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Priska Schoenborn Academic Developer Educational Development & Learning Technologies University of Plymouth Drake Circus Plymouth, PL4 8AA

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Presentation on theme: "Priska Schoenborn Academic Developer Educational Development & Learning Technologies University of Plymouth Drake Circus Plymouth, PL4 8AA"— Presentation transcript:

1 Priska Schoenborn Academic Developer Educational Development & Learning Technologies University of Plymouth Drake Circus Plymouth, PL4 8AA MEDIATING LEARNING IN OOSA&D USING XBL

2 Outline Background & Rationale What is XBL & ATLANTIS? The Project Final Activity

3 Background & Rationale (1) 1.E-learning is here to stay! Typically used in a supported/blended mode 2.PDP and Life-long Learning 3.The computer used as a mindtool (Jonassen et al in Wheeler et al, 2005) 4.Learning is chaotic and complex

4 Background & Rationale (2) 5.The Net Generation adopting chaotic/self- directed learning 6.Gap between new generations of students and existing teaching methods 7.Need to rethink our educational model (Schank 2002) 8.Less structured methods Tutor = facilitator Students = increasingly autonomous learners

5 Background & Rationale (3) 9.Trend towards Vygotskys Social Constructivism 10.Dialogue still vital (Laurrillard 2001) 11.Incorporates JISCs effective learning design considerations

6 Pedagogical Underpinnings in E-learning Much of e-learning is still based on traditional instructional design which is derived from the behaviourist perspective, but focuses particularly on task analysis. Task analysis has emerged from a concern with internal mental processes of the learners mind (cognitivism). This form of instructional design is therefore based on both behavioural principles and a cognitive style. (The JISC e-learning Models Desk Study) In recent years, however, the most appropriate and favoured pedagogy for e-learning in HE is constructivism. Typically, learning environments based on constructivism provide authentic study materials, real-world examples, problem-based scenarios & collaborative/cooperative settings. E-learning approaches often include blended elements of what can be seen as different levels of analysis.

7 Outline Background & Rationale What is XBL & ATLANTIS? The Project Final Activity

8 What is XBL & ATLANTIS? Advanced Technology for Learning in A NeT based Information Society eXtended Blended Learning

9 Results … INSM Module 2005 & 2006 (INSM = Integrated Network and System Management) f2f-L : 4 lectures instead of 14 e-L : 24/7 availability of VLE pro-L : start meeting + 2 presentations Marking: Marks Very good5344 Good2745 Satisfactory1311 Sufficient 7 0 Fail 0 0

10 Results … IPBL Module 2005, 06, 07 (IPBL - International Project-Based Learning) Lecturers and students from Germany, Poland, Ireland, England Kickoff workshop: 4 days in Germany in October Distributed work in subgroups for 3 months with 3 video conferences; communication via AUP February group workshop for 5 days in Ireland or Poland; June workshop in Plymouth Lessons learned: Much higher motivation of participants + better results

11 Extended Blended Learning = Blended learning + Project-based Learning Typical timeline OctNovDecJanFebMarAprMayJunJulAugSep Start Meeting Video Conf 1 Video Conf 2 Video Conf 3 Project Meeting Start Meeting Video Conf 1 Video Conf 2 Video Conf 3 eXtended Blended Learning

12 Kick-off Workshop IPBL 2006 – Dartboard Evaluation

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15 Now over to you! 1. On your own and for a few minutes, please reflect on XBL/ATLANTIS and make some notes (use the handout provided) on what you perceive to be the pros on cons of this approach. Please note that the numbers refer to the appropriate sections on the handout.

16 Outline Background & Rationale What is XBL & ATLANTIS? The Project Final Activity

17 The Project ISAD224, Information Systems Development Stage 2 Module, 2006 eXtended Blended Learning f2f-L:seminars & practical sessions e-L:Moodle VLE pro-L:Assignment based on Case Study from Land Registry Social Constructivism: wikis, student-led seminars & group assignment Element of competition: prizes & award ceremony Marks Very good826 Good65 Satisfactory1916 Sufficient74 Fail 50 Mean increased from 55.7% to 65.7% Overall attendance was 72%

18 ISAD224 Module Content

19 ISAD224, Marking explained… Coursework Mark 69.5 Total Attendance % Completion of Blogs % Seminar Mark General Attitude Overall Module Engage -ment ME rounded Course- work Mark/100 Course- work Mark/80 Peer Assess -ment Share Peer Assess -ment MEFinal Course- work Mark 68.18%45.45%50.00%45.00%52.16% % %63.64%50.00%60.00%65.00% % %36.36%60.00%55.00%56.02% % %36.36%60.00%50.00%55.91% %

20 ISAD224 Moodle Website

21 ISAD224 Students Initial Thoughts Moodle looks interesting and I like the new approach to learning. I feel I can actually go out and try harder. Im quite looking forward to turning up which is good as I havent enjoyed any ISAD modules so far. Industry contact is a good idea. Nice to know a bit about what happens in real workplaces. Still concerned that its too chaotic! I like the idea but I dont think everything will run smoothly as people will have trouble making sure everyone does their bit. Sounds scary, every other team is relying on us and were relying on everyone else.

22 ISAD224 Mid-term Evaluation Majority of responses were positive Highest number of positive responses related to team work and resources provided by tutor Highest number of negative responses related to student- led seminars Several expressed preference for traditional teaching PositiveNegative No students% happinessNo students% unhappiness 8100%1 990%1 480%1 470%2 760%150% To be honest I am not a huge fan of the individual working, I would prefer to have structured lectures. Although I can see the point of the student-run seminars some of the presentations have not been good; this makes it harder to learn the information. I think splitting students into groups and then getting each group to study a new topic and then present it is a good idea and I have enjoyed it so far. Quite like the way in which it is delivered. Took some getting used to but is better than having lectures because feel more involved with the module. This term is much better than the first term.

23 ISAD224 End-term Evaluation

24 Now over to you! 2. In pairs, review the previously identified advantages and disadvantages, compare notes and discuss. Try to agree on the most important ones. 2. Record your decisions on the handout provided. 3. Can you identify any additional pros and cons more specific to the project/ISAD224? Please add these to your list. Please note that the numbers refer to the appropriate sections on the handout.

25 Outline Background & Rationale What is XBL & ATLANTIS? The Project Final Activity

26 Discuss in groups of four for 5 mins and record on the handout... 4:...any improvements we may want to consider for the future development of XBL, or more specifically, the ISAD224 project 5:...any thoughts you may have about the term chaotic assessment Please feed back to us the main points of your discussion Please note that the numbers refer to the appropriate sections on the handout.

27 Thank you for your time! Any further Questions or Comments?

28 Sources Bacsich, P. (2004) The E-University Compendium. Cases, Issues and Themes in HE Distance e-Learning. Vol 1. Chapter Four: Introduction to the Impact of the Internet Case Studies. [online] Biggs, J (1999) Teaching for Quality Learning at University, Buckingham: SRHE and Open University Press. Bloom, J.W. (2001) Chaotic and complex systems in childrens thinking and learning. Paper presented to Annual Meeting of the American Educational Research Association, Seattle, Washington.[online] De Freitas, S. and Mayes, T. (2004) Review of e-learning theories, frameworks and models. Commissioned review report as part of the JISC- funded e-pedagogy desk study on e-learning models. Doll, W.E. Jr. (1993) A Post-Modern Perspective on Curriculum. New York and London: Teachers College Press. JISC (2004) Effective Practice with e-Learning. A good practice guide in designing for learning. Bristol: JISC Development Group. Jonassen, D.H., Peck, K.L., and Wilson, B.G. (1999) Learning with Technology: A Constructivist perspective. Columbus, OH: Prentice Hall. Laurrillard, D. (2001) Rethinking University Teaching: A Framework for the Effective Use of Learning Technologies. 2 nd Edition. London: Routledge/Farmer. Lee, M. (2000) Chaotic Learning: The Learning Style of the Net Generation?. [online] Littlejohn, A.H. and Stefani, A. J. (1999) Effective use of communication and information technology: bridging the skills gap. ALT-J: Association for Learning Technology Journal, 7(2), Lissack, M. (1999) Complexity: the Science, its Vocabulary and its Relation to Organisations. Emergence, 1(1), Oliver, R. (2001) Developing e-learning environments that support knowledge construction in higher education. [online] business.ecu.edu.au/schools/mis/media/pdf/0043.pdfhttp://www- business.ecu.edu.au/schools/mis/media/pdf/0043.pdf Phelps, R. (2003). Developing online from simplicity toward complexity: going with the flow of non-linear learning. Paper presented at the NAWeb 2003: The Web-based Learning Conference, Frederickton, NB, Canada. Roscoe, J. (2002) The language of e-learning. [online] Schank, R. (2002). The Rise of the Virtual University. The Quarterly Review of Distance Education, Volume 3(1), pp Information Age Publishing Inc. Wheeler, S., Kelly, P. and Gale, K. (2005) The influence of online problem-based learning on teachers professional practice and identity. ALT-J, Research in Learning Technology, 13(2),


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