definition, application and perceived effectiveness of ‘rapid e-learning‘ introducing a...
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Definition, application and perceived effectiveness of ‘Rapid e-Learning‘ Introducing a novel project in higher education. David Dowdle, Sarah Ricketts & Peter Unsworth School of the Built Environment, University of Salford ECE Conference, University of Salford, September 2007. - PowerPoint PPT PresentationTRANSCRIPT
Definition, application and perceived effectiveness of
‘Rapid e-Learning‘
Introducing a novel project in higher education.
David Dowdle, Sarah Ricketts & Peter Unsworth
School of the Built Environment, University of Salford
ECE Conference, University of Salford, September 2007
• Introduction• The times they are a changing …• The making of ‘Effective’ learners• Self Directed Learners/Student Centred Learning• What is e-Learning? • So what is Web 2.0 then?• e-Learning - Do we need it? • Rapid e-Learning – a definition• The e-Learning project in SOBE• A ‘guide’ for making e-Learning engaging and enjoyable
Presentation content
Introduction
Cuneiform on clay tablets. Long term ‘technology’, but heavy/bulky (text books!). Egyptians, Greeks and Romans refined the idea by using scrolls made from papyrus and vellum.
However, 40 metre long scrolls must have been very unwieldy!
During the first to fourth centuries the ‘Codex’ came into common use. Problem was it took a very long time to create and thus very expensive.
Technologies used to assist students, or learners, in their learning environment have been with us for several millennia.
In the 15th century, Gutenberg combined a number of his individual inventions into the first ever mechanical printing press.
Technology changes
Learning technology changes
Technology changes
Comparatively cheap and practical.
Opened up access to the written wordto the masses - allowing many people to become better educated.
Key factor in the European Renaissance and the later Industrial Revolution.
1980s 1990s 20001970s 19801970 1990
Initial Development… 1967University Networks… 1981Regional Networks 1988Early ISP,s… 1992World Wide Web… 1995
$ Tr
illio
ns$
Trill
ions
Microprocess
orPCs
Internet
Derived from data provided by Jack M Wilson, Rensselaer Polytechnic Institute, Troy, NY. ‘Using IT to Learn IT’ (1999) (http://www.jackmwilson.com)
$0.0
$0.5
$1.0
$1.5
$2.0
$2.5
$3.0
$3.5
Client/Server
SoftwareData
Communications
So, why the history lesson?
Recent changes in relation to ICT have been exponential!
‘The times they are a changing’: Project context
We are not against change!
Technology driven change is inevitable.
Yet there is a perceived danger in this ever changing world of education technology ‘fads’ and ‘crazes’. Are we moving to new ideas, new technologies, new learning pedagogies before we have thoroughly examined and understood those we currently have?
The whole concept of ‘Web 2.0’ is a case in point. The rush to embrace the host of social networking, collaboration and sharing tools such as
• ‘Blogger’, ‘Wetpaint’, ‘Flickr’ and ‘YouTube’ may possibly leave many e-Learning (Web 1.0) projects by the wayside, the ‘champions’ have moved on – is this a good thing?
The argument being offered is that these new tools reflect the way most people like to learn, providing:
• communicative, • collaborative and • shared experiences
where problems are solved by ‘floating’ ideas; sharing and dissecting them within a group of like minded individuals; resulting in an acceptable solution and a better understanding of how it was achieved.
In truth it is hard to argue against this if we were to assume that this was the only preferred way in which students choose to learn, but it isn’t – is it?.
In the rush to adopt Web2.0 tools are we in danger of ‘throwing the baby out with the bath water’?
As Clive Shepherd said ‘If, as a lecturer, you become obsessed with ‘e-ness envy’, then you’re in danger of missing the plot. Your responsibility is for facilitating learning, not overseeing the launch of new technologies.
(http://www.fastrak-consulting.co.uk/tactix/Features/turkey.htm)
Most students, some more than others, like to excuse themselves from their peer group from time to time.
They become more self-directed and sit down to read a text book or journal article, search a database on a PC or indeed have a go at an e-Learning activity…
… and just read or work through it, reflect on it and self-assess their understanding of its contents.
We do accept, however, that some e-Learning is not thought well of!
But, before introducing the project let me ask you all a question …
What makes an effective learner?
This project is about developing and evaluating
Rapid e-Learning
1. Have clear learning goals (outcomes);2. Have a wide repertoire of learning strategies and
know when to use them;3. Use available resources effectively;4. Know about their own strengths and weaknesses;5. Understand the learning process;6. Deal appropriately with their feelings;7. Take responsibility for their own learning; 8. Plan, monitor, evaluate and adapt their learning
process.9. Are motivated 10. Receive frequent feedback - from tutors, their
peers and themselves (Dowdle,
2006)
Effective Learners ………
Take responsibility for their own learni ng;
Characteristics of Effective Learners (Adapted from Dowdle et al, 2003)
EffectiveLearners
1 Have ClearLearning Goals or
Outcomes 2Have a Wide Repertoire of
LearningStrategies
3Use
AvailableResources Effectively
4 Know About Their own
Strengths and Weaknesses
5 UnderstandThe Learning
Process
6 Deal
Appropriately With Their Feelings
8 Take
Responsibility For Their Own
Learning
7 Plan, Monitor, Evaluate and Adapt Their
Learning Process
Characteristics of Effective Learners (Adapted from Dowdle et al, 2003)
EffectiveLearners
1 Have ClearLearning Goals or
Outcomes 2Have a Wide Repertoire of
LearningStrategies
3Use
AvailableResources Effectively
4 Know About Their own
Strengths and Weaknesses
5 UnderstandThe Learning
Process
6 Deal
Appropriately With Their Feelings
8 Take
Responsibility For Their Own
Learning
7 Plan, Monitor, Evaluate and Adapt Their
Learning Process
The Learning Wheel Analogy
The self directed learner(student-centred learning)
"I was struck by the irony that I did an enormous amount of reading and thinking
about education in order to prepare my lectures, plan effective workshops and
select readings and texts for my students, while the students did relatively little. I was
the most active learner in my class - because I had total responsibility for what was learned and how it was presented for
consumption" (Hogan 1996).
Student-centred learningStudent-centred learning emphasises student responsibility. Students are encouraged to:• plan their own learning, • take the initiative in interacting with teachers and other students,• be involved in researching material for themselves (or as part of a group), • rely less on didactic teaching, and • assess their own learning. Student-centred learning encourages interactivity, activity and participation. (Marshall, 2005)
We believe e-Learning can facilitate student-centred learning
What is e-Learning?Many things to many people – for example:
Technology Enhanced Learning?
Web 1.0?
‘Learning that is facilitated by the use of digital tools and content. Typically, it involves some form of interactivity, which may include online interaction between the learner and their teacher or peers’,
‘The use of network technologies to create, foster, deliver, and facilitate learning, anytime and anywhere’,
'If someone is learning in a way that uses information and communication technologies (ICTs), they are e-learning‘.
(Dfes 2003)
“Web 2.0 models the very active engagement that is central to the learning paradigm and Web 1.0 models the teaching paradigm.” (M. Brown, EDUCAUSE Review).
Examples of Web 2.0 ‘tools’ were mentioned earlier.
‘Blogger’, ‘Wetpaint’ ‘Flickr’ and
‘YouTube’
So what is Web 2.0 then?
Characteristics of Web 1.0 Vs Web 2.0
(M. Brown, EDUCAUSE Review).
Are students ready for Web 2.0?Yes and No
How do we support those students who do not wish to, or who are not able to engage with Web 2.0 applications?
Level 1 students?
e-Learning?
Mature students?
e-Learning - Do we need it?
~ Large cohorts - passive students~ Multiple levels of ability~ Full-time students are part-time!!!~ Variety of learning styles~ 24/7 culture
Problems with traditional delivery
• available 24/7/365• motivational - real life, job related• non-linear• based on sound instructional design• interactive – but not detrimentally so• media rich – audio/animation/video Vs text (not too much) • learner empowering - pace, time, location• of a consistent quality - no Monday morning
feeling• developed with regular assessment and feedback built in
‘Good’ e-Learning is …
Jury is still out - see No Significant Difference website: (http://nosignificantdifference.wcet.info/index.asp)
Does it make a difference?
Rapid e-Learning …
… is the ability to produce, deliver and quantify qualityinteractive material to learners in a timely and cost effective manner… delivers the right educational material, at the right level, at the right time, to the right person in the right manner with measurable outcomes.… combines process, technology and the SME’s first hand knowledge to quickly produce engaging and effective learning activities at an affordable price
Affordability / JIT / Low Risk
The e-Learning project at the school of the Built Environment at the University of Salford.…
Finally …
The project is based around several ‘easy’ rapid e-learning authoring tools
• Course Genie
• Raptivity
• Articulate Presenter • Flashform
• Notateit software and graphics tablet
• Podcasts
• Video digitising service / ‘Nuggets’ & streaming media
PROJECT OUTLINE
1 - Form a team of committed teaching and academic
support staff. 2 - Select a number of level one and level two modules.3 - For each module, identify lecture ‘content’ that would be suitable for conversion into one or more types of
‘e-Learning activity’ based on the capabilities of the five rapid e-Learning development tools available –
‘Course Genie’, ‘Raptivity’, ‘Articulate Presenter’,
‘Flashform’ and ‘Notateit’ A minimum total of 10 e-Learning activities are to be identified per module i.e. two per software tool or someother combination.
4 - Allocate 2 e-learning activities to each of the five rapid e-learning tools with the aim of ensuring a variety of activities throughout each module e.g.
~ straight text conversion to html (Course Genie), ~ self assessment exercises (Raptivity & others), ~ Powerpoint conversion and upgrade (Articulate Presenter & Flashform), ~ online example of calculations, processes, etc (Notateit + audio), ~ interactive diagrams (Raptivity), ~ short courses covering one learning objective (Course Genie, Articulate Presenter & Flashform), ~ small e-books (Raptivity) and many, many other options.
5 - Each lecturer, in collaboration with academic support/learning technology team, to develop and/or assist in the development of the agreed 10 e-Learning activities. All time involved with the development of each individual activity is to be closely monitored and recorded by lecturers and support staff.
6 - At an agreed date all 10 activities to be made available within the chosen modules on Blackboard. Activities are to be promoted to students as useful assistance to their coursework submissions and/or end exams.
7 - At an agreed date students to be surveyed as to their opinions on each of the activities from the viewpoint of learning effectiveness, usability, accessibility, etc. Form of assessment to be agreed but will probably involve an in class paper-based survey plus programme focus groups.
8 - Final conclusions on which tool has proven to be most appropriate in terms of staff time to develop and student perception of effectiveness and leading to the development of one or more academic research papers. Suggestions required on how the project can be improved especially its evaluation Does anyone wish to become involved?
~ Employ a modular architecture, with content organised in relatively small chunks (2 to 5 mins?). ~ Make liberal use of stories, examples, case studies and scenarios, all of which have been carefully chosen to be recognisable and relevant to the learner. ~ Keep the formal content to an absolute minimum (particularly the text?). ~ Make effective (i.e. appropriate rather than gratuitous) use of all the media at our disposal - photographs, diagrams, animation, audio and video.
So what should online, self-study activities/courses look like? To make them engaging and enjoyable:
~ Where appropriate employ humour. ~ Include plenty of opportunities for meaningful and challenging interaction. ~ Provide helpful feedback. ~ Where possible, employ inductive/discovery strategies, building on the learner's existing knowledge and past experience. (larger scale/traditional e-Learning?)~ Where appropriate, mix in game-like characteristics
and/or simulations. (larger scale/traditional e-Learning?)But where is the interaction with tutors and
collaboration with peers you ask?Answer – Employ a blended learning
approach that includes traditional lecture & tutorials and introduces Web 2.0 applications
Final Note:What price for the following?
Two good spec. laptops 1 x ‘Raptivity’ - Standard version, 2 x ‘Articulate Presenter’ Rapid E-Learning StudioProfessional 2nd Ed
2 x ‘Flashform’ - Rapid e-Learning Studio 2 x Notateit Whiteboard software applications2 x ‘Trust Graphics tablets’ (or similar?)
University already has ‘Course Genie’ site licence
Just over £5,000
