1. Applying Laurillard’s Conversational Framework to Blended Learning Blogging and Collaborative Activity Design R Papworth, R Walker & W Britcliffe E-Learning Development Team, University of York Durham Blackboard Users’ Conference Jan 2009

2. Laurillard’s Conversational Framework  An active process  A cycle: References: Laurillard, D. (2001) Rethinking University Teaching, 2nd Edition. London: Routledge Falmer  Social and collaborative  Constructivist  Intrinsic feedback

3. Blended Learning at York  Two third year undergraduate case examples –English and Related Literature –Environment  Learner and staff experiences evaluated –Surveys –Focus groups –Interviews

4. Key Features of Both Modules  Clearly stated goals –Scaffolding teaching and learning  Individualised intrinsic feedback –Peers and tutors –Leading to reflection, adaptation and revision  Social and collaborative use of VLE tools –Supporting discussion and reflective thinking –Increase of interaction outside the classroom –Increase of debate and idea-sharing

5. The History and Theory of Criticism  Aim –To extend structured work and discussion time –To improve discussion quality  Goal –A blog used as a repository for weekly critical analysis –Considering the relationship between two texts –Read other members analysis and leave at least one comment  Intrinsic feedback –Tutor used the comments feature on early posts –Each student made between 4-8 comments  Action-feedback-reflection-adaptation-revision –Tutor directed learners to reading that may foster emerging interests in themes

6. Evaluation  Activity statistics  89% of students completed the exit survey  Tutor interview Survey questionSA (%) A (%) N (%) D (%) SD (%) A VLE supports ideas and experience sharing between students 87.512.5000 A VLE increases opportunities for discussion and debate outside class 37.562.5000 A VLE increases interaction levels between the course instructor and students outside of class 062.52500 A VLE increases interaction levels between students on the course outside of class 12.587.5000 Using the VLE complemented the class-based learning that I experienced in this module. 50 000

7. Student Feedback “The VLE is a great idea - by having to create a blog each week it meant that I had to think about the reading, not just absorb it - so in our seminars the discussion already had a depth of understanding which had not been there in many of my other module seminars.” “It was also useful to compare writing styles and ideas with other writers in order to improve and develop existing skills; this was an opportunity which wasn't previously available on the course.”

8. Tutor Feedback “A big challenge though was to give feedback on their writing (via blog entries) without being perceived as offering the last word (on the discussion).” “…I emailed students on the day of the seminar to get comments…if you don’t comment, you are putting this report into a black hole – just for my assessment. It was vital to get students to realise that commenting is important.” “It really helped me to understand what they had gotten from the material (literature). I knew if the responses concentrated on a couple of texts – I knew what they liked and understood and it would help me prepare for the seminar. It was a form of feedback – a feedback loop to the instructor. If they didn’t get something, I could plan and revise what to do with the seminar.”

9. Environment and Health  Aim –students to engage more interactively with course materials  Goal –A group wiki report –Summarised research findings on weekly topic  Intrinsic feedback –Tutor used the comments feature regularly –Peer review  Goal-action-feedback-reflection-adaptation-revision –Group blogs aided division of workload, progress updates, face-to-face meetings –Wiki content can be adapted and revised  Reflection-adaptation-revision –Feedback from online self-assessment

10. Evaluation: Students Survey questionSA (%) A (%) N (%) D (%) SD (%) A VLE supports ideas and experience sharing amongst students 57 11 14.3 50 14.3 30.6 7 2.8 00 00 A VLE increases interaction levels between students on the course outside of class 0 11.1 50 47.2 14.3 27.8 28.6 8.3 7 5.6 A VLE increases interaction levels between the course instructor and students outside of class 21.4 13.9 50 47.2 14.3 33.3 14.3 2.8 0 2.8 A VLE provides flexibility to learners in terms of their study needs 21.4 19.4 57 63.9 4.3 13.9 7 2.8 00 00 A VLE helps the instructor to respond to individual learning needs 14.3 8.33 64 38.9 7 38.9 14.3 2.8 0000 A VLE enables instructors to provide a wider variety of learning resources for students 14.3 16.7 78.6 41.7 0 38.9 7 0 0000  Activity statistics  92% completed the entry survey  36% completed the exit survey  Focus group of five students (cohort of 39)  Tutor interview

11. Student Feedback “The VLE was a nice way of handing in work. It was a good space – everyone put everything in the same place. It was useful to share media and good web links. It was really good as a share point.” “It encourages you to look at your own report. You look critically at others and then think more deeply about your own. You look at another subject area…” “I have never had feedback like that. It was continuous and it is easier to get if it is on the VLE. You don’t have to go to the (departmental) office to pick it up. You can take a look on the wiki reports through his comments.” “Quizzes and calculations were possible to compound understanding and the lecture notes and supplementary stuff is always available to you. I think that the VLE helped the course content to be continued outside of the lecture setting.”

12. “It is not a question of the time taken to support the VLE, but what you get out of it: if it creates a learning situation that you can’t generate otherwise. It forces you to think.” Tutor Feedback “It was exciting to see how students made progress throughout the duration of the process and how they engaged in the peer review process, and in a very critical and constructive way. In general they were very critical and constructive and did not just offer ‘that’s great’ comments.” “If you keep students waiting too long (for feedback) the momentum is lost. Students put a deadline when they want to know. If you reply quickly, they will keep going. If you give them a (provisional) mark, then it is an incentive for them to improve.”

13. Lessons Learned  Assessing student contributions –Individual vs group  Timing of VLE introduction –Challenging as new technology for 3 rd years –Reservations can be overcome!  Technical skills  Group management skills –Ensure students have these!

14. Questions