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Online interaction: reaping the benefits, avoiding the pitfalls Region 9 Newcastle, ALs meeting at The Sage, Gateshead Professor Mary Thorpe The Institute of Educational Technology
‘ It feels much more like – how can I put it – more like genuine teaching if you see what I mean. I have a lot more contact with students…the level of interaction is much higher, much more enjoyable. Certainly the students say that to me and I find it much more enjoyable’ U316 tutor
May 06 eDesktop replaced by Moodle – 37 courses in May, then new presentations as they start Basic Moodle calendars Improved FirstClass Web Interface (Optional alongside current web interface)  Feb 07 (v1.0) Library resources integrated into Moodle based course materials Enhanced asynchronous  conferencing  + blogs and wikis Basic eAssessment tools in Moodle + enhanced OpenMark functionality integrated Basic ePortfolio tools: personal repository, reflective writing etc Tracking and reporting of student activity Further improvements  to   audio & synchronous collaboration tools Enhanced ePortfolio tools and system Learning Design – support for development and sequencing of online activities Oct 06 OUBS course websites move to Moodle platform Further improvements to   eAssessment tools + automated marking of short answers Support for Mobile Learners Provision of Integrated Online Experience – phased integration of learning and admin online interfaces Enhanced audio & synchronous collaboration tools   Federated Search tools Further improvements  to asynchronous  conferencing  + blogs and wikis Feb 08 (v2.0) Enhanced calendars Little visible difference to users – Initial Moodle implementation to replace current functionality only But also: Initial limited implementation of Moodle
What I hope the VLE will enable us to do
What I hope the VLE will enable us to do ,[object Object],[object Object],[object Object],[object Object],[object Object]
The key goal – improving student learning ,[object Object],[object Object]
Interaction intrinsic to learning ,[object Object],[object Object],‘ There is no escape from the need for dialogue’  p85 Interaction = dialogue therefore reduced transactional distance
Emphasis on interpersonal interaction ,[object Object],[object Object],We want the current dominant focus on information rich resources to shift towards greater attention to the processes which support interaction & dialogue ESRC seminar series manifesto, 2002
Why is online interpersonal interaction so valued?  ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
The challenge ,[object Object],[object Object],[object Object],[object Object],[object Object]
U316 – The Environmental Web Web-based course, up to 50% of study is  online Study led by around 10 online activities per block/4 blocks Students alternate between independent study of online activities,  using external websites, CDROM resources & tools, and interaction with peers, using asynchronous conferencing, which is assessed; they attend one day school Course is skills focused and students learn how to debate online,  use climate modelling tools, write environmental web-journalism,  complete a project, and submit assignments as web pages
The Environmental Web: Context ,[object Object],[object Object],[object Object],‘ Our overall aim is to provide you with the skills needed to develop  your own environmental literacy and to take part in informed environmental debate and action, rather than to expand your environmental knowledge as such.’ Course Chair, introduction
U316: key features ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Tutors were able to compare U316 conferencing favourably with other courses they’d tutored ,[object Object],[object Object],‘ can I just make a point about activities…the difference between T210, S103 and U316…with U316 there are all these structured online tutor group conference activities…We’re given guidelines…but with other courses we’re not given that. It’s very much up to individual tutors to get students to try and participate…In a kind of responsive way  really …that’s the difference with U316. It’s got these structured activities that hold students there and give them a reason for being there.’
Engagement: Authentic tasks  Biodiversity data collection activity ,[object Object],[object Object],[object Object],[object Object],[object Object]
 
[object Object],The fact that it reflects what is happening today…It makes it something completely different…from a lot of science courses…it’s very alive…   The sort of study…where they count woodlice and things like that…they feel most of them very much part of a bigger whole.. It’s all very immediate, it’s real research, it’s actually useful for the scientific community and there are people all over the country feeding into this and …for many of them it captures their imagination – although they do complain a bit about sitting outside and not finding any dragonflies for example.
Participation: design the organisation, the task & the environment/resources ,[object Object],[object Object],[object Object]
Research your  Island’s data Using websites Complete  Short report on your island & upload to the group conference  Role play  meeting of AOSIS,  Representing your  Island’s needs For environmental protection Group decides on a set of demands from AOSIS to the UN  Assignment - Student  Reports on Role play  & uses data on their island To support the consensus reached 35% marks Blue= individual Green= report  to group cream= group work AOSIS conference activity
Intellectual tasks required to achieve understanding through interaction ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Research & Evaluate  data On your island Articulate  your island’s  Vulnerabilities & set out some Claims to UN Discuss and evaluate Draft UN proposals;  Articulate  the needs of your island in debate Argue for & agree  on a set of demands from AOSIS to the UN  Explain  your  Demands, justify  them, Explain  how  you Reached a  Consensus &  Reflect  on  your role 35% marks Blue= individual Green= report  to group cream= group work
Task and roles enabled interaction  without knowing other students ,[object Object],[object Object]
Interaction promoted reasoned  discussion & argument ,[object Object],[object Object]
Student: (we used a)…spread sheet to see what kind of opinions were coming forward, and it was quite clear that three issues were coming forward from most people, so you…thought …if you weren’t in that consensus you would be in a minority and probably you’d have more sway if you felt able to join the majority…on most of the issues I could but there was one or two issues where I said no there’s no way I’m going to compromise on that…I was Haiti, so I was very poor…there was a lot of wealthy islands, so some people didn’t have the issues that Haiti did so there was some things that I just couldn’t compromise on. Interaction promoted reasoned  discussion & argument  (2)
[object Object],[object Object],[object Object],Students provide evidence for views,  Change their views through debate
Social presence increases through online interaction ,[object Object],It’s a lot better because you feel a  bit more supported…you put your mails on the website and get your replies and you start talking to people and you do build up some sort of rapport with them, and so far its quite enjoyable and not as difficult as I was expecting it to be. I thought it was going to be a bit impersonal and its not like that at all.
Key features of the learning design and its effects ,[object Object],[object Object],[object Object],[object Object],[object Object]
BUT… ,[object Object],[object Object]
Student perceptions  (1) Enjoying the course…finding it a very heavy workload but find the biggest drawback is not being able to tailor my studies to fit in with other ‘life events’ – so many deadlines/conference etc to meet all the time adds quite a bit of pressure
Student perceptions   (2) ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],While I like (the course) in general I  find the workload overwhelming and having to do specific tasks at specified times can get in the way of trying to get ahead
What evidence for good practice success?  (1) 76.5% 77.3% 76.4% Social Science average for all level 3 courses 66.5% 68.5% 69.2% Science Faculty average for all level 3 courses 77.6% 74.0% 78.6% The Environmental Web 2005 2004 2003 Rates of completion  (base = all students at HEFCE return)
Evidence: Student learning outcomes ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Tutor perspective – interview comments ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Support: keeping learners studying ,[object Object],Without question the computer conferencing aspect of the course offers so much support both at a national and tutor group level…the overwhelming feedback from that…was that it had been a huge help. And the students are very supportive of each other…so I think from the support point of view  it’s unparalleled really. I spend more time with my online students than I do with my conventional students.
Support  (2) ,[object Object],Email makes a huge difference to the speed you can communicate without being intrusive because you don’t want to ring people up all the time…it’s a lot quicker for me too I think they’re more effectively supported because I’m checking the conferences and my email everyday…they could get day to day support on the course.
Learning design knowledge – from theory,  best practice, & designs ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
 
Learning design notation of the activity
 
 
Associated papers
May 06 eDesktop replaced by Moodle – 37 courses in May, then new presentations as they start Basic Moodle calendars Improved FirstClass Web Interface (Optional alongside current web interface)  Feb 07 (v1.0) Library resources integrated into Moodle based course materials Enhanced asynchronous  conferencing  + blogs and wikis Basic eAssessment tools in Moodle + enhanced OpenMark functionality integrated Basic ePortfolio tools: personal repository, reflective writing etc Tracking and reporting of student activity Further improvements  to   audio & synchronous collaboration tools Enhanced ePortfolio tools and system Learning Design – support for development and sequencing of online activities Oct 06 OUBS course websites move to Moodle platform Further improvements to   eAssessment tools + automated marking of short answers Support for Mobile Learners Provision of Integrated Online Experience – phased integration of learning and admin online interfaces Enhanced audio & synchronous collaboration tools   Federated Search tools Further improvements  to asynchronous  conferencing  + blogs and wikis Feb 08 (v2.0) Enhanced calendars Little visible difference to users – Initial Moodle implementation to replace current functionality only But also: Initial limited implementation of Moodle
What evidence for good practice success?  (2) 8 3.7 3.9 This course really tried to get the best out of all students 11 3.6 3.6 Helped me to develop the ability to plan my own work 2 1.9 1.4 The course was more to do with testing memory than understanding 8 3.3 3.6 More confident about tackling unfamiliar problems 1 1.9 1.5 To do well on this course all you need is a good memory 13 3.8 3.8 Has sharpened my analytic skills 4 2.1 3.4 Helped my ability to work as a team members 6 3.6 3.8 Helped me develop problem solving skills Rank: 1 = best Median score (36 courses) Score:  The Environmental Web Course Experience Questionnaire items
Design does not guarantee outcome ,[object Object],[object Object],[object Object],But we can reuse and improve designs & we can reuse and version content
Good Content – reusable, versionable ,[object Object],[object Object],[object Object]
‘ It’s the context stupid’  (Saffo, 1994) ,[object Object],[object Object],[object Object],[object Object],[object Object]
Academic attitudes ,[object Object],[object Object],[object Object],[object Object]
If…then… ,[object Object],[object Object],[object Object],Context: university study, Environmental Studies Named degree, level 3 course, 60 points, distance teaching, adult learners, networked learning,

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Abergavenny Staff Tutors March07

  • 1. Online interaction: reaping the benefits, avoiding the pitfalls Region 9 Newcastle, ALs meeting at The Sage, Gateshead Professor Mary Thorpe The Institute of Educational Technology
  • 2. ‘ It feels much more like – how can I put it – more like genuine teaching if you see what I mean. I have a lot more contact with students…the level of interaction is much higher, much more enjoyable. Certainly the students say that to me and I find it much more enjoyable’ U316 tutor
  • 3. May 06 eDesktop replaced by Moodle – 37 courses in May, then new presentations as they start Basic Moodle calendars Improved FirstClass Web Interface (Optional alongside current web interface) Feb 07 (v1.0) Library resources integrated into Moodle based course materials Enhanced asynchronous conferencing + blogs and wikis Basic eAssessment tools in Moodle + enhanced OpenMark functionality integrated Basic ePortfolio tools: personal repository, reflective writing etc Tracking and reporting of student activity Further improvements to audio & synchronous collaboration tools Enhanced ePortfolio tools and system Learning Design – support for development and sequencing of online activities Oct 06 OUBS course websites move to Moodle platform Further improvements to eAssessment tools + automated marking of short answers Support for Mobile Learners Provision of Integrated Online Experience – phased integration of learning and admin online interfaces Enhanced audio & synchronous collaboration tools Federated Search tools Further improvements to asynchronous conferencing + blogs and wikis Feb 08 (v2.0) Enhanced calendars Little visible difference to users – Initial Moodle implementation to replace current functionality only But also: Initial limited implementation of Moodle
  • 4. What I hope the VLE will enable us to do
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  • 11. U316 – The Environmental Web Web-based course, up to 50% of study is online Study led by around 10 online activities per block/4 blocks Students alternate between independent study of online activities, using external websites, CDROM resources & tools, and interaction with peers, using asynchronous conferencing, which is assessed; they attend one day school Course is skills focused and students learn how to debate online, use climate modelling tools, write environmental web-journalism, complete a project, and submit assignments as web pages
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  • 19. Research your Island’s data Using websites Complete Short report on your island & upload to the group conference Role play meeting of AOSIS, Representing your Island’s needs For environmental protection Group decides on a set of demands from AOSIS to the UN Assignment - Student Reports on Role play & uses data on their island To support the consensus reached 35% marks Blue= individual Green= report to group cream= group work AOSIS conference activity
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  • 21. Research & Evaluate data On your island Articulate your island’s Vulnerabilities & set out some Claims to UN Discuss and evaluate Draft UN proposals; Articulate the needs of your island in debate Argue for & agree on a set of demands from AOSIS to the UN Explain your Demands, justify them, Explain how you Reached a Consensus & Reflect on your role 35% marks Blue= individual Green= report to group cream= group work
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  • 24. Student: (we used a)…spread sheet to see what kind of opinions were coming forward, and it was quite clear that three issues were coming forward from most people, so you…thought …if you weren’t in that consensus you would be in a minority and probably you’d have more sway if you felt able to join the majority…on most of the issues I could but there was one or two issues where I said no there’s no way I’m going to compromise on that…I was Haiti, so I was very poor…there was a lot of wealthy islands, so some people didn’t have the issues that Haiti did so there was some things that I just couldn’t compromise on. Interaction promoted reasoned discussion & argument (2)
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  • 29. Student perceptions (1) Enjoying the course…finding it a very heavy workload but find the biggest drawback is not being able to tailor my studies to fit in with other ‘life events’ – so many deadlines/conference etc to meet all the time adds quite a bit of pressure
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  • 31. What evidence for good practice success? (1) 76.5% 77.3% 76.4% Social Science average for all level 3 courses 66.5% 68.5% 69.2% Science Faculty average for all level 3 courses 77.6% 74.0% 78.6% The Environmental Web 2005 2004 2003 Rates of completion (base = all students at HEFCE return)
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  • 38. Learning design notation of the activity
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  • 42. May 06 eDesktop replaced by Moodle – 37 courses in May, then new presentations as they start Basic Moodle calendars Improved FirstClass Web Interface (Optional alongside current web interface) Feb 07 (v1.0) Library resources integrated into Moodle based course materials Enhanced asynchronous conferencing + blogs and wikis Basic eAssessment tools in Moodle + enhanced OpenMark functionality integrated Basic ePortfolio tools: personal repository, reflective writing etc Tracking and reporting of student activity Further improvements to audio & synchronous collaboration tools Enhanced ePortfolio tools and system Learning Design – support for development and sequencing of online activities Oct 06 OUBS course websites move to Moodle platform Further improvements to eAssessment tools + automated marking of short answers Support for Mobile Learners Provision of Integrated Online Experience – phased integration of learning and admin online interfaces Enhanced audio & synchronous collaboration tools Federated Search tools Further improvements to asynchronous conferencing + blogs and wikis Feb 08 (v2.0) Enhanced calendars Little visible difference to users – Initial Moodle implementation to replace current functionality only But also: Initial limited implementation of Moodle
  • 43. What evidence for good practice success? (2) 8 3.7 3.9 This course really tried to get the best out of all students 11 3.6 3.6 Helped me to develop the ability to plan my own work 2 1.9 1.4 The course was more to do with testing memory than understanding 8 3.3 3.6 More confident about tackling unfamiliar problems 1 1.9 1.5 To do well on this course all you need is a good memory 13 3.8 3.8 Has sharpened my analytic skills 4 2.1 3.4 Helped my ability to work as a team members 6 3.6 3.8 Helped me develop problem solving skills Rank: 1 = best Median score (36 courses) Score: The Environmental Web Course Experience Questionnaire items
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