6. Programme Description - Statistics
80 interviews
37 offered places
31 started
02 formally withdrew
29 active
24 passed
15 were distinctions
7. Programme Background- Pilot
Selected as a pilot programme to:
1. Identify good practice
2. Improve the learning experience
3. Maximise the quality of online delivery
8. Programme Background- Why?
Suitability of the curriculum to online delivery
Tech savvy students
Open to using new tools and technologies.
Curriculum Team
Enthusiasm
Skill set
9. Programme
Team
Eamonn de Leastar
Colm Dunphy
Pete Windle
Siobhan Drohan
Diarmuid O’Connor
Martina Mullally
Programme Director
Web Dev
Tutors-ts
Programming
Media
Ed Tech
Tech Support
Scrum Master
Content
Tutors-ts
Lab Support
Admin
Curriculum
Support
Admin
12. Three 4 week blocks of classes
Talks - Adobe Connect
3 * Lunchtimes
Synchronous classes
Recorded as Adobe Connect interactive videos
(asynchronous)
Now using OBS with YouTube Live instead
Lab Support - #SLACK
3 * allocated times per week
Delivery
14. Detailed notes & labs
Closely integrated with live online lectures
Flipped classroom
Notes and Labs made available at the start of each week online
Adobe Connect Recordings
Later on YouTube
Variable speed playback
Embedding
Channel subscriptions / notifications
Delivery
16. Survey | Rationale
Investigate:
• Accessibility of delivery modes offered
• Suitability of class times
• General feedback
• Review prompted by CTEL Newsletter
Mayer’s 12 Principles of Multimedia Teaching
17. Survey | Design
• Anonymous
• Created in Google Forms
• Link to survey distributed via #slack
• 5-7 minutes
• Dr. Phil Race’s approach to requesting feedback
• Part way through a semester so existing students benefit
• “Stop Doing” & “Keep Doing”
• Mayer’s 12th Principle of Multimedia Learning
18. Survey | Findings
1. High Response Rate
2. Preferred delivery modes
3. Presentation style
4. Timing of online sessions
5. Importance of aesthetics
19. Survey | Findings
Generated:
Class discussion
Additional materials
Electives options
Valuable questions
on contrasting wishes for Methods of online delivery
Other Feedback
32. Keep Doing
Videos
• Can watch on the commute
• Short rather than long
• YouTube
• Varispeed Playback *2
• Mobile friendly
• Opera friendly
• Produced pre-recorded
33. #Slack
• Separating questions/polls from live videos
• Quick responses
• DM
• Contacting lecturer
• Getting assistance from lecturers
• All communications are in one place
• One stop shop
Keep Doing
34. Stop Doing…
(issues)
• Nothing
• no issuesN/A
• (short preferred)
• Date recorded missing {No it's not!}Long Videos
• During lunch time
(after 5pm or pre-recorded preferred)
• Re-evaluate their use altogether
“Live”
sessions
• Release all materials, for all modules, for
the week, on the same day, a week
advance
(constantly updating them)
Publishing
notes just
before class
“
35. Labs – Feedback
Unavailable at lab times
Support requests
always successful outcomes
Labs
Homework
Not utilised
materials explained well enough already
Happy
36. Labs – Suggestions
Short videos
Solutions to similar but different problems
Group based code reviews
No need to split groups
Support Video
how to use the lab support effectively
Interactive task with tutor
during the lab sessions
43. “
”
For me this course captures
the Essence and Ethos
of what adult education should be
44. “
”
The course is clear, precise,
exceptionally well laid out
and so professionally run
45. “
”
Everything is easily accessible (great website),
everyone is so helpful
and generous with their knowledge,
it is very refreshing
46. “
”
If this course was not an online option
I would have clearly have disengaged with
the course by now…
…I can manage to continue my education
and also handle life’s up and downs.
47. “
”
All the options available to play back,
notes etc. really have enhanced my
learning experience…
48. Clear preference for option to
attend Synchronousclass… …but it mustbe available
Asynchronously too
preferably in YouTube (or similar)
Synchronous vs Asynchronous
Who wins?
Students decided…
49. Faculty Center for Learning Development
12 Principles of Multimedia Learning
If you are designing a PowerPoint presentation, developing an online course or preparing to flip
your classroom, you may need to reconsider how you will get students to engage with the
material without the traditional face-to-face interaction. In the book Multimedia Learning
(Cambridge Press, 2001), Richard E. Mayer discusses twelve principles that shape the design and
organization of multimedia presentations:
1. Coherence Principle – People learn better when extraneous words, pictures and sounds
are excluded rather than included.
2. Signaling Principle – People learn better when cues that highlight the organization of the
essential material are added.
3. Redundancy Principle – People learn better from graphics and narration than from
graphics, narration and on-screen text.
4. Spatial Contiguity Principle – People learn better when corresponding words and
pictures are presented near rather than far from each other on the page or screen.
5. Temporal Contiguity Principle – People learn better when corresponding words and
pictures are presented simultaneously rather than successively.
6. Segmenting Principle – People learn better from a multimedia lesson is presented in
user-paced segments rather than as a continuous unit.
7. Pre-training Principle – People learn better from a multimedia lesson when they know
the names and characteristics of the main concepts.
8. Modality Principle – People learn better from graphics and narrations than from
animation and on-screen text.
9. Multimedia Principle – People learn better from words and pictures than from words
alone.
10. Personalization Principle – People learn better from multimedia lessons when words are
in conversational style rather than formal style.
11. Voice Principle – People learn better when the narration in multimedia lessons is spoken
in a friendly human voice rather than a machine voice.
12. Image Principle – People do not necessarily learn better from a multimedia lesson when
the speaker’s image is added to the screen.
Hinweis der Redaktion
Pete
Colm
Pete
Pete
Colm
T
Pete
Colm
Letter after Week 4
PETE
PETE
Colm
Earlier session on #slack, introduced a video then walked away from the podium
The gasps, looks, when I did
The dig from another speaker
The silence when the video finished
It was unsettling for the audience, to be just present at the introduction
Why does Mayer expect it to be different in online classes when we’re not visible?
Now I thought I had maybe gone too far in running this experiment until Prof. Marting Weller (Director of the Institute of Educational Technology and OER Hub Open University) referenced my talk in his keynote! So Maybe it’s ok for some?
These are all quotes:
“Happy with them”
“Support, it has always resulted in a successful outcome”
“many questions pop up in Slack where the answer is clearly stated within the lab work."
“Unable / struggle to attend lab sessions”
“Evening lab sessions please”
“Outside of normal working hours”
“Material is explained very good during lectures so exercises and challenges are not giving a lot of trouble.”
Short videos with detailed explanation
Solutions to similar but different problems
Group based code reviews
No need to divide into a and b groups.
Video on how to use the lab support effectively
{Done at induction (not recorded)}
More interactive task with the tutor during the lab sessions
Pete
Live > what time to deliver?
Lab > what time to deliver?