Bjet-learning styles only make a difference in early stages of online learning

Students take time to adjust from traditional to online learning.

This is an area of contention, some research says learning style is fixed ot ers say it's flexible.
Alternative is curry [1983] onion model. 3 layers, getting increasingly fixed. Learning styles studied here are from felder [2007]
Sensing-intuitive
Visual-verbal
Active-reflective
Sequential-global

Used index of learning styles questionnaire by felder and soloman 1991/1994
See
Http://www.ncsu.edu/felder-public/ilspace.html

Design of case-studies Video of case
Video of experts 'reasoning video' given in a six step process, that provides a framework for student analysis.
Students summaries in web form
Supporting resources such as patients records also available Feedback is given as generic experts answer
This was blended with f2f sessions From
Bjet
Choi et al [2009] implementing aase-based e-learning environment in lecture-oriented anaesthesiology class; do learning styles matter in complex problem solving over time

Students take time to adjust from traditional to online learning.

This is an area of contention, some research says learning style is fixed ot ers say it's flexible.
Alternative is curry [1983] onion model. 3 layers, getting increasingly fixed. Learning styles studied here are from felder [2007]
Sensing-intuitive
Visual-verbal
Active-reflective
Sequential-global

Used index of learning styles questionnaire by felder and soloman 1991/1994
See
Http://www.ncsu.edu/felder-public/ilspace.html

Design of case-studies Video of case
Video of experts 'reasoning video' given in a six step process, that provides a framework for student analysis.
Students summaries in web form
Supporting resources such as patients records also available Feedback is given as generic experts answer
This was blended with f2f sessions From
Bjet
Choi et al [2009] implementing aase-based e-learning environment in lecture-oriented anaesthesiology class; do learning styles matter in complex problem solving over time

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Excellent evaluation framework, it's all here from consent forms to questionniare designs

Here are some great resources
Note to self - I must do something with these!
http://www.jisc.ac.uk/whatwedo/programmes/elearningcapital/evaluation/le
arnereval.aspx#downloads

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arduino and a visual programming tool

This might help students get into programming

Andy Goodwin recommended it http://www.modk.it/

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This is how to set up FAQs in Blackboard using a wiki.

First set up the wiki but only have staff as editors

http://screenr.com/S5X

Then create the pages for each FAQ, and students can use the comments to ask for further help

http://screenr.com/g5X

Then use outlook to create an email that replies automatically to any email from students, that says, I’ll get back to you in a minute, but for now try looking for the answer here (link to FAQs)

http://screenr.com/K5X

This last bit has to be handled sensitively as students could be contacting you about anything. Also turn off this off in outlook when the intensive period is over as these forms of automatic replies can be a bit annoying for the recipient.

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Bjet-creating opportunities for students in large cohorts to reflect in and on practice

80 plus students Level 1
Social science
BA Diversity in Social Work Practice Module
9 week course
Problem with recent increase in student numbers
first 4 supported online in preparation for intensive enquiry based learning

Technology short online lectures Video case studies Students in groups of 3 worked through workbooks and online activities with f2f meetings to share and develop Workbooks 1. Overview and rationale 2. Step-by-step guide to the processes
3. Weekly exercises ending in 500 work group summary which tutor gave feedback on resulting in a total of 10% of final mark

outcomes Students perceptions were very positive Evidence of deeper understanding of concepts and reflective analysis

Research Method Short questionnaire at beginning of module to establish demographic Questionnaire, focus group and assessment grades
Questionnaire included Component should remain in the module Was the workbook positive Issues
Turn around on feedback created pressure Usual problems with groups Final mark should have been more like 50%

Singh-cooner[2010]

My own notes
The assessment weighting needs to change Cutting back on the feedback

80 plus students Level 1
Social science
BA Diversity in Social Work Practice Module
9 week course
Problem with recent increase in student numbers
first 4 supported online in preparation for intensive enquiry based learning

Technology short online lectures Video case studies Students in groups of 3 worked through workbooks and online activities with f2f meetings to share and develop Workbooks 1. Overview and rationale 2. Step-by-step guide to the processes
3. Weekly exercises ending in 500 work group summary which tutor gave feedback on resulting in a total of 10% of final mark

outcomes Students perceptions were very positive Evidence of deeper understanding of concepts and reflective analysis

Research Method Short questionnaire at beginning of module to establish demographic Questionnaire, focus group and assessment grades
Questionnaire included Component should remain in the module Was the workbook positive Issues
Turn around on feedback created pressure Usual problems with groups Final mark should have been more like 50%

Singh-cooner[2010]

My own notes
The assessment weighting needs to change Cutting back on the feedback

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possibly the silliest interace deisgn mistake

I was using a web help guide recently and came across this wonderful example of bad design, it’s beautiful

http://screenr.com/v5R

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winner of the student life video so far

Fresh, witty, fast, no rubbish background music

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Bjet-the characteristics of RLO that enhance learning. a health case-study

Windle et al [2010]
Course; nottingham uni, nursing [basic science]
Numbers; around 40
Purpose
Students have well researched problem with core science concepts. Need to explore different ways to deliver subject Research method
3 cohort study comparing face 2 face workshop with online
Measured with exam results, and questionnaires
the change Use of RLO resources as replacement for lectures.
Paperbased workbooks to record progress through the materials Assessment Exam

Results
Students reported no difference in statisfaction between f2f and online delivery. Exam results were not affected Highest student reported characteristic of RLO was access over audio narration and interactivity. Key is control and ownership by students.
Students agreed that RLO was easy to use, and pitched at right level.
They didn't mind working independently online Issues
Level of feedback on progress
Learning styles
Particular aspects of media

Windle et al [2010]
Course; nottingham uni, nursing [basic science]
Numbers; around 40
Purpose
Students have well researched problem with core science concepts. Need to explore different ways to deliver subject Research method
3 cohort study comparing face 2 face workshop with online
Measured with exam results, and questionnaires
the change Use of RLO resources as replacement for lectures.
Paperbased workbooks to record progress through the materials Assessment Exam

Results
Students reported no difference in statisfaction between f2f and online delivery. Exam results were not affected Highest student reported characteristic of RLO was access over audio narration and interactivity. Key is control and ownership by students.
Students agreed that RLO was easy to use, and pitched at right level.
They didn't mind working independently online Issues
Level of feedback on progress
Learning styles
Particular aspects of media

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student life videos - what is this strange new film genre we have created

Student life

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BJET Pharmacy Sim shows some strengths and weaknesses in using simulations in learning

Http://bit.ly/aKxFnW.SimPharm looks and sounds great. The uni of otago in NZ have put in a lot effort to cate a learning situation that allows diagnosis and prescription to different patient studies. This is evaluted being used in a classroom based workshop facilitated by a tutor.

This study looked at the different cognitive approachs of students to paper-based case studies and this Sim tool. Interestingly it uses recordings of classroom interaction as part of the analysis.

Good things
Simpharm cases were more open and challenging 'harder to identify the problem.
Less second guess of tutors intentions
more active problem based learning rather than support from textbooks.
Less reliance on tutor for answer

Issues
Selecting from long lists of options caused problems for the students. Less classroom discussion
Other pharm simulations include, webstudies, cyberPatient

Http://bit.ly/aKxFnW.SimPharm looks and sounds great. The uni of otago in NZ have put in a lot effort to cate a learning situation that allows diagnosis and prescription to different patient studies. This is evaluted being used in a classroom based workshop facilitated by a tutor.

This study looked at the different cognitive approachs of students to paper-based case studies and this Sim tool. Interestingly it uses recordings of classroom interaction as part of the analysis.

Good things
Simpharm cases were more open and challenging 'harder to identify the problem.
Less second guess of tutors intentions
more active problem based learning rather than support from textbooks.
Less reliance on tutor for answer

Issues
Selecting from long lists of options caused problems for the students. Less classroom discussion
Other pharm simulations include, webstudies, cyberPatient

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Simple online activities in law using short answer questions

Here are some examples or recent developments in law I have been working on. I'll evaluate them in september.

Purpose - students needed to develop skills in writing and reviewing legal documents, particularly letters to clients.

Short Answer Questions we used short answer questions in blackboard which are standard in bb tests. These allow students to write short statements an a particularly question, this is then revived by the lecturer, but a model correct answer is also revealed to the student and can be used as feedback. Students need to write legal documents and write them.

Activity 1
We use past short examples of student work of various levels, and allow students to review them online. Each paragraph is numbered. Corresponding short answer boxes were made available in blackboard. Students comment and once completed the model answer for each short answer reveals the correct, or suggested changes. Once the process is complete the full example document with comments is released.The lecturer reviews a few answers and discusses the issues the next week in the face-2-face session

Activity 2
Students receive instructions to write a short legal letter for a particular situation. Students fill in short answer boxes with guidence as to what should be contained in each paragraph. The model answer reveal suggested construction of the finished document.
The student input is quickly reviewed for next weeks face-2-face and discussed in class.

Although these need to be evaluated, the show the range of activities that can be produced from simple tools

 

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Mesosystems and exosystems - this weeks interesting words

Try and drop these into a conversation They come from Bronfenbrenner research in 1979 to describe social environments that influence us in different ways. Mesosystems are a collection of different social systems that directly influence us, eg home and work. Exosystems are social environments that influence but not directly eg teachers staff room culture influences school children.

I like these terms in the way they help us see the wider social environment.

Moos person-environment congruence.

Try and drop these into a conversation They come from Bronfenbrenner research in 1979 to describe social environments that influence us in different ways. Mesosystems are a collection of different social systems that directly influence us, eg home and work. Exosystems are social environments that influence but not directly eg teachers staff room culture influences school children.

I like these terms in the way they help us see the wider social environment.

Moos person-environment congruence.

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Person-environment congruence - work climate and employees morale

Research on this shows 4 key facets that effect performance and morale. - having clear goals - knowing what you boss wants you to do
- participation - having a meaningful voice in decision making - meaningful and challenging tasks
- good team cohesion Chesney and rosenman [1980]
highly-driven mployees who wish to have greater control over their environment where found to have higher blood pressure in environments that lacked autonomy.
Easy-going employees who liked clarity prefer the less autonomous environments.
French et al [1982] therefore people fit into different environments in different ways.

Research on this shows 4 key facets that effect performance and morale. - having clear goals - knowing what you boss wants you to do
- participation - having a meaningful voice in decision making - meaningful and challenging tasks
- good team cohesion Chesney and rosenman [1980]
highly-driven mployees who wish to have greater control over their environment where found to have higher blood pressure in environments that lacked autonomy.
Easy-going employees who liked clarity prefer the less autonomous environments.
French et al [1982] therefore people fit into different environments in different ways.

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Person-learning environment congruence

[moos 1987]
'Surprising consistent findings on influence of learning environments.'
Supportive relationships, student participation in well-organizated environments raised student morale, interest and self-efficacy. Learning attainmment occur in task orientated classes. Whereas, competition and control promote absenteeism and tension.
But, some personality preferences indicate that the is some best fit between types of student and types of environments.
This match with environments is t e same with teachers [schultz 1982]

[moos 1987]
'Surprising consistent findings on influence of learning environments.'
Supportive relationships, student participation in well-organizated environments raised student morale, interest and self-efficacy. Learning attainmment occur in task orientated classes. Whereas, competition and control promote absenteeism and tension.
But, some personality preferences indicate that the is some best fit between types of student and types of environments.
This match with environments is t e same with teachers [schultz 1982]

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Person-environment congruence

How do people change and develop from the influence of their social surroundings?
This model explores hunt's [1975] idea of how peoples competence in a given social environment allows them to be less influenced by thoses surroundings. Basically - if you know the game and the rules you are a better player than a novice.
Also
the paper suggests that on the best fit for person-physical environment is to allow them to choose.

Measuri difference
The peper provides a frame work for measuring the social and physical environment in relation to the person

Relationship What's the difference of levels of involvement, group cohesion, support, affiliation, spontaneity

Personal growth What's the level of automony, task orientation, work pressure, competitio

change
What's the level of Clarity, control, innovation, physical comfort

Moos, r [1987]

How do people change and develop from the influence of their social surroundings?
This model explores hunt's [1975] idea of how peoples competence in a given social environment allows them to be less influenced by thoses surroundings. Basically - if you know the game and the rules you are a better player than a novice.
Also
the paper suggests that on the best fit for person-physical environment is to allow them to choose.

Measuri difference
The peper provides a frame work for measuring the social and physical environment in relation to the person

Relationship What's the difference of levels of involvement, group cohesion, support, affiliation, spontaneity

Personal growth What's the level of automony, task orientation, work pressure, competitio

change
What's the level of Clarity, control, innovation, physical comfort

Moos, r [1987]

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online inductions into blackboard, the good bad and ugly

I’m surprised that more universities have not created slick induction processes into learning technology.

We still seem to be giving very wordy and quite negative images of what students can and CANNOT do in the VLE or with technology

I would have thought I’d find some institutions encouraging students to think about technology as a general enabler to their research and studies

A couple of examples

http://www.abcol.ac.uk/resources/blackboard/induction/broardband/html/M01P01.htm

http://www.abcol.ac.uk/resources/blackboard/index.cfm

http://www.esd.qmul.ac.uk/vle/students/index.htm#ce6

http://twuid.pbworks.com/Student-Blackboard-Introduction

This could be an area to try and support students with a less wordy and with a less institutional viewpoint

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test

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Titan pad, an open source google wave!

A small team in Austria have developed a little gem

This tool allows you to right in the same space without signing up to anything, and the source code is available too

There are one or two issues over the amount of people using it at one time, stay below 6. And there seems to be a little problem over Safari. But a big bonus is no sign up and the ability to produce content as other document types such as PDF

But be careful of writing anything sensitive as it in a fairly open system, which does not hold any of your content.

http://titanpad.com/

 

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Aske - interesting short paper on group work assessment

Prof Graham Gibbs has produced a very short and useful lit review. The most powerful statement here is that the only reason for group work assessment to fail is that people have not learnt from the past. All the issues that can humanly dealt with has been researched and answers found.

The biggest mistakes are;
- to allocate group work with a single mark. - individual marks are not anonymous
- Groups are to big [4-6 is ideal]
- group members are all high or low ability - the marking criteria is too complex The strangest results come from how students self mark. Low abilIty students are far more generous with marks than high ability. It seems the more you know the more critical you are of what you don't know. As a general rule of thumb then, when asking for advise listen more to people who say they know the least!

Interesting research outcomes include - the bigger the group the lesser the motivation [kerr&bruun 1983]
- student peer marks are not especially reliable but neither is teachers [boud 1986]

Ideas include
- having an individual exam on the subject of the group work. But watch out for students concentrating on the exam.
- Freeman &Mckenzie [2002] run 2-3 peer assessments during the group work, rather that just at the end which tends to focus students on working together.

Prof Graham Gibbs has produced a very short and useful lit review. The most powerful statement here is that the only reason for group work assessment to fail is that people have not learnt from the past. All the issues that can humanly dealt with has been researched and answers found.

The biggest mistakes are;
- to allocate group work with a single mark. - individual marks are not anonymous
- Groups are to big [4-6 is ideal]
- group members are all high or low ability - the marking criteria is too complex The strangest results come from how students self mark. Low abilIty students are far more generous with marks than high ability. It seems the more you know the more critical you are of what you don't know. As a general rule of thumb then, when asking for advise listen more to people who say they know the least!

Interesting research outcomes include - the bigger the group the lesser the motivation [kerr&bruun 1983]
- student peer marks are not especially reliable but neither is teachers [boud 1986]

Ideas include
- having an individual exam on the subject of the group work. But watch out for students concentrating on the exam.
- Freeman &Mckenzie [2002] run 2-3 peer assessments during the group work, rather that just at the end which tends to focus students on working together.

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Good example of multi-choice questions

I saw a good example of questioning on complex case studies. After watching a short videos you then look a 4 options and rate them for most and least effective.

I saw a good example of questioning on complex case studies. After watching a short videos you then look a 4 options and rate them for most and least effective.

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google video chat - silly video reminds me of something?

Also check out the linkage embedded in the video – cool, didn’t know you could do that

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Interesting example of simple patient presentation task in health education

Here is an interesting example from University of London

http://labyrinth.sgul.ac.uk/openlabyrinth/mnode.asp?id=qgxlrdbgxlrdbqdknamwnw2gcwnw2gc

find out more info here

http://www.elu.sgul.ac.uk/g4/example-case/

They are developing this further to provide more examples that react to the particular pathways chosen in the problem based learning activities

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