1. 5 th June 2006 @ London The eLISA Project e-Learning Independent Study Award JISC-funded DeL project Lifelong Learning and Study Skills Jill Jameson, Simon Walker, Liz Masterman

2. 5 th June 2006 @ London JISC DeL eLISA Project Findings: enabled e-learning independent study support for 14-19+ learners and teachers.

3. 5 th June 2006 @ London Aims of eLISA Deliver, enable and evaluate the use of e-learning in study skills with 14-19+ learners and teachers using design for learning sequences in LAMS and Moodle

4. 5 th June 2006 @ London eLISA Partners

5. 5 th June 2006 @ London eLISA Overview enabled independent study support for learners and teachers using e-learning study skills sequences in four main areas – careers, info search, personal statement and report writing built on prior work funded by DfES/ Greenwich LEA & the LSC delivered some promising results.

6. 5 th June 2006 @ London eLISA overview 2 The project completed its first pilot in March, 2006. Key focus - the pedagogic implications of study skills/support for e-learning. Results include: e-L study skills resources, recommendations on using a prototype personalised learning environment (PLE), results from practitioner & learner workshops, an evaluation report & recommended framework of e-learning study skills.

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8. The eLISA project

9. 5 th June 2006 @ London Study Skills environments used Moodle LAMS

10. 5 th June 2006 @ London LAMS Student centred Every student participated Independent learners Students worked at own pace Highly Motivating Met students’ needs Good for differentiation Addressed a range of learning styles

11. 5 th June 2006 @ London Moodle Visual interface appealing to some Social constructivist environment can be helpful; navigational freedom appreciated Enables students to work at own pace - good for differentiation Motivating for students and teachers ‘Chat’ does not tend to work well Addresses a range of learning styles

12. 5 th June 2006 @ London The Learners in eLISA Lidia and Beata – studying at Barnet College, North London

13. 5 th June 2006 @ London Benefits and Issues of Using eLearning with ESOL Students at Barnet College Involvement in eLearning CeLTT Course + MA in Education and eLearning, University of Greenwich Teaching: CALL to ESOL students eLISA participant eLIDA CAMEL partner The Teachers in eLISA

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15. Evaluating eLISA Method and Findings Liz Masterman 5 th June 2006

16. 5 th June 2006 @ London Focus of evaluation Phase 1: Learners –Usability of LAMS and Moodle –Acceptability of template sequences created by project team Phase 2: Teachers and learners –Reusability of template sequences –Effectiveness of sequences produced by teachers –Issues in the use of e-learning to disseminate study skills

17. 5 th June 2006 @ London Method: Participants Students –Over 200 from schools and FE colleges Teachers –20 started out –10 saw the project through Student teachers of FE –5 provided additional data re teachers’ perspective

18. 5 th June 2006 @ London Method: Template sequences “Generic” sequences –Preparing a personal statement –Career choice and development Sequences adaptable to specific subjects –Online information skills (phase 2 only) –Report/essay writing

19. 5 th June 2006 @ London Method: Approach No data on equivalent F2F activities –Can’t compare with other cohorts Acquisition of study skills takes time –Can only measure short-term learning outcomes DeL = capturing data in naturalistic setting –Can’t observe the process of designing for learning –Researcher must surrender control over evaluation session to teacher –Researcher not present to record data Hence, self-reporting via online questionnaires –Instant feedback on individual sessions –“Reflective” questions on overall experience

20. 5 th June 2006 @ London Method: Phase 1 Usability, acceptability to learners May-July 2005 –Trainee teachers: Workshop + questionnaire (5) –Students: 3 workshops + questionnaire (66) –Report writing (LAMS, Moodle) –Personal statement (UCAS preparation day) (LAMS) –Choosing a career (careers day) (LAMS, Moodle)

21. 5 th June 2006 @ London Method: Phase 2 Reusability, effectiveness, issues Teachers as learners –Workshop + questionnaire (17) Teachers as designers –Workshop + questionnaire (14) Teachers as facilitators –Adapt/create sequences; run with students (8) –“Show and tell” workshop (4 presentations) –Review questionnaire (8) –Students’ questionnaire (87)

22. 5 th June 2006 @ London Findings: Learner perspectives LAMS and Moodle comparable in usability –Students willing to use again Enjoyment –Phase 1 68% –Phase 2 79% (more relevant to context?) Increased confidence –Phase 1 91% –Phase 2 96.5% Aware of value in terms of –Skills learned + opportunities for collaborative learning But –These are not unique to e-learning –Awareness of risks of “wrong” learning

23. 5 th June 2006 @ London Findings: Learners’ performance Motivation –High levels of motivation and participation –But novelty factor? Focus on task –Students largely on task in classroom activities –But chat needs focus, output and/or guidance Learning outcomes –Reportedly improved, but evidence from only one teacher –Aspects of online environment contributed (interaction with resources, reading each others’ opinions) –But teacher’s role appears to remain influential in successful outcome

24. 5 th June 2006 @ London Findings: Usability and usefulness Additional learning tools for reinforcement or extension LAMS’ Monitor helped to time and shape teachers’ interventions “Equalising” nature of the medium: enables discreet support for differentiation

25. 5 th June 2006 @ London Findings: Reusability of template sequences Teachers favourably disposed in principle, but –Only 3 adapted template sequences –4 created sequences from scratch –1 adapted another’s sequence Pedagogical approach can be an issue Sequences more useful as source of inspiration Questions raised –Context-specific more useful than abstract? –Cost benefits: adaptation of online sequences more time consuming? –Individual LOs more “reusable” than LASs? –Re study skills: adaptation better for generic skills?

26. 5 th June 2006 @ London E-learning and dissemination of study skills (i) 1.Most students favourably disposed to e- learning, but alternatives needed 2.Robustness and speed of internet connections can be an issue –Make materials available in off-line form? 3.Not all study skills are suitable for fully online learning –But online sequences may be acceptable if teacher lacks time or inclination

27. 5 th June 2006 @ London E-learning and dissemination of study skills (ii) 4.E-learning can foster independence but teacher input needed to –Maintain focus and structure in online discussions –Monitor progress and provide relevant formative feedback and support –Support less confident students –Prevent propagation of misconceptions 5.Asynchronous learning can place an extra burden on students –Need for time-management training? 6.E-learning can provide continued support after initial F2F sessions 7.“One-size-fits-all” doesn’t help with differentiation

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29. Recommendations e-learning can be a useful way of delivering study skills and can enhance motivation and learning with careful planning and delivery Issues re. re-use of learning sequences by teachers need further investigation Teachers need specific mentoring support to gain confidence and skills Further embedding of e-learning study skills is recommended: the project continues 06-07.

30. 5 th June 2006 @ London Acknowledgements All learners and teachers in eLISA Project partners JISC, Greenwich Council and the DfES/LSC for prior funding Greenwich Council CLCs and Aimhigher/Aspire, Linda Karlsen, Naomi Young and Anne Lawler.

31. 5 th June 2006 @ London Questions and comments…. Further info is available at: http://www.gre.ac.uk/eLISA