Joint Information Systems Committee 15/04/2014 | | Slide 1 Findings carousel Choose two from: Developing digital literacies Supporting learners through.

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Presentation transcript:

Joint Information Systems Committee 15/04/2014 | | Slide 1 Findings carousel Choose two from: Developing digital literacies Supporting learners through periods of transition How learners experience assessment and feedback The role of peers in the learner experience

Learners Experiences of e-Learning Workshops: November 2008 – March 2009

Learners make extensive use of peer support networks

Learners Experiences of e-Learning Workshops: November 2008 – March 2009 slide 4 The role of peers in the learner experience

Learners Experiences of e-Learning Workshops: November 2008 – March 2009 slide 5 I use a lot of MSN and forums to communicate with fellow students and teacher, where I can ask questions and discuss with my colleagues (Lead) You chat to your friends on MSN to see if you missed anything if you dont go in. (BLUPS)

Learners Experiences of e-Learning Workshops: November 2008 – March 2009 slide 6 The people in my course created a Facebook group where we discuss logistical stuff like availability of books or clarification of certain concepts or sometimes even, outlines of formats etc (Thema)

Learners Experiences of e-Learning Workshops: November 2008 – March 2009 slide 7 The role of peers in the learner experience Extensive use of social networking sites Extensive use of peers for support, inc. technical support Technologies used to support the process of groupwork Social networking used where there is a cohort identity

Learners Experiences of e-Learning Workshops: November 2008 – March 2009 slide 8 Strategies for encouraging peer learning: for discussion Give collective feedback or organise peer feedback on assignments Identify successful strategies for learning with technology, ideally giving examples in students' own words Set up a mentoring or 'study buddy' system Ensure learners have private (non-tutor-led) online spaces to discuss course-related matters, and don't worry if they prefer to use their own social software Be sensitive to students' feelings about 'their' online spaces when integrating social software into study