Optimising research possibilities in online teaching and learning
1. Ming Nie, Research Associate, Gabi Witthaus, Research Fellow
Beyond Distance Research Alliance, University of Leicester
For Unisa (Pretoria), 11 June 2012
www.le.ac.uk
2. Part 1: Showcase of e-learning
research at Leicester
Part 2: Examples of using new
technologies for research
3.
4. What research are you doing into
online teaching and learning?
5.
6. • Data
– Online survey (260 returns)
– Departmental visits
• Key findings
– Used for content & administration
– Pockets of innovation
– More support needed on effective design
strategies
– Tension between teaching and research
– Usability issue
7. • VLE as a safe
nursery slope
• Shift from content
to activities
• Promote reflection
and collaboration
• Mobile VLE
8.
9.
10.
11.
12. It was more
Great to have very
detailed and
personal
allowed a greater
feedback! The Audio feedback
explanation of the
gave a good general
comments made
overview and helped
It also helps to me to understand
provide a more where I needed to make
personal touch changes. The written
and to feel better comments showed me
exactly where the
connected to my
Now I understand changes needed to be
supervisor
more about what made
you were trying to
I felt that a lot of say than I did with
attention was paid the last set of
to my dissertation feedback we got
16. How I kill time has been
transformed by this device, as
previously I would have just spent
the 20 minutes playing games on
my iPhone!
I commute to (work)... It's I've been taking it to work and
after lunch reading a few
so much easier to take the pages... Before with the paper
e-reader rather than taking version, I’d allocate my
around a lot of papers. weekends for study.'
20. School of Museum Studies M.A.
students at the British Museum using
tablet computers to explore museum
ethics
21.
22.
23. Creation Cascading OERs in Health Sciences iTunes U
OER university EVOL-OER: Reuse POERUP:OER policy
24.
25. Conceptualise
What do we want to design, who for and why?
The 7Cs of design
and delivery
Consolidate
Evaluate and embed your design
26.
27.
28.
29.
30.
31. Books, increasingly as e-books and
audiobooks Social network: my Twitter network is
especially useful for gaining
E-journals, Google Scholar and Mendeley. feedback, asking for suggestions
and, on a daily basis, as a filter and
Delicious collection mechanism for sharing
resources.
Blogs: I subscribe to more than 100 blogs in
Google Reader Google alerts: Providing daily email
updates on new content containing
My own blog: I have kept a blog for around the keywords. This allowed me to
five years now, and it provided a useful find new resources, track
resource for items I have commented on and conversations and stay abreast of a
drafts of sections of this book. The blog was field which was changing as I wrote
also a means of posting draft content to gain the book.
comments and feedback, which could then
be incorporated into further iterations of
Seminars and conferences: my
writing.
attendance at face-to-face
conferences has declined, but I
YouTube, Wikipedia, Slideshare, Scribd,
regularly attend or dip into
Cloudworks: Sharing resources, and getting
conferences remotely.
insightful comment.
34. There is still some reluctance to
embrace twitter in healthcare
Natalia: Delicious
practice. I think there is concern
about confidentiality and
inadvertently giving away
information...
Tony: Twitter
Alison
We’ve just completed an investigation into our Blackboard VLE. We just did a major audit across the university to find out how people are using the current version of Blackboard, and the results are feeding into the Blackboard upgrade which is aimed at 1 st Sept this year. Findings from this investigation show that Blackboard is still used primarily as a content repository. Academics currently use features such as file uploads for course maintenance rather than for pedagogical design. Learner-learner and learner-tutor interactions via discussion boards and wikis are used to a far lesser extent.
The findings from the VLE audit emphasise the need to support the effective use of the collaborative features of the new VLE. The audit also indicates a need of a shift from content-based design to activity-based design. We’ve just got a small funding which allow us to make this transformation across our institution. So in the project we collect and develop resources which enable academics to design for collaborative learning via VLE.
DUCKLING: http://www.le.ac.uk/duckling
Criminology iPad: http://itunes.apple.com/gb/app/scid-course/id503579966?mt=8 ; http://tinyurl.com/crimipadvid The Department of Criminology at the University of Leicester started to deliver a new MSc programme: the MSc in Security, Conflict and International Development by distance learning in March 2012. This new Masters’ course is delivered fully online and enrolled students received an iPad as part of their course fees together with a range of textbooks (both hard copy and E-books). The Criminology department developed an App as part of the delivery. The app provides students enrolled on this MSc programme with access to a wide range of essential study materials, including a mixture of text-based, video and audio resources. The app enables students to continue their studies while on the move and away from the Internet. We’re hoping to get a small funding from JISC which allows us to evaluate student use of iPad and the App. And we’ll disseminate Criminology’s experience in mobile access and delivery to institutions and academics who have similar needs. A Youtube video demonstrating the App: http://www.youtube.com/watch?v=ILB5gX4w7vI&list=UU5vJLCwE-M4IDBeiHsBbazQ&index=2&feature=plcp
http://www2.le.ac.uk/departments/interdisciplinary-science The Centre for Interdisciplinary Science at Leicester offers a paperless and tablet-based degree. In this degree students study a range of subjects in Sciences, all in one go. Students were given Tablet PCs as part of their degree programme. They used their Tablets in many different ways including: Conducting individual research Lectures and workshops: They can view the lecture slides which they pre-downloaded onto their Tablets, and they opened the slides in front of them as the lecturer is talking. They can annotate on those slides, on digital equations, and make their own notes. They also have a lot of reflective Brainstorming sessions, and these were run electronically, and everyone can keep a record of what was being discussed. This way, students can keep an electronic portfolio of all their notes so they do not have to carry around a lot of hard copies. And because this is an interdisciplinary degree, Module 1 will be referred to for the next 3-4 years, so students can have all their notes in one Tablet. Access to study material: All the handbooks are digital with full colour diagrams and active links. Students were also provided with a lot of digital support materials, for example, e-textbooks, podcasts and videos. Students can have a uniform internet access in-session. Assessment: Students have their research questions for each week, which they are expected to research and submit their work electronically in PDF format; They have their summative thesis which can be reports, presentations or multimedia pieces such as podcasts or videos. They can also use their Tablets outside the lab session to complete post-session proformas and lab reports. They can also do electronic Multiple Choice Questions from their Tablets. In the cases where students with Special Educational Needs, the Tablets are provided for their exams.
http://arch-pad.blogspot.co.uk/ A group of Archaeology researchers from Leicester were in the ruins of Pompeii using iPads to re-construct the site with archaeological data digitally superimposed. They also used the iPads to read and write notes and input data to a central database.
http://www2.le.ac.uk/offices/press/press-releases/2011/december/latest-touch-screen-technology-takes-students-behind-the-scenes-at-the-british-museum The picture shows the group of students used the Windows Tablets to explore extra expert information at the British Museum, to gather info and prepare presentations to fellow students. This application is created by the School of Museum Studies of Leicester and the British Museum. They developed an application on the Windows Tablets that take students on an interactive learning tour of the Museum’s exhibits and galleries. The new app allows students to independently explore the Museum whilst simultaneously benefiting from the expertise of British Museum staff. The School of Museum Studies has already taken a group of students to the British Museum to test the new app, with hugely successful results. The students used the app to guide them around the Museum, and recorded their thoughts and impressions using the tablet's camera function and word processor. Working electronically meant the students could easily share and discuss their work.
Fieldwork is a vital teaching and learning approach for subjects such as Geography and Geology. Our Geography Department is exploring the use of a range of mobile devices, including the Tablet PCs to support field works. For example, they developed a GeoJournal tool with a collection of digital learning resources, which students can access to and check references for locations they have visited during a tour using their Tablet PCs. The department is also exploring the use of mobile computing, such as augmented reality and virtual reality technologies to teach spatial processes. They both seem to make use of GIS tools – geolocation. Here is one report: http://www.le.ac.uk/geography/splint/pdf/poster%20presentations/geotagging_07.pdf and here is another: http://www.le.ac.uk/geography/splint/pdf/conference%20papers/JarvisEUGISES2008.pdf
The conceptual framework of the 7Cs: http://beyonddistance.wordpress.com/2012/02/07/carpe-diem-the-7cs-of-design-and-delivery/, http://e4innovation.com/?p=520
Play the SWIFT video: http://www.youtube.com/watch?feature=player_embedded&v=uMMfHZUNpZY
Martin Weller (2011): The digital scholar: How Technology Is Transforming Scholarly Practice. http://www.bloomsburyacademic.com/view/DigitalScholar_9781849666275/book-ba-9781849666275.xml
Play the two audios
Natalia’s screencast: http://screencast.com/t/SSCPcxX5 Tony: play the audio Alison: only the text