Student Interaction with a Sakai VLE in Plant Sciences
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Jordan, K., Tracy, F. and Johnstone, K. (2007) Student Interaction with a Sakai VLE in Plant Sciences. Presentation at the 7th Sakai Conference, Amsterdam, 12th-14th June 2007.
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Student Interaction with a Sakai VLE in Plant Sciences
- 1. Student Interaction with a Sakai VLE in Plant Sciences University of Cambridge, UK Sakai Conference 13th June 2007
- 2. CMI Teaching and Learning Project Aims To develop learning approaches and resources to enhance the effectiveness of small group teaching in 2nd year Plant and Microbial Sciences course Sakai Conference 13th June 2007
- 3. CMI Teaching and Learning Project Identification of potential new practices (from literature, theory or participants) Analysis and review Development of effectiveness of of new resources to new practices support new practices Intervention : implementation of resources and practices Sakai Conference 13th June 2007
- 4. CamTools – an integrated learning environment Sakai Conference 13th June 2007
- 5. Why use a wiki? • Allows intuitive organisation of content • Quick and easy way to make web pages • Organisational flexibility o Editing rights can be set for individual pages o Editing rights can be changed at any time o Allows easy arrangement of pages • Possible to make links within pages o Link to e-learning objects o Link lecture topics together o Link to appropriate webpages o Link to glossary pages • All wiki pages are searchable Sakai Conference 13th June 2007
- 6. Lecture notes Sakai Conference 13th June 2007
- 7. Additional resources in CamTools Exemplar essays Self-assessment questions Connotea library Video explanations Flash animations Glossary definitions Podcasts 3D molecules Concept map Metabolic jigsaw Sakai Conference 13th June 2007
- 8. Exemplar essays Sakai Conference 13th June 2007
- 9. Self-assessment questions Sakai Conference 13th June 2007
- 10. Connotea library Sakai Conference 13th June 2007
- 11. Video explanations Sakai Conference 13th June 2007
- 12. 3D structures Sakai Conference 13th June 2007
- 13. CamTools usage questions • How has usage varied throughout the year? • Have different students engaged with the site to different extents? • What do the students think about the site? Sakai Conference 13th June 2007
- 14. Evaluation strategy Sakai Conference 13th June 2007
- 15. CamTools usage questions How has usage varied throughout the year? Sakai Conference 13th June 2007
- 16. Unique visitors through the year Sakai Conference 13th June 2007
- 17. CamTools usage questions Have different students engaged with the site to different extents? Sakai Conference 13th June 2007
- 18. Individual student usage Sakai Conference 13th June 2007
- 19. Individual student usage – content read Sakai Conference 13th June 2007
- 20. Individual student usage – content read Content read Student Sakai Conference 13th June 2007
- 21. What did ‘student K’ do? • Visited site 58 times • Sourced all past examination papers • Looked at a range of exemplar essays • Accessed practical class information • Read 7 lecture wiki pages • Accessed archived 1st year Cells notes • Watched 4 video explanations • Used a Jmol tutorial Sakai Conference 13th June 2007
- 22. Individual student usage – content read Content read Student Sakai Conference 13th June 2007
- 23. How about ‘student O’? • Visited site 60 times • Watched 12 flash animations • Sourced all past examination papers • Looked at 1st and 2.i exemplar essays • Accessed practical class information • Read 2 lecture powerpoints • Read selected wiki lecture notes: Sakai Conference 13th June 2007
- 24. CamTools usage questions What do students think about the site? Sakai Conference 13th June 2007
- 25. Student questionnaire • How useful do they find the site and how frequently do they use it? • During which terms and vacations did they use it? • Rate components of site for usefulness and frequency of use • Free text comment box Sakai Conference 13th June 2007
- 26. Student questionnaire 19 out of 26 students responded (73% return) Sakai Conference 13th June 2007
- 27. Student questionnaire Frequency of Usefulness Component Use (1 to 5) Component (1 to 5) LINKED JOURNAL EXEMPLAR ESSAYS 3.0 ARTICLES 4.5 LINKED JOURNAL ARTICLES 2.9 EXEMPLAR ESSAYS 4.3 LECTURE SLIDES 2.9 ANIMATIONS 4.1 WIKI LECTURE NOTES 2.9 LECTURE SLIDES 4.1 VIDEO EXPLANATIONS 2.9 WIKI LECTURE NOTES 4.0 ANIMATIONS 2.7 VIDEO EXPLANATIONS 4.0 SELF TEST QUESTIONS 2.3 SELF TEST QUESTIONS 3.7 GLOSSARY DEFINITIONS 2.1 GLOSSARY DEFINITIONS 3.5 3D MOLECULES 2.0 3D MOLECULES 3.1 Sakai Conference 13th June 2007
- 28. Student comments – what they like Video explanations / online tutorials • “Really like the videos! Like the gene for gene one for example.” • “Tutorials are excellent.” Past exam questions sorted by topic • “Links to Short Answer Questions and Essays grouped by topic are very helpful when revising.” • “Grouping exam questions with their relevant topic is very useful, especially for exam preparation.” Links to papers • “Links to papers very helpful since they are hard to find sometimes.” Organisational tools • “Announcements, and the schedule (for practicals etc.)” Sakai Conference 13th June 2007
- 29. Student comments – requests Self-assessment questions • “More self-assessment questions. There is not much in the test yourself section at the moment.” • [more] “multi choice questions would be ideal, they allow the student to identify holes in their knowledge and wouldn't require extra work on the staff's part in terms of marking.” Exemplars • “The exemplar essays are a fantastic idea, but they would have been useful to have from the start of the Easter holidays, when revision really kicks in.” • “Putting up answers to past exam papers, particularly the practical exams and short answer questions. This would be very helpful for exam preparation. (Engineering seem to have an efficient way of doing this).” Videos & Animations • “More animations/ videos (as they are very useful).” Sakai Conference 13th June 2007
- 30. Student comments – valuing variety • Reluctance to score any component on questionnaire below 3 as ‘useful’ • “In reference to the "references" question above, I think the best idea would be to have the online library AND to have links in the lectures.” • “In regards to question 11, both are useful depending on the situation.” • “I find I don’t often visit CamTools, but when I do I find lots of interesting things and spend time watching videos etc. and forgetting why I was there in the first place!” 11. Recently, a new tool called ‘references’ was added to the IB PMS CamTools. This is an online library of all the journal papers for the course. Do you prefer online references this way, or to be linked to their occurrence in lecture notes? Sakai Conference 13th June 2007
- 31. One year in – future development • Exemplars for practical paper and short- answer questions • More self-assessment questions • More videos and animations Sakai Conference 13th June 2007
- 32. One year in - Some conclusions and ways forward • Strong influence of examinations • Common ideas about value of items • Usage shows a lot of variation • Value richness of the environment • Offers flexibility in supporting learning Sakai Conference 13th June 2007
- 33. Josh Jacobs Patrick Carmichael Lori Breslow Helen Burchmore Warren Seering Naomi Irvine Harriet Truscott John Norman Keith Johnstone sakai@plantsci.cam.ac.uk Fran Tracy http://www.tfln.org Sakai Conference 13th June 2007
Notas do Editor
- We have built the wiki based upon lecture note materials which allows incorporation of powerful interactive features. The wiki material is searchable and highlighted words have their own glossary pages linked for further detail. Creation of such glossary pages may form a student activity in the future. Within each lecture there is a link to the powerpoint slides used in lectures. Where specific papers are referred to, direct links to pdf files can be embedded provided the reference is available online, and other electronic objects can be inserted such as links to websites, movies, self-tests and JMol objects.
- Past examination questions are also included, sorted to provide the questions associated with particular lecture blocks. As a direct result of the questionnaires we have also developed some exemplar essay answers, demonstrating the expectation of 1 st , 2.1 and 2.2 grade.
- Past examination questions are also included, sorted to provide the questions associated with particular lecture blocks. As a direct result of the questionnaires we have also developed some exemplar essay answers, demonstrating the expectation of 1 st , 2.1 and 2.2 grade.
- Past examination questions are also included, sorted to provide the questions associated with particular lecture blocks. As a direct result of the questionnaires we have also developed some exemplar essay answers, demonstrating the expectation of 1 st , 2.1 and 2.2 grade.
- Past examination questions are also included, sorted to provide the questions associated with particular lecture blocks. As a direct result of the questionnaires we have also developed some exemplar essay answers, demonstrating the expectation of 1 st , 2.1 and 2.2 grade.
- Site stats tool Collected unique login, total logins and site read data per day Total logins and read levels of each student for whole year Questionnaire to students Student focus groups
- Visited site 58 times 35 week course, less in vacations, so probably 2 or 3 times a week in term Watched 12 flash animations 1 to 4 times each Sourced all past examination papers back to 2002, but read last years’ more (5 times compared to 2) Exemplars didn’t bother with 2.2s at all
- Visited site 60 times 35 week course, less in vacations, so probably 2 or 3 times a week in term Watched 12 flash animations 1 to 4 times each Sourced all past examination papers back to 2002, but read last years’ more (5 times compared to 2) Exemplars didn’t bother with 2.2s at all