www.monash.edu.au denise kirkpatrick director, learning & teaching learning together online:...
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www.monash.edu.au
Denise Kirkpatrick Director, Learning & Teaching
Learning together online: towards an understanding of online collaboration
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Learning & Teaching Online
• Potential• Innovation or adaptation?• Collaboration examples• Issues• Strategies
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The online role-play evolution
• Middle east politics simulation (Vincent)• Pollutsim (1996-1999) [task & tool
analysis]• Technology assessment involvement in
Middle east politics (1999 – 2000)• Mekong e-Sim (2000 – 2004)
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Mekong e-Sim motivated by:
• Create student experiences involving multiple perspectives, authentic learning & context,
• Address internationalisation, • Develop generic skills (communication,
collaboration, leadership, decision-making, IT)• Develop discipline specific content knowledge• Link geographically distributed students• Create an interdisciplinary experience-
understand other perspectives
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Roleplay-simulations
• Participants adopt a functional role or persona within a simulated environment or scenario. They are problem-based units of learning set in motion by a particular task, issue, policy, incident or problem.
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What happens in a roleplay-simulation?
Adopt a role
Interaction & debate
Reflection &
LearningIssues & problems occur
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Mekong e-Sim
• Online roleplay- simulation• Students collectively take on persona relevant to scenario• Personae respond to key events and triggers as events
unfold• Persona groups comprise same discipline/institution and
mixture
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e-Sim Stages
Briefing/Familiarisation (1 Week)Briefing/Familiarisation (1 Week)
Role Adoption (1 Week)Role Adoption (1 Week)
Interaction (2.5 Weeks)Interaction (2.5 Weeks)
Public Inquiry (0.5 Weeks)Public Inquiry (0.5 Weeks)
Debriefing/Reflection (2 Weeks)Debriefing/Reflection (2 Weeks)
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Assessment
Issue paper: group task, issues specific to persona, student drop box
Participation: group task, email, public inquiry, news events, group and peer assessment
Critical learning incident: individual task, observation, interpretation, knowledge outcomes
Debriefing essay: policies, e-Sim dynamics, group dynamics, reflection
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Features
• High level of student engagement with ideas (via learning activities)
• Structured interaction• High level of interaction within
and between personae• Accountability• Interdependence• Flexibility
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Mekong e-Sim supported collaboration between:
• Staff• Students• Disciplines ( Engineering, Geography,
Economics, Media, Arts)• Institutions (4 universities)
• Inside the e-Sim– http://online.uts.edu.au
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e-Sim Collaboration issues
Institutional:managing LMS across multiple sites
Academic Issues: • Teaching & learning practices &
philosophy• Assessment practice & policy• Distribution of workload & W/L
policies
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e-Sim: Academic issues
Negotiation was required
– Low level of funding allowed minimum changes to existing practices & resources
– High level of student interdependence across institutions required standardisation of practices
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e-Sim: Shared Assessment Practice
– Assessment governance varied between subjects
– Agreed assessment criteria/outcomes/frameworks
– Needed agreement on process: level of feedback,marking time, grades or marks, turnaround time
– Inter-marker variability & moderation
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Cross Institutional Collaboration
• Genuine commitment to collaboration• Mutual dependence between all parties• Alignment of learning outcomes and
assessment• Shared responsibility• Clear (& shared expectations)• Flexibility & willingness to adapt
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Encouraging Learner Collaboration
• High level of positive interdependence – Between students sharing persona;
– Among personae within the RPS scenario (in relation to information & actions);
– Independent and group work tasks
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Encouraging Learner Collaboration
• Individual accountability– Online self and peer assessment of
contribution
– Statistics on participant access
– Facilitator access to discussion groups
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http://online.uts.edu.au
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Masters/DPsych- Adult Mental Health
• Online case base approach (PBL principles)
• Extensive use of student collaborative work
• Seven increasingly complex cases
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Cases
• 7 cases (patients) representing key psychological disorders
• Scientist-practitioner model• Raise professional problems raised in &
by the cases• Exemplified range of possible
approaches to treatment
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Text based cases
• Provide original input – case (patient)• Students respond to original information,
preliminary diagnosis• Student discussion of opinions and
justifications• Individual and group activities• “Expert comment”• On-going information provision – students
revise diagnosis
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Cases
• Formulate treatment plan• Evaluation of treatment• = complete treatment cycle
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Cases
• Sequenced through year• Scaffolded• Trigger information relating to client &
disorder released to progress case development & initiate learner activities
• Individual and group activities - structured
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Issues
• Need for organisation – staff & student• Structured activities and sequence• Making the personal connections• May be more time consuming• Need to design meaningful tasks• Students need a legitimate reason to
collaborate- clear purpose for collaboration
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Issues
• Flexibility vs structure and accountability
• Development time vs staff ongoing involvement
• Alignment of assessment & process• Student training & familiarisation
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Outcomes
• High level of student motivation & engagement
• Improved student learning outcomes• Improved understanding of complexities
of practice• “Managed” staff workload and input• High retention rate• High levels of interaction
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In Conclusion
• Not just the technology but the design• However technology supported
particular activities and interactions• Technology made some things possible