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Still one size does not fit all: Even using a multimodal approach to teaching a core communications course Dr Michael Sankey Eleanor Kiernan Senior LecturerLecturer.

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Presentation on theme: "Still one size does not fit all: Even using a multimodal approach to teaching a core communications course Dr Michael Sankey Eleanor Kiernan Senior LecturerLecturer."— Presentation transcript:

1 Still one size does not fit all: Even using a multimodal approach to teaching a core communications course Dr Michael Sankey Eleanor Kiernan Senior LecturerLecturer LTSU Faculty of Arts 5 July 2007

2 Transmodal delivery 26,000 students 26,000 students 70 nationalities 70 nationalities 75% study off-campus 75% study off-campus Part of USQ’s answer has been a move to what it calls Transmodal Delivery Part of USQ’s answer has been a move to what it calls Transmodal Delivery Designed to complement the University’s new directions for teaching and learning and its ‘Leading Transnational University’ vision Designed to complement the University’s new directions for teaching and learning and its ‘Leading Transnational University’ vision

3 Transmodal delivery Resource Package Intro materials, study guide, readings, audio files, PowerPoint's, breeze, video, multimedia, software and web links Teaching Support USQConnect Study Desk Online Discussion Forum Field Work F2F Sessions Laboratories & Practicums Videoconferencing Teletutorials/ Telecords Toowoomba Wide Bay Springfield Partners OS campuses

4 Multimodal design Learners use a variety of learning/cognitive styles to process information Learners use a variety of learning/cognitive styles to process information Higher education has traditionally targeted read/write learners (Sarasin 1999 ), this may impede learning for some students (St Hill 2000), particularly for our internationals Higher education has traditionally targeted read/write learners (Sarasin 1999 ), this may impede learning for some students (St Hill 2000), particularly for our internationals Multimodal representations gives students a greater level of control in terms of choice. Multimodal representations gives students a greater level of control in terms of choice.

5 Multimodal design Learners build mental representations by using multiple sensory channels (Anderson, 2001), & compensate for any weakness associated in understanding one representation by switching to another (Ainsworth, 1999) Learners build mental representations by using multiple sensory channels (Anderson, 2001), & compensate for any weakness associated in understanding one representation by switching to another (Ainsworth, 1999)

6 Pitching the course Constructivist Cognitivist 1st 4 th & Post-grad 2nd 3rd HighSchool Year of study

7 CMS1000 – Communication & Scholarship CMS1000 is offered – externally, on- campus, internationally, 3 times a year CMS1000 is offered – externally, on- campus, internationally, 3 times a year Course covers initiatives to assist first year students to engage with academic and psychological dimensions of communication Course covers initiatives to assist first year students to engage with academic and psychological dimensions of communication Students often unfamiliar with discipline- specific literacies Students often unfamiliar with discipline- specific literacies

8 Demonstration of design

9 The research N = 113 N = 113 Survey qual/quant and Focus Groups Survey qual/quant and Focus Groups 80% female 20% male 80% female 20% male 53% off-campus 46% on-campus 53% off-campus 46% on-campus 84% first year students 84% first year students 63% under 25 63% under 25

10 Q18 Did you like the CD based materials? 86%

11 Q17 The study materials viewable on the CD, with links to other aspects of the course are more useful than printed materials 58% 29%

12 Q9 I preferred to use the CD materials rather than the printed materials I preferred to use the CD materials rather than the printed materials 44% 43%

13 Q22 Please choose your ideal combination of learning materials 11% 74% 8% 7%

14 Do students like the ‘bells and whistles’? The interactive multimedia features (such as diagrams with explanations)… were more helpful to me than the static, print-based representations (Q7) were more helpful to me than the static, print-based representations (Q7) catered for my approach to learning (Q10) catered for my approach to learning (Q10) 64% 12% 72% 12%

15 Q12 The multimedia introductions (using PowerPoint and audio) used for each module; assessment and course overview really helped my understanding of the course content. 80% 7%

16 What CMS1000 students said “As learning happens in many different ways I believe the visual and auditory representations added an extra dimension to learning, allowing access to learning styles previously hard to obtain by external students.” “Presenting material in a variety of formats and ways facilitates and stimulated my learning.” Audio http://www.usq.edu.au/users/sankey/CMS1000S12006/ http://www.usq.edu.au/users/sankey/cms1000/http://www.usq.edu.au/users/sankey/cms1000/ (2005) http://www.usq.edu.au/users/sankey/cms1000/

17 The down side Technology hitches Technology hitches On-campus students could use the material and stop coming to classes. On-campus students could use the material and stop coming to classes. Some students, particularly ONC, don’t use the technology much Some students, particularly ONC, don’t use the technology much Lecturers need to encourage students to engage with materials (the dripping tap) Lecturers need to encourage students to engage with materials (the dripping tap) Not everyone liked it - even with all this added stuff Not everyone liked it - even with all this added stuff

18 Conclusion External students (particularly 1 st year) – felt a much closer link to the lecturer – less isolated External students (particularly 1 st year) – felt a much closer link to the lecturer – less isolated On-campus students now get access and many have found this extra resource valuable to complement their classes On-campus students now get access and many have found this extra resource valuable to complement their classes The multimedia elements help to demystify and deconstruct the processes of study The multimedia elements help to demystify and deconstruct the processes of study Student response, particularly external, has been extremely positive Student response, particularly external, has been extremely positive Any questions? Any questions?

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20 CMS1000 VARK modalities


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