Jim Turner, E- learner

Tuesday, 26 March 2013

Distance learning forum. Generous libraries and quick course turnaround

Hi
These are the notes from the distance learning forum run in LJMU. We meet every semester to share good practice and chat. This month the library team turned up on mass. Cath Marlowe, Rob Caley, Jackie Fealey and Pauline Smith. They demonstrated the new Discover tool, and how blackboard can connect with resources more easily. The huge amount of possible resources brings its own headaches. Anyone interested in embedding material from this recourse into their courses needs to connect with the libraries to find out the possible availability. They also showed their extensive range of online support materials which can be directly placed within your course. All in all, they were very receptive to working along side staff developing courses, so well worth connecting with them if you are in need.

Matt Tucker from Built Environment then presented his course design. This is for a small number of postgraduates and is in the first year of its development. His process is to create a recording of a lecture every week, which links to weekly blog questions and then an online seminar. Points of good practice being the consistency of the process, which the students found very easy to fit into their working life, and connecting online task feedback into the seminar. The small number of students allowed Matt to create the course as he went, although there were some issues with workload. He admits that the model wouldn't work with larger groups that 25, but is ideal for creating a course on the go!

Research into how students use video to learn

This post is a short lit review ie just completed to support an online course. I thought I might be useful to share. It's interesting how many studies are appearing just recently.

Research
key questions
A limited literature search indicated some key findings but also reveals conflicting results.
Key questions
What evidence is there that video presents an efficient or valuable method of learning when compared with other media?
Under what conditions does is learning maximised, impeded or reduced?
In what ways can video be used as submitted course work?
In what ways can video support the communication of assignment feedback?

Key findings
Previous studies
Watching a video without controlling its play back is inferior to text DeFleur et al., 1992, Furnham et al., 2002 in (Tibus et al., 2012). There were many empirical psychology studies comparing tv delivery and text which showed text to be superior. Many of these could be easily discounted, because of the progress in the development of the online individual control of video. But this assumes that people use online video in a stop start way. Analysis of youtube statistics would provide interesting evidence of student viewing behaviour, interviews would also provide a glimpse into the world of learning via video.

Good practice
(Eick and King, 2012) Shorter videos of high quality were preferred by students. (Plon 1993) we need to think about the number of learning elements that the viewer has to understand in a sequence. This paper contains the beginnings of an interesting perspective on how to measure when students believe they should pause a video.
(Tversky et al., 2002) importance of design of materials e.g. animations
(Merkt et al., 2011) Most powerful in terms of learning process was stopping and browsing, using the video as part of a process which used a number of technologies and activities.
(Ibrahim et al., 2012) how to direct learners’ attention to relevant information and decrease cognitive load, creating conditions for the learners’ cognitive system to meet the processing demands

Evidence of learning
(Tibus et al., 2012) empirical evidence of learning during video, such as inferring information, making connections not explicitly in the video
(Merkt et al., 2011) video is just as good as print, probably because of the pause play function
video-based multimedia material generates the best learning performance and most positive emotion for verbalizers (Chen and Sun, 2012)
video and animation are more appropriate for visualizers (Chen and Sun, 2012)
(Brecht, 2012) empirical evidence that additional graphics, animations and music increase learning benefits
(Brecht, 2012) most significant findings are that video lectures are used by students for tutorial help, they improve initial learning, they reduce dropout rates, and they improve course grades
(Kay and Kletskin, 2012) results indicated that a majority of students used the video podcasts frequently, rated them as useful or very useful, viewed them as easy to use, effective learning tools, and reported significant knowledge gains in pre-calculus concepts
(Wright et al., 2012) in supporting learning software classroom, and problem based learning with textural support worked best
(Ramsay et al., 2012) (1) use real scenarios; (2) provide short segments; (3) present simple, single messages; (4) convey a skill-in-action; (5) develop the videos so participants can relate to the settings; and (6) support participants' ability to conceptualize the information.
Video Feedback
Learning from seeing yourself Dowrick 1983 in (Bobo and Andrews, 2010). The strength of this “video self-confrontation” approach was believed to lie in viewing oneself,
Viewing yourself changes (Bobo and Andrews, 2010) improved self efficacy
(Jones et al., 2012) gives the student an impression of being present during the marking process
(Jones et al., 2012) demonstrate step-by-step answer formulation; algorithms; show the solution, alternative answers,
(Jones et al., 2012) this medium has advantages over traditional methods of communicating feedback, (b) that students enjoy this new form of feedback, and (c) that this encourages them to engage with and learn from the tutor assessment of answers, rather than concentrating only on obtaining marks
(Crook et al., 2012) this study has revealed that the use of video instigated positive changes in theways in which staff thought about and developed
(Crook et al., 2012) feedback for their students; and for students, the use of video enhanced their active engagement with the feedback they received.
(Crook et al., 2012) the pilot study the majority of staff and students surveyed would like to continue to use video as a method of feedback.

References

BOBO, L. & ANDREWS, A. 2010. Using video feedback to measure self-efficacy. Journal of Instructional Pedagogies, 3, 1-11.
BRECHT, H. D. 2012. Learning from Online Video Lectures. Journal of Information Technology Education: Innovations in Practice, 11, 227-250.
CHEN, C.-M. & SUN, Y.-C. 2012. Assessing the Effects of Different Multimedia Materials on Emotions and Learning Performance for Visual and Verbal Style Learners. Computers & Education, 59, 1273-1285.
CROOK, A., MAUCHLINE, A., MAW, S., LAWSON, C., DRINKWATER, R., LUNDQVIST, K., ORSMOND, P., GOMEZ, S. & PARK, J. 2012. The Use of Video Technology for Providing Feedback to Students: Can It Enhance the Feedback Experience for Staff and Students? Computers & Education, 58, 386-396.
DIEKER, L. A., LANE, H. B., ALLSOPP, D. H., O'BRIEN, C., BUTLER, T. W., KYGER, M., LOVIN, L. & FENTY, N. S. 2009. Evaluating Video Models of Evidence-Based Instructional Practices to Enhance Teacher Learning. Teacher Education & Special Education, 32, 180-196.
DONKOR, F. 2011. Assessment of Learner Acceptance and Satisfaction with Video-Based Instructional Materials for Teaching Practical Skills at a Distance. International Review of Research in Open and Distance Learning, 12, 74-92.
EICK, C. J. & KING, D. T., JR. 2012. Nonscience Majors' Perceptions on the Use of YouTube Video to Support Learning in an Integrated Science Lecture. Journal of College Science Teaching, 42, 26-30.
IBRAHIM, M., ANTONENKO, P. D., GREENWOOD, C. M. & WHEELER, D. 2012. Effects of segmenting, signalling, and weeding on learning from educational video. Learning, Media & Technology, 37, 220-235.
JONES, N., GEORGHIADES, P. & GUNSON, J. 2012. Student Feedback via Screen Capture Digital Video: Stimulating Student's Modified Action. Higher Education: The International Journal of Higher Education and Educational Planning, 64, 593-607.
KAY, R. & KLETSKIN, I. 2012. Evaluating the Use of Problem-Based Video Podcasts to Teach Mathematics in Higher Education. Computers & Education, 59, 619-627.
KIRKGOZ, Y. 2011. A Blended Learning Study on Implementing Video Recorded Speaking Tasks in Task-Based Classroom Instruction. Turkish Online Journal of Educational Technology - TOJET, 10, 1-13.
MAJEKODUNMI, N. N. Y. C. & MURNAGHAN, K. K. Y. C. 2012. "In Our Own Words": Creating Videos as Teaching and Learning Tools. Partnership: The Canadian Journal of Library & Information Practice & Research, 7, 1-12.
MERKT, M., WEIGAND, S., HEIER, A. & SCHWAN, S. 2011. Learning with videos vs. learning with print: The role of interactive features. Learning and Instruction, 21, 687-704.
PLØN, W. V. 1993. Formal features as a design factor of video segments in interactive video programmes. Computers & Education, 21, 123-132.
RAMSAY, S. A., HOLYOKE, L., BRANEN, L. J. & FLETCHER, J. 2012. Six Characteristics of Nutrition Education Videos That Support Learning and Motivation to Learn. Journal of Nutrition Education & Behavior, 44, 614-617.
TIBUS, M., HEIER, A. & SCHWAN, S. 2012. Do Films Make You Learn? Inference Processes in Expository Film Comprehension. Journal of Educational Psychology.
TOCHON, F. 2008. A Brief History of Video Feedback and Its Role in Foreign Language Education. CALICO Journal, 25, 420-435.
TVERSKY, B., MORRISON, J. B. & BETRANCOURT, M. 2002. Animation: can it facilitate? International journal of human-computer studies, 57, 247-262.
WRIGHT, G., SHUMWAY, S., TERRY, R. & BARTHOLOMEW, S. 2012. Analysis of Five Instructional Methods for Teaching Sketchpad to Junior High Students. Journal of Technology Education, 24, 54-72.

Wednesday, 17 October 2012

short video excerpts on different distance learning programmes in recent Bb MOOC

I thought you might be interested in these short sections of the same long movie. Below are a set of links that will take you to specific points in the video. Please get back to me with any feedback. Jim

Jim Turner has shared a video with you on YouTube

This is a simple icebreaker from a distance learning programme. Click on the video below and it will take you straight to the part of the video. The section I want you to listen to is only 2 mins long.

This excerpt shows 3 different uses of Blogs, Journals and Wikis. The Wiki idea is particularly interesting and innovative. Click on the image below and watch for about 4 mins.

This excerpt looks at a different course and concentrates on getting the basics right to support the students when they first start. Click the image below and watch for about 5mins

Designing an Exemplary Course MOOC: Week 2 Interaction and Collaboration

by CourseSites

Using the Blackboard Exemplary Course Program rubric as a guide, this topic will prepare participants to apply exemplary interaction and collaboration strategies in the development of an online course. Participants will review sample exemplary courses from the Blackboard Exemplary Course Program and view sample approaches to addressing specific criteria. Participants will also discuss the application of exemplary interaction and collaboration strategies for creating and fostering a sense of community in online courses. #bbecp open.coursesites.com

Wednesday, 4 July 2012

Notes on e-learning forum

List of reasons people were coming

1. Peter spencer was setting up a twitter feed for scholl

2. Rob measure of success

3. Drug and aclchol adviser wanted to get started

4. Franis muir – see what’s going on

5. Social media legal issues

6. Natalie Seeve-McKenna – use it with trainee teachers

7. Graham has a facebook page

8. Kay hughes twitter feeds

9. Nicola davenport marketing keeping students interested

10. Charlotte marketing

11. David lowe using FB

12. Anita Ellis – setting up a FB page

13. Same

14. Pat Stein – the same

15. Ray Davies supporting students

16. Same

17. Val Eva support students

18. Got a FB page wants to do more with it

19. J Foulkes – general engagement

20. Marketing lecturer – needs to start to learn about social media

21. Use it a lot better

FB Not designed for educational use. Could this be challenged what is the difference between these perceptions of technology

Worried by the take over of technology in society – not being with the people you are with

What to do about defamatory comments

Tweet used in libraries to make people be quite in a space

IDEAS

Countdown on blackboard by David Lowe for level 4 students

RESEARCH

FB Not designed for educational use. Could this be challenged what is the difference between these perceptions of technology

How do students move from year to year on FB what are all the possibilities

Rules or not Rules when joining a space – do you follow the lead of the space

Sharing uncomfortable things – how do you judge inappropriateness

ACTIONS

Kay hughes + Anita Ellis is going to get involved in FB site. Follow this up

The embedding of rss feeds and google+ in BB

Mendeley as an alternative social technology

Talk to d. lowe about the countdown idea for best practice

Do messages in FB disappear when students leave

FB becoming the FAQ notice board to a course

Refered deferred student support using FB

Monday, 18 June 2012

Using TXT in lectures

Just a few links from a quick browse

Innovation

Students can text questions during lectures, and these are addressed by the

lecturer in real-time. Similarly, they can text a glossary of terms at any time

with definitions returned automatically to their phones.

SMS in Undergraduate lectures in University of Nottingham

Method:

During lectures, students can send texts to a PAYG phone linked via Bluetooth to the presentation PC. The texts can either be dealt with periodically as the lecture progresses, at the end of the lecture, in seminar time or through VLE discussion fora. In dual display lecture theatres incoming text messages could be displayed on one screen, using Nokia PC Suite, whilst lecture resources could be displayed on the second. In single display theatres the presenter can periodically switch between lecture resources and text messages so that students can see their questions are being received.

Using mobile phones in lectures

Connect SMS to Google spread sheet

http://irexgl.wordpress.com/2012/02/06/frontlinesms-to-google-spreadsheet-reporting-tool-part-1/

Monday, 11 June 2012

a very quick review of running online debates - not much out there

Overview

This literature review analyses 3 number of journal articles made in the last 10 years. They are drawn from the ERIC database and google scholar. The low number reveals a lack of publication in this area.

In terms of the online classroom, research literature has shown that a debate can be effectively facilitated using text-based internet communication tools and achieve its intended aims and goals (Jugdev, Markowski & Mengel, 2004; Pilkington & Walker, 2003).

Key questions

What is good practice in terms of instigating or preparation for online debates

Stipulating that students need to use evidence from the literature to support their position regardless of the side they take. In some examples students are taught a process by which they research and gather evidence and what are acceptable sources (Park et al., 2011).

Park et al (2011) suggest having a list of debate topics for students to choose from and to prepared students by discussing the fallacies of logic and other aspects of debating.

Park et al (2011) put students into pairs and then randomly assigned them either the pro and con side of a topic. Debates are best programmed over strict time constraints and need clear instructions on the process (Park et al., 2011). Everyone should have access to both side of the argument when students put up their postings. (Park et al., 2011)

What are good practice methods for managing online debates

Jugdev (2004) chose 2 groups of 5 students, assigning them a current and controversial topic to argue either “for” or “against” a resolution. They chose very subject related topics such as “that project team-related issues (such as performance and disciplinary matters) are the sole responsibility of the functional manager to whom the team members report, and not the project manager’s responsibility.”

They then followed a simple 5 step approach that other case studies have also used.

1. Develop group code of conduct: Each group prepared a code of conduct to guide the group work.

2. Develop a position statement: The 1000 work document is created collaboratively by the group and accessible only to group members, which contains five key arguments for their side.

3. Develop a rebuttal to other side’s position statement: Each group then studied the position statement posted by the other group and developed a formal 1,000- word rebuttal to it. The rebuttal involved developing clear and logical points that identified and addressed weaknesses in the opposing group’s position statement.

4. General discussion: Once the rebuttals were posted, all members of both groups engaged in a final general discussion on the debate.

5. Peer evaluation: The students were asked to evaluate the participation of the members of their groups in the debate process. (Jugdev, 2004)

In another example, students put up their opinion pieces. Then two days later students reply with their rebuttal in answer to the first posting. The whole class can now read and contribute to the debates.

“Three days later, the two debaters each posted a summary of their positions. Finally, the debaters wrote self-evaluations that included what they had learned by debating online and what they would do differently if they were to debate online another time, and emailed these reflective summaries to the instructor. In this course, the debate comprised 35% of the students’ course grade, plus an additional 10% for participating in others’ debates. An individual mark was given.”

(Park et al., 2011)

Another process has working groups of 8 – 9 students given 2 weeks to prepare 1,000 word formal position statement (10% of final mark). The entire class can read these. The students then have a week to make a rebuttal statement to the opposing side (10% of final mark).

“They were asked to provide three to five clear, logical, supportable, and convincing arguments that support their side and to do the same in the rebuttal, where they were to address weaknesses in the points presented by their opponents”

(Park et al., 2011)

All students then engaged in further debate and discussion on these statements and introduce new aspects not covered in the statements. All students were then involved in online informal polling to measure the strength of each argument in convincing or changing opinion. In this course, the debate comprised 20% of the students’ course grade, and it was a group mark.(Park et al., 2011)

In another example individual students take both sides of the debate sequentially. The students have 4 - 5 weeks on their papers which includes an annotated bibliography. Students are then asked to write an essay in which they present both sides (Park et al., 2011).

What are good practice methods for assessing online debates

Examples tend to have formal summative processes of assessment. Positional papers are followed by rebuttals and online discussions are summarised by individual students as evidence of learning.

A typical example looks like this

The debate was worth 20 percent of the course grade. Although students were assigned a group mark for the debate, the academic coach could adjust an individual’s grade on the debate based on the peer evaluation.

Criteria

“• used arguments based on logical and relevant material, not simply opinions

• focused on key issues

• challenged flaws in the opposition’s arguments and research

• used constructive criticism and rationale

• avoided faulty generalizations, distorted information, or over simplifying issues”.

(Jugdev, 2004)

Some examples include student self-evaluation to foster personal insights and reflective learning (Park et al., 2011).

What are the benefits

Debates have been suggested to

· promote critical thinking (Darby, 2007; Kennedy, 2007) in (Park et al., 2011)

· increase engagement, enjoyment with subject area and increase memorisation and deepen learning (Carini, Kuh, & Klein, 2006; McGraw-Hill, 2009; Tessier, 2009) in (Park et al., 2011)

· help with reading, writing and researchskills (Lewis & Wakefield, 1983; Scott-Young & Samson, 2008, p. 40) in (Park et al., 2011)

· encourage empathy (Tessier, 2009) leading to open-mindedness (Berdine, 1987) and tolerance (Galloway, 2007) in (Park et al., 2011)

· problem solving and decision making ability (Bellon, 2000; Huryn, 1986; Jackson, 1973; Strait & Wallace, 2008) in (Park et al., 2011)

Advantages of using technology

· more flexibility and creativity to modify the traditional, structured debates to suit pedagogical needs (Roy & Macchiette, 2005; Tu, 2004) in (Park et al., 2011)

· Support for non native language speakers (Pilkington and Walker, 2003)

What are the issues, and methods to mitigate them

Students need time to overcomes the issues involved in the mastering the technology (Love, 2004), and the lack of non-verbal cues (Tu, 2004) both in (Park et al., 2011)

Debates can be the time-consuming if not formally managed (Jugdev, Markowski, & Mengel, 2004; Lin & Crawford, 2007; Tu, 2004) in (Park et al., 2011). Pilkington and Walker (2003) suggest that students should be slowly introduced to a more active roles in managing online discussions and debates. This can take some of the burden from staff, in areas such as students keeping themselves on task. This should also lead to ‘ground rules’ that allow all students to build trust in this virtual activity.

A list of suggested attributes of this increased role are:

· “Exploratory inquiry – asking others to elaborate, explain or clarify anything that is unclear or not explained in enough depth or asking for other examples;

· Task management/focus – keeping people focused on the issues to be discussed, encouraging them to move on when necessary and to discuss as many of the issues as possible in the time available;

· Encouraging participation – encouraging those who are not participating to join in whilst encouraging others to make space for them;

· Positive feedback – encouraging contributions by giving positive feedback when someone contributes well;

· Negative feedback – discouraging disruptive off-task behaviour, inappropriate social behaviour, SHOUTING or non-constructive criticism;

· Content building – answering others’ requests for suggestions, points of view, examples, evidence or explanations.”

(Pilkington and Walker, 2003)

Students can have an inherent bias or develop one during the process. “Budesheim and Lundquist (1999) suggested that preventing biased may be possible by having students prepare both sides of the argument before being told which side they would be supporting.” (Park et al., 2011) Getting the students to reflect on their developing understanding and change in position might be useful (Park et al., 2011). Students can also be made aware of this issue before the start of the debate. (Park et al., 2011).