Presentation on theme: "Designs for learning in VLEs: insider perspectives Tutors designs and creations in their VLE areas. Mira Vogel and Martin Oliver Peeking Out by Richard."— Presentation transcript:
Designs for learning in VLEs: insider perspectives Tutors designs and creations in their VLE areas. Mira Vogel and Martin Oliver Peeking Out by Richard Lowkes http://www.flickr.com/photos/richardlowkes/
firstname.lastname@example.org, 01/04/2014 Background Designing for Learning Effortful, involving »Creative thinking »Investment of time in -Awareness, skills -VLE elements -Developing sequences and testing Tacit, diverse, complex Rarely explicitly represented So what are we doing? VLEs Most institutions have a VLE »Catalyst of open source Mostly used to serve files »Easy, worthwhile »Information not education? Powerful, but with hurdles »Privilege text and files »Hinder forming connections »Design becomes more important than ever
email@example.com, 01/04/2014 10 UK institutions HE FE ACL Focus on 3 VLEs Moodle (6) Blackboard (2) WebCT (2) Background: scope and focus support The institutions learning teaching VLE
firstname.lastname@example.org, 01/04/2014 Background: focus and scope support The institutions learning teaching VLE The crux of the remit lies here - the overlap between the VLE and teaching. But…
email@example.com, 01/04/2014 Background: focus and scope support The institutions learning teaching VLE Learners experiences with the VLE History of the VLE in each institution Support for the VLE and its users We also decided to explore context:
firstname.lastname@example.org, 01/04/2014 Background: focus and scope support The institutions learning teaching VLE … and outcomes Learners experiences with the designs in practice
email@example.com, 01/04/2014 The project can only touch on: Infrastructure Learning outside the VLE ICT skills Individual differences of approach Background: scope and focus support The institutions learning teaching VLE
firstname.lastname@example.org, 01/04/2014 Study design – mixed methods 1. Interview primary contacts 2. Tutor questionnaires 3. Generate questions 4. Site visits – observation, interview, focus group 5. Report and recommendations
email@example.com, 01/04/2014 Learning design and teaching dont necessarily fit round research projects > Hiya > > Progress is a little slow - what's the > latest you can come down to fit in > with your schedule. I certainly > expect to be using my materials > after 1/2 term e.g. November > > Will look at the questionnaire soon, > I promise (Tutor, Downs College)
firstname.lastname@example.org, 01/04/2014 Findings: learning technology contacts Findings from the E-learning Contact interviews http://olympus.co.uk
email@example.com, 01/04/2014 How and why the VLE was chosen (1) Most VLE swappers were former WebCT users – price rise?
firstname.lastname@example.org, 01/04/2014 How and why the VLE was chosen, in order mentioned Usability the most frequently cited reason (2 Bb, 5 M)… …followed by Price (4 M, 1 WCT)… …and Community (2 M, 1 Bb, 1 WCT)
email@example.com, 01/04/2014 How and why the VLE was chosen (2) - interim use, a theme in Moodle Elaborate licensing agreements and convoluted tendering for commercial VLEs gave Moodle a foothold: …came out of the closet spectacularly… (Valley Coll e- learning contact) Buy-in was fortuitous… I ran upstairs to the directorate and said wed come up with some open source software and why didnt we use it in the meantime… (Lake Uni e- learning contact)
firstname.lastname@example.org, 01/04/2014 Threats to the VLE Funding (5 M and 1 WCT) Existence of job role (2 M and 1 Bb) Inertia (3 M)
email@example.com, 01/04/2014 Opportunities with the VLE New practice (2 M, 2 WCT) Distance learning (4 M) Communities (4 M)
firstname.lastname@example.org, 01/04/2014 E-Learning Contact interviews - summary About 68 separate factors were coded for choice and use of VLE What proportion of factors directly relate to designing for learning? »2 categories: organisational (institutional, technical, administrative) and educational »40 Organisational, 26 Educational Might we expect this to divert attention from designing for learning? Is this a perspective particular to E-Learning Coordinator roles? »Or could it be the questions we asked?
email@example.com, 01/04/2014 Findings: learning technology contacts Findings from the Tutor Questionnaires: background
firstname.lastname@example.org, 01/04/2014 Tutor questionnaires Based on LAMS evaluation instrument Released as 3 separate questionnaires »1. June - early course background »2. September – design & development experiences »3. November? – running the course Questionnaire completed over the web »In-house 16 tutors (9 institutions) »After 3 reminders »A Levels, NVQ Levels 2-4, HNDs, BA/Sc/Mus »Art, Computing, Motor Vehicle, Beauty, Radiography, ESOL, Music, Media and Coms, Care and others
email@example.com, 01/04/2014 Questionnaire 1: Aims in using the VLE Checkbox question Most prevalent: 1.Repository 2.Motivate or engage 2.Individualisation 4.Collaboration Free-text field - nothing specific
firstname.lastname@example.org, 01/04/2014 Questionnaire 1: location of VLE-based activities Almost all use the VLE between contact sessions. Half use it during contact sessions – where the design may be harder to identify
email@example.com, 01/04/2014 Questionnaire 2 (interim findings) – match between personal approach and the VLE A good match between tutors personal approaches and the VLEs affordances
firstname.lastname@example.org, 01/04/2014 Questionnaire 2 (interim findings) – VLE features used by tutors High take-up of Content presentation Forums Groups Self-test Selective release Not much creation of content in VLE
email@example.com, 01/04/2014 Next stages of the study Interviews, observations and focus groups – tutors and learners 3 rd Tutor questionnaire (the VLE in practice)
firstname.lastname@example.org, 01/04/2014 Ideas for tutor interview questions 1.With a visual representation of the VLE course area, ask tutors to add in other teaching and learning activities taking placeoutside the VLE. »Ask them to make explicit the links between the different elements. Ask them to explain the interactions between elements 2.How did they teach that course/session before the VLE? 3.How would they teach it if the VLE were taken away? 4.If time and skills weren't an issue, are there any changes or additions you'd like to make? 5.Think of one aspect of the course involving the VLE which went well: »What was your rationale in designing it (and designing it for online use)? »What thought processes and activities did you go through during the design, development and release? »Why do you think it is working so well? What might you change? 6.As above, but for an aspect which didn't work well/could have worked better.
email@example.com, 01/04/2014 Ideas for student focus group questions 1.What were their responses when they looked at the course area for the first time? 2.How have they found the experience of using it? 1.Identify some difficult parts of the curriculum, and discuss their experiences with the VLE 3.What is the learner perspective on the parts of the VLE raised in the tutor interview as working well and not well Try to identify their awareness of the designs and intentions of their tutor Do they have any suggestions? 4.How has the VLE learning fitted in with other types of learning for the course? 5.What are the most valuable aspects of the VLE for them?
firstname.lastname@example.org, 01/04/2014 Summary - key points to take forward to the next stages of the study Designs may be hidden »Because of the way VLEs invite tutors to represent courses We need to look for design in: »Individual course elements – concrete and viewable »The connections between course elements – asking tutors Tutors report that the VLE complements their personal approaches to designing for learning Where VLEs are being used face-to-face »Observation will be crucial in identifying designs Much of the design may be hidden, tacit, or evidenced by the tutors instructions
email@example.com, 01/04/2014 Questions for JISC online event 30 Sep - 7 Oct 2005 1.If we want to identify designs for learning, what might we look for, or what questions might we ask tutors, students and support staff where the VLE is intended for use during face-to-face sessions? where the VLE is intended for use between face-to-face sessions? 2.How might recommendations about this concept of designing for learning best be presented? Eg talking head account, list of ingredients, decision tree, others?… Your input would be welcome – it will help me to finalise my interview questions.