Alt Policy Board June 2002 Diana Laurillard Open University Evidence-based e-learning: what really works?

Meeting students’ needs

The Growth of Conferencing at the OU >180,000 users ~300 courses

Online collaboration can considerably enhance the learning experience. Students especially value collaborative learning in the early stages of the course. However:  Structure and timetable in collaborative learning reduces flexibility  Regular, sustained participation in group activities does not fit demands of normal life.  Students experience guilt and stress about failing their colleagues in collaborative work. Getting the balance right: how much online?

Online material was often printed Text of practicals33% Discussion of practicals31% Web pages45% Conference messages54% Balancing the media mix Different media were complementary for some: The course team deserve the highest commendation for putting together a difficult combination of media. This media achieved its objective in my case, and was easy and enjoyable to use. The course team deserve the highest praise for creating such a comprehensive, stimulating and enjoyable learning experience

Managing student workload Students who spent ‘a lot more’ than estimated time on activities Paper-based workload20% Computer-based workload40% Reasons for withdrawal Increased pressure at home/work51% General work/home pressures38% The pace/workload was too great35%

German language: synchronous goal-oriented discussion

Generated requests for more speaking and listening practice. Realigns the AL role towards the co-learner. Learners feel performance improves ‘I’ve noticed an improvement in my oral German already’ ‘Excellent opportunity to use language - demonstrated to me where I feel confident and where I felt unsure’ ‘Spoke plenty of French - especially during group sessions’ The value of synchronicity

Move the carbon atom from one reservoir to another by identifying the process change needed

Science: exploring the environment

93% said there were advantages of CD over text or video: Audio clips meant you were still looking at the screen and learning, rather than having to stop and read something. Being an interactive CD you are forced to make decisions. I found this very helpful in making me think carefully about what was happening. It left an image in my memory which will help me to remember the particular activity. The value of interactivity for involvement In the S103 CD, most valued features were interactivity and feedback especially quizzes to check understanding video clips to explain audio clips to guide

The Human Brain: Testing with feedback

Interactive learning much more enjoyable and more easily retained due to active learning and participation. As it was interactive I found I was less likely to switch off while using it, so it helped me retaining information much more effectively than a video or book. The CD format is an improvement over having to read many pages of text to achieve the same level of understanding and clarity. Very intensive use of time. The CD goes right to the basics, while books use lots of additional details. The efficiency of interactive learning In the Human Brain CD, students value the efficiency of active learning with feedback

Homer CD: Map-reading skills

It’s one thing to to see the diagrams in maps and books, but another matter to build up the bay of Troy by yourself. You can switch from the literature to the archaeology and still continue on the same line of thought. It’s the interactivity - it’s exciting. It reinforces information better. In the Units if I reach a bit I’m not particularly interested in I’ll skip through it. This encourages you to sit and complete the activity before you pass on. The quality of interactive learning Comparing the Homer CD with traditional methods, the majority of students favoured CD study:

Technology Strategy Can we assume universal access?

Technology Strategy Internet access modelled as: Each year 20% without access acquire it Forecasting 95% home access in 2005 plus 4.9% local access 40% post-2000

Students rate compulsory ICT much higher than optional ICT Usage rates show growth if ICT is compulsory

Quality assurance

Elements of Quality Assurance for ICT S/w QA process improvement project Reversioning and ‘preversioning’ project Prototyping methods Design templates UserLab for developmental testing Focus groups Telephone interviews ICT-related assessment AL debriefing Conferencing feedback Online surveys Comparative media satisfaction surveys Build on good practice - iterative testing - share best practice

Evidence of the increasing demand for online Library Services from students and tutors

Students appreciate supported highly interactive learning It is right to balance ICT and non-ICT ICT works best when it is both compulsory and assessed Online collaborative work is appreciated but inflexible The OU community is highly responsive to e-services Evidence-based e-learning: what really works?