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Engaging peer support and collaborative learning

Locating Xerte at the heart of curricular change

Empowering the student as producer

• CAPLeD wanted a robust software tool that would empower staff to be able to create their own learning objects and incorporate them into our VLE (Moodle)


• A tool that would allow for the co-creation and collaboration of content creation


• A tool that would allow for the co-creation and collaboration of content creation

• Content that can be displayed on not only desktop computers, but mobile and tablet devices as well

• Get in touch with key institution personnel in order to get Xerteinstalled

• We implemented our Xerte installation in UWS during 2010



• It is available to all staff

• Offered staff training



• It is available to all staff

• Offered staff training

• Raised awareness through workshops and H.I.N.T sessions

• Showcase good practice and exemplars

• Due to demand we implemented a UWS student Xerte installation in January 2014

• Continue to promote Xerte and further develop training materials for UWS staff

Implementing Xerte in the context of changeWhy now? (Gordon Heggie/Neil McPherson)

At the x-roads

• Refocusing the curriculum – external and internal drivers

• Growing potential of Xerte

• Stimulate ‘research mindedness’ and enhance the development of ‘research-type’ graduate attributes

• Encourage students to become active participants, learning in ‘research mode’ across the curriculum

• Engaging students as ‘producers’ rather than ‘consumers’ of knowledge

Engaging interdisciplinarity, active learning & co-creationWhy Xerte? (Gordon Heggie/Neil McPherson)

At the x-roads

“Engaging students in the process of research and of creating resources does far more than simply enhancing the learning experience. It also develops valuable skills for life – while improving research outcomes too”

(Jisc Inform, 37: 14 – Open Lives Project)

Our focus - linking active, inquiry based learning with the production of editable, re-usable, re-purposable learning objects

From consumer to producer, from container to creator with Xerte (Gordon Heggie/Neil McPherson)

X-ploiting the potential

From passive reception to inquiry-based production(Gordon Heggie/Neil McPherson)

X-tending the learning experience

Researching the Social World (pilot module)

Level 9 research-based module - 72 students

Engaging authentic assessment with Xerte

• Embracing uncertainty

• Enabling self-direction

• Encouraging creativity

• Empowering the learner

Capturing the learner X-perience(Gordon Heggie/Neil McPherson)

Learning at the X-roads

“Xerte encourages greater creativity and critical thinking as it offers a number of different ways to present coursework. The fact that it can be easily edited, interactive and re-purposable is also a great advantage.”

“it was a more fun way to engage in the[assessment] process and enabled students to showcase their different abilities through our coursework. Traditional forms of essays and exams don't always showcase the full potential”

“Xerte was FUN. it did not feel like doing coursework”



“The feeling of creating a tangible object based on academic research was much more fulfilling that the usual essay, exam, presentation”

“You have a finished product at the end and can use it as evidence of something you created and you cannot really do that with essays”

”I like that xerte allows you to be creative and display the assessment in creative and visual ways . [It] gives you a good feeling when you see the finished xerte and that you helped to create it.



“The assessments were good although I think the Xerte should be looked at as a PowerPoint does the same job fine and it is what is used in the world today “

“I would've liked to have more general help on Xertes as I have never used them before. I feel that with more guidance my groups xerte could've been a bit better.

“while I appreciate it being student led it did feel at times that we were doing your job eg learning how a Xerte works, making rubrics, figuring out how to get the information for assessment 1”

“the purposes of open-ended exploration could be puzzling and unsettling to students who held strongly reproductive conceptions of learning” (Levy & Peterullis 2012:

96)

Providing peer support in a a collaborative learning environment (Jade McCarroll)

X-tending collaborative learning

The Learner Ambassador and the Xerte Champions

Organising and providing peer support in a collaborative and creative learning environment

Learning in research mode – where the production of Xerte learning objects differs from traditional assessment methods and mechanisms

What were the challenges?

Xertifying the student experience: embedding peer support(Jade McCarroll)

X-tending collaborative learning

“Hard at first, getting used to something new, but the extra help from the Xerte champions being available was encouraging”

“Xerte is an excellent, dynamic way to showcase coursework. Benefited from having feedback and help from Xerte champions when working on Xertesduring workshops. Was helpful with their being extra help available”

Summary

• Strategic implementation of Xerte

• Xerte at the heart of curricular change

• Xerte, collaborative learning a co-creation

• Learner experience – embracing discomfort and discovery

• Harnessing the potential of peer support

Download - Gen x jisc rsc presentation

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