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School of Information Systems, Computing and Mathematics Encouraging Deep Learning with E-Learning Willem-Paul Brinkman & Andrew Rae The 6th Annual Symposium on Learning and Teaching Brunel University School of Information Systems, Computing and Mathematics Overview - Framework and Key elements - Developing Video-Based VLE - Evaluation Brunel University School of Information Systems, Computing and Mathematics Framework and Key elements Presage Process Product Student Factor LearningFocused Activities Learning Outcomes Teaching Context The 3P model of teaching and learning [1] Brunel University School of Information Systems, Computing and Mathematics Framework and Key elements Learning Approach: Deep versus Surface Learning Keller Plan (Personalised System of Instruction) Deep Surface Video Based Instructions Self Tests Online Discussion Board Teaching Brunel University Deep Approach motivated by intrinsic interest and strategy is to maximise meaning. Surface Approach motivated by fear of failure and strategy is to narrow targeted and rote learning. School of Information Systems, Computing and Mathematics Framework and Key elements Learning Approach: Deep versus Surface Learning Keller Plan (Personalised System of Instruction) Video Based Instructions Self Tests Online Discussion Board Teaching Brunel University Original description [2] • Students work on their own pace • Demonstrate mastering before proceeding • Mainly text based teaching material • Instructors give tutorial support • Motivational lectures School of Information Systems, Computing and Mathematics Framework and Key elements Learning Approach: Deep versus Surface Learning Video to support the text based material Keller Plan (Personalised System of Instruction) – Introduction videos – Question and Answer videos – Summary videos Video Based Instructions Self Tests Online Discussion Board Teaching Brunel University School of Information Systems, Computing and Mathematics Framework and Key elements Learning Approach: Deep versus Surface Learning Keller Plan (Personalised System of Instruction) Video Based Instructions Self Tests Online Discussion Board Teaching Brunel University 1. Paper based self test in the seminars with feedback from instructors 2. Online self tests within WebCT, with automatic feedback (and also tracking) School of Information Systems, Computing and Mathematics Framework and Key elements Learning Approach: Deep versus Surface Learning Keller Plan (Personalised System of Instruction) Video Based Instructions Self Tests Online Discussion Board Teaching Brunel University 1. Increase student engagement 2. Daily monitoring 3. Weekly lecture/exam question School of Information Systems, Computing and Mathematics Framework and Key elements Learning Approach: Deep versus Surface Learning Keller Plan (Personalised System of Instruction) Video Based Instructions Self Tests Online Discussion Board Teaching Lecture • • • Intent to motivate students Place material in a context Give study advice Seminar • Written self test, individual support Labs • WebCT and coursework, individual support Monitor progress • Brunel University Inform personal tutor if student falls behind School of Information Systems, Computing and Mathematics Overview - Framework and Key elements - Developing Video-Based VLE - Evaluation Brunel University School of Information Systems, Computing and Mathematics Developing Video-Based VLE Text based material Introduction video Question and answer video Summary video Self test CS1022B first term • Module 1 (5 Units) • Module 2 (5 Units) • Module 3 (5 Units) • Module 4 (5 Units) Special written text, with references to video clips and book sections video exercise suggested reading Brunel University School of Information Systems, Computing and Mathematics Developing Video-Based VLE Text based material Introduction video Question and answer video Summary video Self test Brunel University For • • • each unit Structure Learning outcomes Main Questions Example video clip Module 2 unit 5 School of Information Systems, Computing and Mathematics Developing Video-Based VLE Text based material Introduction video Question and answer video Summary video Self test Brunel University For each question • The question • The answer and explanation Example video clip Module 1 unit 5 question 5 School of Information Systems, Computing and Mathematics Developing Video-Based VLE Text based material Introduction video Question and answer video Summary video Self test Brunel University For each unit • 10-20 minutes • Summarising each topic with examples • Especially for revision Example video clip Module 2 unit 5 School of Information Systems, Computing and Mathematics Developing Video-Based VLE Text based material Introduction video Question and answer video Summary video Self test Brunel University CS1022B first term • Module 1 (5 Units) • Module 2 (5 Units) • Module 3 (5 Units) • Module 4 (5 Units) WebCT Self Tests for each unit. Students only get access to next material after they have taken the unit tests of previous material School of Information Systems, Computing and Mathematics Overview - Framework and Key elements - Developing Video-Based VLE - Evaluation Brunel University School of Information Systems, Computing and Mathematics Evaluation Method 1. Preliminary Results -Teaching approach -Learning Approach -WebCT -Discussion Board Brunel University Online surveys – Questions about the module – Learning approach test (RSPQ-2F) [1] – Self-consciousness test (RRQ) [3] 2. In depth interview 3. Lab observation 4. Diary study 5. Tracking behaviour School of Information Systems, Computing and Mathematics Evaluation Method Preliminary Results -Teaching approach -Learning Approach -WebCT -Discussion Board Brunel University Teaching approach not clear to all students, as they need to take responsibility for their own learning in this teaching approach. Solution • Overall instruction video on how to study this module • WebCT demonstration in lecture School of Information Systems, Computing and Mathematics Evaluation Method Deep Approach correlates with Preliminary Results - higher marks -Teaching approach -Learning Approach - perceived usefulness of discussion board, introduction videos, written material. -WebCT Surface Approach correlates with -Discussion Board - lower marks - perceived usefulness of discussion board, and introduction videos. - perceived un-usefulness written material. Brunel University School of Information Systems, Computing and Mathematics Evaluation Method Usability of the WebCT site Preliminary Results • -Teaching approach -Learning Approach Look at the Navigation structure (navigation bar, but also the links within organizer Pages) -WebCT No video access off campus -Discussion Board • Brunel University Currently need DVD School of Information Systems, Computing and Mathematics Evaluation Method Preliminary Results -Teaching approach -Learning Approach -WebCT -Discussion Board Brunel University 2003-04: 347 messages, 66 out of 196 students posted messages. 2004-05: 597 messages , 43 out of 179 students posted messages. Most students only read messages, instead of posting them. Student are afraid to embarrass themselves or receive rude feedback. School of Information Systems, Computing and Mathematics Questions Thanks for your attention For more information see http://people.brunel.ac.uk/~csstwpb/LDTUproject.htm Brunel University School of Information Systems, Computing and Mathematics References [1] Biggs, J., Kember, D., and Leung, D.Y.P. (2001) The revised twofactor study process questionnaire: R-SPQ-2F. British Journal of Educational Psychology, 71, 148-149. [2] Hambleton, I.R., Foster, W.H., and Richardson, J.T.E. (1998). Improving student learning using the personalised system of instruction. Higher Education, 35, 187-203. [3] Trapnell, P.D., and Campbell, J.D. (1999). Private selfconsciousness and the Five-Factor Model of Personality: Distinguishing rumination from reflection. Journal of Personality and Social Psychology, 76, 284-304. Brunel University