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Enhancing the undergraduate learning experience
with digital media – approaches and obstacles of a
large-scale implementat...
Slide 2
EDULEARN 2015
Patricia Arnold, arnold@hm.edu
1. Large-scale Implementation of Digital Media
2. Approach at Munich ...
Slide 3
EDULEARN 2015
Patricia Arnold, arnold@hm.edu
Product innovation  Process innovation
Implementating digital media ...
Slide 4
EDULEARN 2015
Patricia Arnold, arnold@hm.edu
Strategy
Educational Designs and Technology
Added value – Match betwe...
Slide 5
EDULEARN 2015
Patricia Arnold, arnold@hm.edu
Munich University of Applied Sciences (MUAS)
• 18.000 students
• 1200...
Slide 6
EDULEARN 2015
Patricia Arnold, arnold@hm.edu
E-Learning at MUAS - STRATEGY
2005/08
• E-learning as pioneers‘ work
...
Slide 7
EDULEARN 2015
Patricia Arnold, arnold@hm.edu
E-Learning at MUAS – EDUCATIONAL DESIGNS
Slide 8
EDULEARN 2015
Patricia Arnold, arnold@hm.edu
8
Live
Class-
room
Adobe
Connect
E-Port-
folios
with
Mahara
LMS
Moodl...
Slide 9
EDULEARN 2015
Patricia Arnold, arnold@hm.edu
Organization • support in a central-decentralized manner
• 1:1 advice...
Slide 10
EDULEARN 2015
Patricia Arnold, arnold@hm.edu
Investigation of Uptake – Methodological Design
Online Questionnaire...
Slide 11
EDULEARN 2015
Patricia Arnold, arnold@hm.edu
• approx. 17.600 users on LMS Moodle
• growth of approx. 38% since 2...
Slide 12
EDULEARN 2015
Patricia Arnold, arnold@hm.edu
Findings I – Instructional Technologies Used (purpose)
LMS Moodle
• ...
Slide 13
EDULEARN 2015
Patricia Arnold, arnold@hm.edu
Findings I – Support Services Used
Slide 14
EDULEARN 2015
Patricia Arnold, arnold@hm.edu
Findings II – What enables & hinders the uptake?
Technical Issues
• ...
Slide 15
EDULEARN 2015
Patricia Arnold, arnold@hm.edu
 Complex change management process!
 High grade of extension possi...
Slide 16
EDULEARN 2015
Patricia Arnold, arnold@hm.edu
Thank you very much…
…..for your attention!
Contact:
Prof. Dr. Patri...
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Arnold wortmann edulearn_150706

  1. 1. Enhancing the undergraduate learning experience with digital media – approaches and obstacles of a large-scale implementation Patricia Arnold /Dennis Wortmann Munich University of Applied Sciences, Germany EDULEARN 2015, Barcelona, Spain 06.07.2015 Partially funded by
  2. 2. Slide 2 EDULEARN 2015 Patricia Arnold, arnold@hm.edu 1. Large-scale Implementation of Digital Media 2. Approach at Munich University of Applied Sciences (MUAS) 3. Investigation – Findings I: Designs & Technologies 4. Investigation – Findings II: Success Factors & Obstacles 5. Conclusions Overview
  3. 3. Slide 3 EDULEARN 2015 Patricia Arnold, arnold@hm.edu Product innovation  Process innovation Implementating digital media at a large scale is a complex change management process Extra Challenges • University as expert organization • Rapid technological development • E-learning vs. Digitization
  4. 4. Slide 4 EDULEARN 2015 Patricia Arnold, arnold@hm.edu Strategy Educational Designs and Technology Added value – Match between Design and Technology – Selected Technologies Conducive Framework Conditions Organization – Economy – Culture Change Management Process (Euler & Seufert 2005)
  5. 5. Slide 5 EDULEARN 2015 Patricia Arnold, arnold@hm.edu Munich University of Applied Sciences (MUAS) • 18.000 students • 1200 faculty / adjunct faculty • 750 staff • 72 bachelor and master programs • 14 different departments • Founded in 1971 • Second biggest UAS in Germany WT 2014/2015
  6. 6. Slide 6 EDULEARN 2015 Patricia Arnold, arnold@hm.edu E-Learning at MUAS - STRATEGY 2005/08 • E-learning as pioneers‘ work • Highly different approaches & different acceptance by various departments 2009/11 • Need for more support and central services is recognized • Elaboration & endorsement of an e-learning strategy 2012/13 • Opening of the E-Learning Center to provide support • Step by step expansion of support services provided • Systematic quality development being elaborated E-learning as blended learning to enhance face-to-face programs/ one online degree program BA Social Work (BASA-online)
  7. 7. Slide 7 EDULEARN 2015 Patricia Arnold, arnold@hm.edu E-Learning at MUAS – EDUCATIONAL DESIGNS
  8. 8. Slide 8 EDULEARN 2015 Patricia Arnold, arnold@hm.edu 8 Live Class- room Adobe Connect E-Port- folios with Mahara LMS Moodle Audio and video recordings Audience Response Systems E-White- boards INSTRUCTIONAL TECHNOLOGIES E-Learning at MUAS – INSTRUCTIONAL TECHNOLOGIES
  9. 9. Slide 9 EDULEARN 2015 Patricia Arnold, arnold@hm.edu Organization • support in a central-decentralized manner • 1:1 advice on educational designs • training for faculty and students • support ticket system • maintenance of instructional technology Economy • personnel resources • equipment and material Culture • community building • exchange of experiences • newsletter • quality management system E-Learning at MUAS – Conducive Framework Conditions
  10. 10. Slide 10 EDULEARN 2015 Patricia Arnold, arnold@hm.edu Investigation of Uptake – Methodological Design Online Questionnaire (e-learning survey) Focus Groups Term WT 2013/2014 WT 2014/2015 ST 2014 Participants 825 963 5 members of faculty 6 students analysis of relevant data from the log files of LMS Moodle (continuously) &
  11. 11. Slide 11 EDULEARN 2015 Patricia Arnold, arnold@hm.edu • approx. 17.600 users on LMS Moodle • growth of approx. 38% since 2012 • grade of extension 88% at MUAS LMS Moodle audience response systems audio and video recordings e-whiteboards Adobe Connect e-portfolio system Mahara Which instructional technology have you already used? (multiple items possible) Findings I – Instructional Technologies Used (e-learning survey WT 2014/2015, n=963)
  12. 12. Slide 12 EDULEARN 2015 Patricia Arnold, arnold@hm.edu Findings I – Instructional Technologies Used (purpose) LMS Moodle • to provide documents (90%) • to share information (89%) • to coordinate appointments / thematic groups (40%) Audience Response Systems • to repeat learning content (56%) • to check present knowledge (39%) • to create an overview on different opinions (31%) Audio and Video Recordings • for instructional videos (64%) • for lecture capture (62%) • to analyze performances in presenting or language seminars (9%) E-Whiteboards • as projector (72%) • to enrich lecture notes (37%) • for interactive group work (19%) Video Conferencing • for webinars (65%) • for online consultation hours (29%) • for project groups with colleagues resp. fellow students (15%) E-Portfolio (Mahara) • to document a development (57%) • for the purpose of representation (38%) • for reflection (33%) multiple items could be selected
  13. 13. Slide 13 EDULEARN 2015 Patricia Arnold, arnold@hm.edu Findings I – Support Services Used
  14. 14. Slide 14 EDULEARN 2015 Patricia Arnold, arnold@hm.edu Findings II – What enables & hinders the uptake? Technical Issues • low bandwidth, wifi instability and a lack of support for general IT problems Technical Issues • long for a better integration of services • duration of access to courses Intellectual Property Rights • afraid to violate legal aspects when using technologies Tracking Concerns • concerns about data protection within Moodle (grading) Lecturer Perspective Student Perspective Educational Design • need to be convinced of added value • Afraid to have to adapt to the technological tool rather than the tool supporting their educational idea • strive for sound and thought- through educational designs • lecturers’ motivation carriers through in each implementation of e-learning elements Usability Issues • perceived over-complexity of the learning management system • regard technologies as somewhat old- fashioned (gauge web 2.0)
  15. 15. Slide 15 EDULEARN 2015 Patricia Arnold, arnold@hm.edu  Complex change management process!  High grade of extension possible with good support services  Innovative educational designs with specialized tools take more time, get lecturers to share “good practice”!  Provide support “with a face”  Educational design is key for both parties – clear added value, good fit of technology used  Usability issues important for both – students gauge is web 2.0, difficult to reach!  Technical issues not commensurate – complementing concerns  Organizational issues: rather opposed  fear of IPR vs. learner tracking  – >establish clear policies information upfront! Conclusions
  16. 16. Slide 16 EDULEARN 2015 Patricia Arnold, arnold@hm.edu Thank you very much… …..for your attention! Contact: Prof. Dr. Patricia Arnold Munich University of Applied Sciences arnold@hm.edu http://patriciaarnold.wikispaces.com/ Slides on slideshare Partially funded by

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