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Barry Spencer A case study in transforming Teaching & Learning A case study in transforming Teaching & Learning Barry Spencer.

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Presentation on theme: "Barry Spencer A case study in transforming Teaching & Learning A case study in transforming Teaching & Learning Barry Spencer."— Presentation transcript:

1 Barry Spencer A case study in transforming Teaching & Learning A case study in transforming Teaching & Learning Barry Spencer

2 At Bromley College we have been running Moodle since late 2003, however I feel our deployment of the VLE has yet to extend its capability much beyond that of a Course Management System. A case study in transforming Teaching & Learning A case study in transforming Teaching & Learning

3 Barry Spencer The projects objective was to investigate the viability of using Moodle as a delivery platform in the transformation of teaching and learning from our current instructional model, to a more student centered constructional and worthwhile learning experience. Programme selection Background research Project design Student feedback Outcomes and conclusion A case study in transforming Teaching & Learning A case study in transforming Teaching & Learning

4 Barry Spencer The course - HND in Computer Systems Engineering (High Level Programming 1) Transformation Case Study The Selected Programme

5 Barry Spencer Transformation Case Study Delivery: Lectures supported by workshops The Selected Programme

6 Barry Spencer Transformation Case Study The Selected Programme Changing Assessment Strategies Two part assignment +Exam Portfolio for Pass +3 exercises for Merit or Distinction Programming assignment +Exam

7 Barry Spencer Widening Participation The Problem Assessment methods Transformation Case Study Cause for Concern Maintaining standards Teaching methods

8 Barry Spencer The 2 Sigma Problem Achievement for students learning in a one-to-one environment can exceed classroom teaching outcomes by up to two standard deviations; the The 2 Sigma Problem; equivalent to raising the performance of 50th percentile students to that of 98th percentile students. Benjamin Bloom University of Chicago 1984 Transformation Case Study An Objective

9 Barry Spencer The reality of fiscal constraints and sheer staffing levels, would make the deployment of such a framework unrealistic. However I am encouraged by a posting from ADL: ‘In short, the one-on-one individualization capabilities of technology-based instruction, in contrast to one- on-many classroom-based instruction, may approximate and perhaps exceed the effectiveness of one-on-one tutoring’ Transformation Case Study An Objective

10 Barry Spencer So How Can Moodle Help? As a Virtual Learning Environment, Moodle has been designed to support Social Constructivism. Transformation Case Study An Objective A complete solution will require application software, content and a framework. The transition from an instructional to a more constructional model will not happen by simply using Moodle alone however!

11 Barry Spencer The Environment Learning Objects Collaboration Forum Chat WiKi Transformation Case Study Building the Course

12 Barry Spencer Transformation Case Study The VLE Project

13 Barry Spencer Having established a working environment, I require a framework that will foster the appropriate blend and balance of independent thinking and collaborative learning. Transformation Case Study Finding a Framework A Community of Enquiry: Social, Cognitive and Teaching presence.

14 Barry Spencer Respect Social discourse Encourage reflection Diversity of choice Accommodate perspective Explore assumptions Critical thinking Transformation Case Study Community of Enquiry Social presence: ‘the ability of participants in a community of enquiry to project socially and emotionally, as real people (i.e. their full personality), through the medium of communication being used’. Garrison, Anderson and Archer 2000 (the internet and higher education)

15 Barry Spencer Construction Confirm meaning Creative thinking Convergent thinking Facilitate analysis Confirm understanding Sustained discourse Transformation Case Study Community of Enquiry Reflection Cognitive presence: ‘The extent to which learners are able to construct meaning through sustained reflection and discourse in a critical community of enquiry’. Garrison, Anderson and Archer 2001(American Journal of Distance Education)

16 Barry Spencer Transformation Case Study Community of Enquiry Teaching Presence: ‘The design facilitation and direction of cognitive and social processes for the purpose of realising personally meaningful and educationally worthwhile learning outcomes’. Anderson 2001 (The hidden curriculum of distance learning) Focus discussion Pose stimulating questions Precipitate reflection Discussion moderation Facilitate awareness Scaffolding Design and organisation Draw in participants

17 Barry Spencer Social presence sense of belonging, group cohesion Cognitive presence analysis, construction, confirmation, understanding Teaching presence design, facilitation, direction Learning Transformation Case Study Community of Enquiry Supports discourse Sets the climate Garrison and Anderson Sustains direction

18 Barry Spencer Problem Based Learning Students are encouraged to become involved in their learning as problem solvers by presenting them with authentic but loosely defined scenario, to act as a mechanism in promoting the acquisition of knowledge, and competence. Transformation Case Study The Assignment

19 Barry Spencer A choice from three assignments Transformation Case Study The Assignment Manage the charging of vehicles and capacity of four car parks. Charges for passengers and vehicles boarding a cross channel ferry. Calculate area and volumes of simple geometrical shapes. Each solution must feature collaboration in the stages of design, coding and testing.

20 Barry Spencer 40 – 50% of an overall grade for participation. Dr. Rena PalloffDr. Keith Pratt If I am promoting collaborative learning, then I have to assess collaborative learning. Demonstrate a collaborative approach to design problems  Clear contributions made to WiKi  Constructive activity in forum postings  Contributed meaningfully to chat sessions 30% Transformation Case Study Assessment Criteria

21 Barry Spencer Be able to program in a high level language  Working program listing  Indented and commented 20% Be able to produce design solutions to basic tasks  Complete JSP that matches coding  Detailed Action and Condition lists  Produce and apply a suitable test strategy 20% Implement the use of functions for discrete tasks  Discrete tasks identified and decomposed  Arguments passed and returned 20% Make use of appropriate storage class for variables  Use of appropriate storage class  Use of local variables 10% Transformation Case Study Assessment Criteria I still require meaningful and creative technical outcomes however.

22 Barry Spencer Encourage others to learn Contribute regularly Create a supportive environment Responses show initiative Demonstrate inclusive approach Overcome personal barriers to participation Reflective approach to CMC Creative use of CMC to improve learning Vicarious participation Transformation Case Study Assessment Strategies

23 Barry Spencer Transformation Case Study Collaboration

24 Barry Spencer Transformation Case Study Collaboration

25 Barry Spencer Transformation Case Study Collaboration

26 Barry Spencer Transformation Case Study Collaboration

27 Barry Spencer Transformation Case Study Collaboration

28 Barry Spencer Transformation Case Study Student Feedback

29 Barry Spencer The average grade at HLP1 for the years is 58.2%. The results for 2006 are 70.6%, 12.4% above the previous four year average. Transformation Case Study The Outcome

30 Barry Spencer So does it do what is says on the tin? Transformation Case Study The Big Question

31 Barry Spencer Thank You, End of Case Study Presentation


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