Mais conteúdo relacionado

Apresentações para você(20)

Similar a Re-using OER's in UCD's Research Acclerator for the Social Sciences Online Module(20)


Mais de CONUL Teaching & Learning(20)


Re-using OER's in UCD's Research Acclerator for the Social Sciences Online Module

  1. Re-using OERs in UCD’s Research Accelerator for the Social Sciences Online Module Marta Bustillo, Andrew Browne, Crystal Fulton, Suzanne Guerin, Claire McGuinness CONUL Annual Teaching & Learning Seminar November 7th 2019
  2. Today’s topics ● From the germ of an idea to a research proposal to an online module: Our collaborative journey ● Planning, Designing, Delivering and Evaluating an online module: Roles & responsibilities ● Module content, activities and OERs ● Research project management: Testing and evaluating the module ● What we learned
  3. A Research Proposal and a Teaching Module
  4. CoSSL Undergraduate Curriculum Award “Applications are invited from faculty, staff and students to support curriculum development at Stages 3 and 4 of the Social Sciences and Law undergraduate programmes.” “Funding for development of modules that provide substantial innovative research learning opportunities.” “Research learning - the principal applicant must be a faculty member (Lecturer/Assistant Lecturer; Associate Professor; Professor; Full Professor). This may be an individual or team-based application.”
  5. Research Proposal “A six-unit, GPA-neutral, self-paced online module which will enable Stage 3 students to develop, enhance, and reflect on foundational research skills.” “The module is a collaboration between several schools in the College and UCD Library to share expertise in specific core dimensions of research. ” “Module topics were partly selected to align with several of the proposed BSc Social Sciences Research Learning Outcomes”
  6. Designing the Module
  7. First Steps ○ Identified interested collaborators in the Schools of Information & Communication Studies and Psychology ○ Convened first meeting with research team, and set up team drive to share and co-edit documents ○ Brainstormed module units & content (new & existing digital resources) ○ Discussed pre- and post-evaluation processes & ethics ○ Listed tasks & created project timeline (Gantt chart) ○ Set out roles and responsibilities of Project Assistant, Teaching Assistant & Research Assistant (within budget) ○ Engaged Research Assistant for phase 1
  8. Overview of key aspects ● Online format: Module is accessible 24/7 to Year 3 students studying abroad or on work placements/ internships - no F2F classes ● Re-use of Library resources: guides and tutorials which support the College’s Research Learning Outcomes but are underutilised or unknown ● Self-paced, sequential & interactive: Students work through content in their own time and at their own pace during the trimester ● To prepare students for in-depth engagement with research, and to complement Social Science Research Methods modules in Year 4 ● Reflective - to develop and enhance students’ metacognitive skills in relation to learning and research
  9. Creating module descriptor and content ● Developing module content – collaborative (learning outcomes, units, tools, etc) ● Identifying and Synthesizing new and existing digital content to populate units in Brightspace ● Creating sequences of learning activities to build skills and knowledge gradually ● Decision on module assessment activities 1. Developing a research topic 2. Literature searching & evaluation 3. Critical academic literacy 4. Research Ethics part I 5. Research Ethics part II 6. Research Data Management
  10. Pulling It All Together
  11. Brightspace VLE and set-up ● Obtained module code via School of ICS: IS30420 Social Science Research Accelerator ● Module created on SISWeb, which creates corresponding Brightspace module ● First step to create six individual units to be populated with OERs ● Decision on sequence of learning activities made by research team consensus
  12. Creating original video content ● Developed original video testimonials ● Videos filmed with 6 UCD academic staff members across CoSSL schools ● Videos created with support of EdTech in CoSSL ● Challenges: Technical access & expertise, Encouraging staff buy in, time
  13. E-tutorials ● OERs - Repurposed existing e- tutorials from School of ICS & UCD Library e-resources ● Interactive format with quizzes ● Challenges: ○ Created with different versions of Articulate software over time ○ SCORM, Flash, browser compliance ○ Sustainability - Keeping content fresh as module continues
  14. Testing and Evaluating
  15. Monitoring the delivery of the module ● Usability testing of first two learning units with student volunteers in Autumn trimester 2019 ● Modifications of all learning units based on feedback ● Full roll-out of module with study abroad/ERASMUS students in Spring trimester 2020 ● Formal evaluation using staff and student feedback (see over) ● Final modifications to module overall ● Hand over to CoSSL for inclusion in BSc programme
  16. Evaluation for learning ● Developed an action research framework to capture key lessons ● Ethical approval from UCD Human Research Ethics Committee ● Initial pilot included student consultation, review of routine data and reflective focus group with team ● Main evaluation examines multiple data sources ○ Review of routine module use data ○ Online survey capturing students’ experiences of the module ○ Repeated focus groups to capture students’ initial assessment and later reflections (long term impact) ● Integration of data to identify key patterns and implications
  17. What we learned
  18. Challenges ● Technology - Ensuring compatibility of OERs with Brightspace, especially original e-tutorials (Articulate vs browsers/devices), video expertise ● Recruitment for Testing - Busy time of the year for students; no credit for participation ● Time - Identifying meeting times that suit all collaborators; synching schedules, setting realistic deadlines, etc. ● Sustainability - “Future-proofing” module, particularly with regard to technology, updating content & retaining/recruiting personnel
  19. ● Student engagement in module development ● Development of learning content to be implemented at programmatic level ● Contribution to CoSSL’s innovative flagship UG programme ● Learning partnership among library, academic staff, technical support, and students ● Transferable to other learning contexts
  20. Recommendations so far... ● Have a single team vision ● Be flexible ● Plan, plan, & plan some more ● Know your technology ○ Brightspace is new to UCD ○ Video is a new medium for staff, project ○ Liaise with EdTech, IT Services ● Remember, it all takes time
  21. Thank you! Please feel free to contact us at: University College Dublin Belfield, Dublin 4 Study email: Funded by: CoSSL

Notas do Editor

  1. Use Library resources/modules to expand, as much as possible, the outcomes achieved by the students (e.g. search strategy techniques, introduction to discipline-specific databases, literature review sessions, plagiarism quizzes, guide on “research data”, how to visualise your data, etc.)