differently?”; critically engaging with a published scientific procedure; and giving a three-minute presentation about a practical scientific technique commonly-encountered in the laboratory.

Impact

Mid-module evaluation was completed using an online form, providing some useful feedback that will be used to improve the student experience next term. The majority of students agreed, or strongly agreed, that staff were friendly and approachable, face-to-face practicals were useful and enjoyable, the course was well-run and the supporting materials were useful. This was heartening to read, as it meant that the adjustments that we had to make to the delivery of laboratory based practicals did not have a negative impact upon the students’ experience and that the re-design was, for the most part, working well. Staff enjoyed marking the varied assessments and the workload was significantly reduced by using Blackboard functionality.

Reflections

To claim that all is perfect with this redesign would be disingenuous, and there was a slight disconnect between what we expected students to achieve from the online practicals and what students were achieving. A number of the students polled disliked the online practical work, with the main reason being that the assessment requirements were unclear. We have addressed by providing additional videos explicitly outlining expectations for the assessments, and ensuring that all students are aware of the drop-in sessions. In addition, we amended the assessments so they are aligned more closely with the face-to-face practical sessions giving students opportunity for informal feedback during the practical class.

In summary, we are happy that the assessments are now more varied and provide students with the skills they will need throughout their degree and upon graduation. In addition, the assessment burden on staff and students has been reduced. Looking forward, we will now consider the experiments themselves and in 2021/22 we will extend the number of hours of practical work that Part 1 students complete and further embed our skill-based approach into the programme.

Follow up

 

Links and References

Can Online Learning Facilitate Meaningful Interpersonal Connection?

By aaroncooper Comment Closed

Shelley Harris

shelley.harris@reading.ac.uk

Overview

As part of my role as a Creative Writing lecturer, I link undergraduates with professionals from the publishing industry, offering – among other things – extracurricular events for students in the School of Literature and Languages. In the past, these have broadened students’ understanding of the roles involved in publishing and given them hands-on, CV-friendly experience of the skills required in those roles. The goal is to improve students’ knowledge, confidence and employability rather than secure them a job, though sometimes they are given an unexpected leg-up: after a course in 2018, the visiting editor was so impressed by one of our students that he introduced her to a contact at Hachette.

Whatever the specifics of the event, I always seek to bring those professionals into the room – in part to demystify this competitive sector, and in part because, as a ‘high context’ industry (Hall 1977), it has a historically offered jobs to the privileged: those with cultural capital. My aim is to give all our students the chance to accrue such capital.

 

 

Objectives

My ambition for the online event remained the same as its original iteration: to facilitate meaningful connections between our students and the industry guests.

Context

In Spring 2020 I organised an event for Professional Track which – after a panel discussion – would put students into informal breakout groups with early-career publishing professionals. This sort of personal contact is rare, and hugely beneficial for students with an ambition to work in publishing.

The event was scheduled for April, the tea and cake were ordered – and then lockdown occurred. With some trepidation, I redesigned it as an online experience using Blackboard Collaborate. But could an online event really enable the sorts of human connection offered by a face-to-face meeting?

Implementation

TEL’s one-to-one help sessions were a gamechanger for this project, with TEL advisor Chris Johnson offering expert guidance, including the sorts of troubleshooting tips that make all the difference to an online project. There isn’t enough space here to detail them all, but I would hugely recommend making the most of TEL’s expertise.

On the day, the event began with a conventional panel discussion in which I interviewed the guests (an editor, a publicist, a books marketer and a literary agent’s assistant) about their routes into publishing and their experience of work. Students turned off their mics and video, watched the panel and put questions into the text chat, which I then moderated. Next, I put students into small groups using Collaborate’s ‘Breakout Groups’ feature. Each included one publishing professional. I invited all participants to turn on their cameras and mics so that discussion could be more personal and informal. As facilitator, I moved between groups – not participating, but making sure things were running smoothly.

Impact

To what extent was meaningful interpersonal connection facilitated by this online event? Qualitative feedback from students suggests that the ensuing discussions were fruitful. One respondent said: ‘Engaging with the industry professionals in the smaller groups was something that I found to be particularly helpful’, while another said they appreciated ‘talking to individuals with real experience in the sector I am curious about working in.

As with the previous course, one student benefitted in an immediate way; with a guest speaker offering to show her artwork to a children’s publisher. It was encouraging evidence that remote events can bring people together.

Indeed, there were aspects of the online event that seemed to offer advantages over face-to-face meeting; online, there’s a hierarchy of depersonalisation, from a simulacrum of face-to-face (cameras and mics on) through audio only, to text chat which identifies students by name and finally the anonymity of Collaborate’s whiteboard function. This is hard to reproduce in a bricks-and-mortar seminar room – and it liberates participants.

An example of that liberation came in two of the small group discussions, when talk was slow to start and the guest speakers asked students to put questions into text chat instead. Conversation picked up, and once it was under way, students were invited to activate their cameras and microphones. On reflection, I’d start all small group discussion like this next time. The feedback below (in answer to a question about the ways in which the online event was better than an in-person one) suggests how much safer this can make students feel, and how it can lower inhibitions about joining in.

Reflections

We all accept that in-person encounters offer us ways of connecting to each other that are hard to reproduce online, but the reverse is also true. It’s something our neurodivergent students already know (Satterfield, Lepage and Ladjahasan 2015), but my experience on this project has made me sharply aware of the ways in which all participants stand to benefit.

The ‘Get into Publishing’ event has left me cautiously optimistic about facilitating meaningful social connections in the online environment, and keen to further explore its unique social opportunities. And, as Gilly Salmon (2011) makes clear, those connections are not just ‘extras’ – they are absolutely central to successful remote learning.

Links and References

Hall E T (1977), Beyond Culture. Garden City, NY: Anchor Books

Satterfield D, Lepage C & Ladjahasan N (2015) ‘Preferences for online course delivery methods in higher education for students with autism spectrum disorders’, Procedia Manufacturing, 3, pp. 3651-3656

Salmon G (2011), E-Moderating : The Key to Online Teaching and Learning. New York: Routledge, p36

Improving student assessment literacy & engaging students with rubrics

By laurenmccann Comment Closed

Dr. Allan Laville

School of Psychology & Clinical Languages Sciences

In this 14 minute video, early rubrics adopter Dr. Allan Laville shares how he and colleagues in Psychology have sought to improve student assessment literacy, and have successfully engaged students with their assessment rubrics by embedding analysis of them into their in-class teaching and by using screencasts, discussion boards and student partnership. Lots of useful ideas and advice – well worth a watch.