e-learning, learning, and e dr. stephen bostock advisor for technology and learning keele...
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e-learning, learning, and e
Dr. Stephen BostockAdvisor for Technology and Learning
Keele University, [email protected]
Summary
• E
• Learning
• Face to Face e-learning, an example
• Online e-learning
• Blended learning, an example
• Conclusion
The e in e-learning
• Borrowed from e-commerce: electronic transactions between businesses and with customers
• E-learning: buying degrees online?
• Learning is far more complex than e-commerce – the wrong connotations (commercialization, commodification)
The learning in e-learning
• eLearning is learning
• A cognitive-social-constructivist view
• Learning requires intellectual activity, engagement
• Students expect a personal transaction with a teacher
• Education is a personal service, not a commodity, not publishing
• “E-learning” – we’re stuck with it
Types of Teaching-Learning Activities and technology support
• Pedagogy should drive the choice and use of technology – what supports the chosen learning activities?
• There are many classifications of activities necessary for learning!
• E.g. Laurillard’s 10; Shuell’s 12; Salmon’s 32 e-tivities; Biggs 16; etc.
• Level of detail, fine-grained or coarse
• Five will do here; they map to the others
Student modes of engagement in TLAs
1. Information transmission/receptionteacher talk or writing about content, student listening, reading & note taking
2. Multimedia transmission/reception listening, watching content, realism
3. Individual activitydoing, practising
4. Interactivity in student groups discussing, proposing, defending, reflecting
5. Student – teacher interactivity individual feedback to and from a teacher
The when and where
TLA typemode of engagement
F2FTLA examples
Technologysupportexample
OnlineTLAexamples
Technologysupportexamples
1 transmission/reception
Didactic lecture
MicrophoneChalk?PowerPoint?
ShovelwareSet text
Resource files
2 multimedia transmission/reception
Images, video demonstration debate
+ projector and DVD, VCR, IAW
Images, video, audio
+ multimedia files, streaming
3 Individualactivity
Answer, question, read, reflect
handout, calculator, pen,
Answer, question, read, reflect
Web, Google, Word, simulation
4 Studentinteractivity
Discussion, PBL, collaboration
Groupware?IAW
Small group work
CMC: email, discussion board, chat
5 Student/teacherinteractivity
Tutorial, interactive lecture
Voting PRS Tutorial, Q&A + FAQs, tests, tutorial, voting
integrated intoComputer console, IAW
Virtual Learning Environment
Information Transmission
Enhanced presentation
Individual activity
Interactivity
Student-teacherinteractivity
How many modes of engagement are there in student groups?
1 Vote A
2 Vote B
3 Vote C
4 Vote D
5 Vote E
6 Vote F
Cheap, simple alternatives to electronic voting
A show of hands Any questions? Volunteers Random selection of students Coloured cards CommuniCubes
First year Psychology
Second year Law
• Electronic voting handsets• anonymous but can opt out• automatic counting and
display• electronic: high risk for
teacher, training needed• expensive
CommuniCubes - partially anonymous - manual counting/ estimating - low tech, low risk, no training - cheap
Simila
r pedagogy
Response technologies
Types of questions with a Personal Response System
• “Concept check”: Multiple choice quiz on content just delivered
• Multiple choice quiz/problem solving at start to diagnose initial understanding
• Students self-report relevant experience
• Students self-report level of understanding
• Students opt for a revision topic
• Combine MCQ with activity, interactivity, and presentations.
After several sessionsOn balance, what net (dis)advantage?
0
5
10
15
20
25
1 2 3 4 5 6 7 8 9advantage (1 = best, 5=neutral, 9 = worst)
3 = "a significant advantage"
fre
qu
en
cy
1st yr Psy
3rd yr Law
2nd yr Law
VoteVote for:
1. Continue to the next topic
2. Say more about electronic Personal Response Systems
3. Say more about CommuniCubes
4. Say more about student evaluation of CommuniCubes
TLA typemode of engagement
F2FTLA examples
Technologysupportexamples
OnlineTLAexamples
Technologysupportexamples
1 transmission/reception
Didactic lecture
MicrophoneChalk?PowerPoint?
ShovelwareSet text
Resource files
2 multimedia transmission/reception
Images, video demonstration debate
+ projector and DVD, VCR, IAW
Images, video, audio
+ multimedia files, streaming
3 Individualactivity
Answer, question, read, reflect
handout, calculator, pen,
Answer, question, read, reflect
Web, Google, Word, simulation
4 Studentinteractivity
Discussion, PBL, collaboration
Groupware?IAW
Small group work
CMC: email, discussion board, chat
5 Student/teacherinteractivity
Tutorial, interactive lecture
Voting PRS Tutorial, Q&A + FAQs, tests, tutorial, voting
integrated intoComputer console, IAW
Virtual Learning Environment
Online learningBasic functions
• Learning resourcesthe Web, subject gateways, course web site, e-library, e-journals e.g. Keele Learning Server (modes 1, 2)
• Tools e.g. Google, Scholar, Word (mode 3)• Discussion boards for asynchronous group
text e.g. BSCW (modes 4,5) • Computer Assisted Assessment
testing and quizzing e.g. QuestionMark (mode 5)
Additional functions inVirtual Learning Environments
• Easy organization of small groups within courses
• Student work submission, integration with plagiarism detection
• Activity tracking of cohorts and individuals
• Selective release of resources, tests, discussions etc. for individuals depending on activity
• Calendar, announcements, and other utilities
• Real-time chat: text, voting, shared whiteboard
Many teacher administrative tools: Virtual Teaching Environments
Blended learning
• Adopted by HEFCE after their e-learning strategy consultation: normal practice!
• Our daily lives are a blend of F2F and online (cyberspace) activity; so should education be, for similar reasons
• What is the optimum (effective and efficient) mix of TLAs, traditional and technology-based? F2F and online?
• An example: engagement mode 4, blending traditional with electronic, F2F with online
TLA typemode of engagement
F2FTLA examples
Technologysupportexamples
OnlineTLAexamples
Technologysupportexamples
1 transmission/reception
Didactic lecture
MicrophoneChalk?PowerPoint?
ShovelwareSet text
Resource files
2 multimedia transmission/reception
Images, video demonstration debate
+ projector and DVD, VCR, IAW
Images, video, audio
+ multimedia files, streaming
3 Individualactivity
Answer, question, read, reflect
handout, calculator, pen,
Answer, question, read, reflect
Web, Google, Word, simulation
4 Studentinteractivity
Discussion, PBL, collaboration
Groupware?IAW
Small group work
CMC: email, discussion board, chat
5 Student/teacherinteractivity
Tutorial, interactive lecture
Voting PRS Tutorial, Q&A + FAQs, tests, tutorial, voting
integrated intoComputer console, IAW
Virtual Learning Environment
A 2004-5 example PBL in UG medicine
• Groups of 8-12 students with a facilitator • A rotating Chair and Scribe• 3 one-hour meetings per case, per week• Process:
• Definitions: words they don’t know• Cues, of three types• Links between cues, and their explanations• Learning objectives: questions to answer
• All recorded on a whiteboard and then lost, unless on a flipchart
Traditional whiteboards from an example PBL case
Why introduce an “interactive whiteboard”?
• All the work could be saved electronically
• A shared record to be printed or distributed to all group members
• Added to in later sessions
First semester plan
• Two year 1, two year 2 groups, four facilitators
• Student scribe to use “flipchart” software by handwriting or typing • Training sessions offered for hardware and
software
• Tutors to convert flipchart files to Word or PowerPoint files and distribute by email after each session
• Questionnaire at end of semester: features helpful and unhelpful to learning, and net worth to learning
First semester results27% response
• Many groups preferred typing to hand writing “Nice, neat, readable notes.”
• Liked file distribution “Allowed everyone in the group to have a copy of the same notes.”
• and re-editing “Access to previous notes quickly and accurately”
However,
• Many thought the software slow, it crashed too much, and handwriting was not readable
• Year 1 groups liked IAW at least as much as traditional technology, year 2 groups did not.
• On a scale of 0 (unhelpful) to 10 (helpful), net advantage:
Sem 1 yr2 IAW yr1 IAW yr1 tradit.medians 3 8 6
Second semester
• Watching the four PBL groups at work: what will save them time?
• PowerPoint 2003 instead of flipchart software• Allows annotation• No conversion to Office files needed• Case texts prepared on slides, for highlighting
and linking• Notes stored on the Web instead of emailing – web
spaces with passwords for each PBL group• Simpler process, fewer risks, less dependence on
tutor
7 - MartaMarta (54) is a slim, well-dressed woman who is financially secure and has never needed to work. Her pride and joy are her three sons: the youngest has just graduated from university. Marta is a keen gardener. She and her husband have an active social life that includes ballroom dancing. Recently, she has found it difficult to keep up with him on the dance floor; she blames this on getting old. Suddenly, whilst digging the garden, Marta has an intense chest pain that quickly spreads to the left side of her jaw and her back. The pain goes away after she stops digging but it recurs the next month when she is again working in the garden and the weather is unusually cold. She goes to her GP who asks questions about chest pains during the previous year. All that Marta recalls is a few bouts of indigestion during the last 6 months. She admits to being a social smoker, but says she has decided to stop, insisting this will not be a problem because she has a lot of will power. Her father died from a heart attack in his 50s and her mother from a stroke in her 60s. Despite this family history, Marta is confident that her female hormones will protect her from heart disease. The GP measures her blood pressure and does a resting ECG (both are normal) and takes a venous blood sample for lipid analysis. He writes a prescription for glyceryl trinitrate (GTN) tablets (1 prn under the tongue), instructs Marta to start taking half an aspirin tablet a day and to return in 5 days. By then the hospital pathology service sends him the lipid data: serum cholesterol 6.8 mmol/L [desirable value <5.0]; low density lipoprotein (LDL) 5.2 mmol/L [desirable value <3.5]. On Marta’s next visit, she gets a prescription for simvastatin. For 2 years, until she is 56, Marta’s occasional chest pain is controlled by GTN. But, whilst clearing autumn leaves, she has a chest pain that is so bad and long lasting that her husband dials 999 for an ambulance. She arrives in A & E pale and clammy. Her pulse is a regular 60/min and her arterial pressures are 100/60 mmHg. The ECG has elevated ST segments and inverted T waves. A blood sample shows raised cardiac enzymes. Initial treatment includes oxygen by mask, and intravenous infusions of streptokinase, morphine sulphate and GTN. After 3 hours in A & E she is admitted to the coronary care unit (CCU). Her condition gives rise to concern because she is still complaining of chest pain. Emergency coronary angiography is undertaken and an immediate angioplasty is performed on her circumflex artery. The procedure is alarming and painful, but it stops the pain. She is sedated and closely monitored for several days – initially in coronary care and then on a medical ward. When she goes home on day 7, her drug treatment comprises atenolol, aspirin and simvastatin plus GTN when needed. Marta is invited to join the cardiac rehabilitation group at the hospital gym as the start of a comprehensive rehabilitation programme. Marta’s son shows her how to search the internet to find if such programmes work before she takes up the offer. But she turns it down saying “she had never been the sporty type” and “it would not suit her”. She is not keen to be “out of action” and intends to be back to normal soon.
7 - MartaMarta (54) is a slim, well-dressed woman who is financially secure and has never needed to work. Her pride and joy are her three sons: the youngest has just graduated from university. Marta is a keen gardener. She and her husband have an active social life that includes ballroom dancing. Recently, she has found it difficult to keep up with him on the dance floor; she blames this on getting old. Suddenly, whilst digging the garden, Marta has an intense chest pain that quickly spreads to the left side of her jaw and her back. The pain goes away after she stops digging but it recurs the next month when she is again working in the garden and the weather is unusually cold. She goes to her GP who asks questions about chest pains during the previous year. All that Marta recalls is a few bouts of indigestion during the last 6 months. She admits to being a social smoker, but says she has decided to stop, insisting this will not be a problem because she has a lot of will power. Her father died from a heart attack in his 50s and her mother from a stroke in her 60s. Despite this family history, Marta is confident that her female hormones will protect her from heart disease. The GP measures her blood pressure and does a resting ECG (both are normal) and takes a venous blood sample for lipid analysis. He writes a prescription for glyceryl trinitrate (GTN) tablets (1 prn under the tongue), instructs Marta to start taking half an aspirin tablet a day and to return in 5 days. By then the hospital pathology service sends him the lipid data: serum cholesterol 6.8 mmol/L [desirable value <5.0]; low density lipoprotein (LDL) 5.2 mmol/L [desirable value <3.5]. On Marta’s next visit, she gets a prescription for simvastatin. For 2 years, until she is 56, Marta’s occasional chest pain is controlled by GTN. But, whilst clearing autumn leaves, she has a chest pain that is so bad and long lasting that her husband dials 999 for an ambulance. She arrives in A & E pale and clammy. Her pulse is a regular 60/min and her arterial pressures are 100/60 mmHg. The ECG has elevated ST segments and inverted T waves. A blood sample shows raised cardiac enzymes. Initial treatment includes oxygen by mask, and intravenous infusions of streptokinase, morphine sulphate and GTN. After 3 hours in A & E she is admitted to the coronary care unit (CCU). Her condition gives rise to concern because she is still complaining of chest pain. Emergency coronary angiography is undertaken and an immediate angioplasty is performed on her circumflex artery. The procedure is alarming and painful, but it stops the pain. She is sedated and closely monitored for several days – initially in coronary care and then on a medical ward. When she goes home on day 7, her drug treatment comprises atenolol, aspirin and simvastatin plus GTN when needed. Marta is invited to join the cardiac rehabilitation group at the hospital gym as the start of a comprehensive rehabilitation programme. Marta’s son shows her how to search the internet to find if such programmes work before she takes up the offer. But she turns it down saying “she had never been the sporty type” and “it would not suit her”. She is not keen to be “out of action” and intends to be back to normal soon.
USEFUL CAL PACKAGES:• Coronary circulation• Cardiovascular tutorial• CVS histology• ECGsON THE MANCHESTER WEBSITE:• Drugs and the heart• Psychology of heart disease
Social and Behavioural Science Activities• Talk to some lay people about what they think causes coronary heart disease. Compare this with the published literature.• Investigate what cardiac rehabilitation programmes are available in Manchester and which kinds of health care professionals usually run them.• Identify the British Heart Foundation’s statement on evidence for efficacy of cardiac rehabilitation.
Prepared slide from case book
Definitions
Stroke – a sudden attack of weakness affecting one side of the bodyAka - apoplexyHeart attack – death of a segment of the heart muscle due to interruption of its blood SupplySimvastatin – drug used to lower abnormally high amount of blood cholesterol PRN – pro re nata: as requiredStreptokinase – enzyme produced by certain strains of streptococcus that can liquefy blood clots Angiography- radiographic technique where radio opaque contrasts material isinjected into the blood vesselAtenolol – oral beta blocker Angioplasty – method of treating a narrowing or blocake of blood vessel, inflating a balloon inside the vessel to open narrowing
Objectives
1) Coronary arteries, cardiac pacemakers and conducting system, autonomic innervation of the heart, hormonal affect on heart – anatomy and physiology
2) Atheroma
3) Angina
4) Ischemia, anoxia and infarction
5) Drugs – streptokinase, atenolol, simvastatin, GTN, Aspirin and effects of cardio tonic drugs
6) Angiography & angioplasty
7) Serum cholesterol & LDL
8) ECG and the changes with a myocardial infarction and ischemia
9) Cardiac rehabilitation
10) Personality type
11) Risk factors for cardiac disease (Framingham )
Objectives1) Coronary arteries • Left and right coronary arteries are first branches of the ascending aorta • Come off just after the aortic valve • Left coronary artery divides into circumflex artery and anterior
interventricular artery • Coronary veins – they drain into the coronary sinus (posterior side of the
heart) in between the ventricle and atria. • Coronary sinus drain into the right atrium next to vena cave
• Conducting system • Sino atrial node situated in the wall of the right atrium (group of pace
maker cells)• Wave of depolarization moves to the AV node located in the right atrium • The sa node is the group of cells that has the fastest rate of pace making
ability. There are other cells in the heart with this ability but their not as fast
• Hearts myogenic
2) Atheroma
Atherosclerosis – thickening of arteries as well as a loss of elasticity mainly affecting medium and large size arteries.
Atheroma – describes plaque
Plaque – consists of fibrous scar tissue, cholesterol and cholesterol esters, fat and inflammatory cells.
LDL – taken up by macrophages and oxidised to form foam cells – may or may not lead to fibrosis plaque (appearance of fatty streaks) – accumulate under the endothelium – more lipid collects fibrous plaque consists of smooth muscle cells and elastic fibres forms. Complicated plaque – small deposits of fibrous material and then calcification.
Why plaque development in arteries compared to veins?
Incorrect repair process lead to the development of plaque
Pressure on the wall leads to collagen build up
Difference in diameter of vessel veins wider therefore less prone
Process of calcification? – objective
Atheroma cont…
75% occlusion leads to ischemia developing and possible MI
plaque – thrombus – embolus – distal arteries causing occlusion – ischemia
embolus may also form directly from the plaque
below 75% occlusion, vessels dilate to compensate for reduced blood flow
Angina
Definition: characterised by paroxysmal and usually recurrent attacks of sub-sternal chest discomfort caused by myocardial ischemia which does not cause necrosis
Systolic stretch In MI - necrosis – leads to ventricular walls become thin – compression causes the thin walls to bulge – thereby reducing contracting ability (enlarged Heart)
Types
Chronic stable angina/ exercised induced
Unstable angina/ crescendo angina (pain increases in frequency and duration)
Angina Cont…
Variant angina/prinzmetal
Pain starts from sub- sternal region – left pectorals muscle – shoulder
Afferent nerve fibre from heart and cutaneus cells join the spinal cord at the same segment – relaying message to the brain via a common pathway
MI
Affects two areas
Sub-endocardial - Which is limited to the inner third of ventricle wall or Transmural (whole of the ventricle wall) most affects left as this where the greatest oxygen demand is present
Risk factors
Hyper tension
Smoking
Drugs
Simvostatin – HMG CoA reductase inhibitor competitively inhibits the rate limiting step of cholesterol synthesis
Inhibits the conversion of HMG CoA – mevalonate
Result is Fall in cholesterol
Cells can regulate cholesterol synthesis, can increase enzyme production that results in reduced cholesterol and therefore increased LDL receptors because the cells cant compensate for drop in cholesterol level.
Atenelol
Comp antagonises beta 1 adreno-receptors on cardiac cells
Reducing heart rate , contraction blood pressure
Hydrophilic leass absorbed from the gut
Increased diastole period giving time for coronary arteries to fill up
ECG
MI
•ST elevation
•Inverted T wave
•Abnormal Q waves
Lack O2 – cells die – therefore no conduction through these cells and thereby no contraction of these cells - MI
Monitor cardiac enzymes to determine death of cells
Rehabilitation
Just as effective as drugs
Improvement of lifestyle – exercise, risk factor modification – stop smoking, reduce salt intake, psychological
Personality type – A
Use family and existing social activities to educate about exercise
Links
Digging in garden - chest pain
increased O2 requirement because of exercise–increased cardiac output required to supply tissues– heart muscle workload increases - (Exercise induced angina)
Not a problem with lungs because Marta is not breathless
Cold weather – chest pain
Trying to maintain core temp – metabolic rate increased via symp system –vasodilatation of blood vessels – increased cardiac workload – chest pain
Chest pain – left side of jaw arm and back
Nerves share the common pathway from the spinal cord C4 –T4 and therefore the brain is unable to distinguish which area the pain is from
Female hormones – protection from cardiac disease
Oestrogen protects from cardiac disease but the number of females with cardiac disease increase after the age of menopause.
Genetic link
Familial raised cholesterol level – increased risk of cardiac disease
Normal resting ECG – = angina - rules out other cardiac disease
Elevated level of cholesterol and LDL – simvastatin given to prevent cholesterol synthesis
GTN –
Chest pain + normal ECG = possible blockage of blood vessels GTN vasodilator compensate for areas of blockage.
Pale and clammy
Chest pain -Stimulation of symp system – vasoconstriction (pale) – sweat glands increased production
Reduced pulse rate and BP
Due to reduced cardiac output – part of the cardiac muscle has necrosed
Raised cardiac enzymes – ischemia - (damage to cardiac cells)
Monitor over days as levels fluctuate
Case 2 - Mohammed and Nusrat want a BabyMohammed and Nusrat Ahmed have been unable to conceive and their GP referred them to St. Mary's Hospital. Mohammed is 36 years old and is an industrial safety officer. Nusrat is 26 years old and is a primary school teacher. They have been married for three years and trying to conceive for the last two. Nusrat had her first period at the age of 15. Her periods have always been very irregular, bleeding occurring for between 3 and 10 days every 5 to 8 weeks. At the age of 18 her GP prescribed the oral contraceptive pill in order to regulate her cycle. She had regular withdrawal bleeds and continued the pill until her final year at college when she stopped taking it because she read a magazine article reporting side effects with prolonged use. However, she did use oral contraception during the first year of her marriage. Nusrat has always been overweight and thinks she is currently 3 stones too heavy. She has also noticed an increasing, embarrassing growth of hair on her upper lip, chin and thighs. Her periods are very infrequent. There is no other relevant personal or family history.Mohammed is fit and healthy. He has never been in hospital and is not taking any drugs. His work does not expose him to any toxic chemicals.Mohammed and Nusrat both felt stressed by their infertility and this was causing strains in their married and sexual life. They found it difficult to discuss these issues with their GP; when they presented with the problem initially he dismissed their worries claiming they had not been trying for long enough and, later, he refused to refer them for in vitro fertilisation (IVF) because of its low success rate. They joined the local branch of “Issue”, where they were encouraged to insist on treatment for their infertility. However, they felt a little overwhelmed with the amount of information the organisation gave them. Subsequently, they were referred to the Department of Reproductive Medicine at St. Mary's Hospital.Result of Investigations at St. Mary’s HospitalNusratHeight 1.62m, weight 84kg, BMI 32, BP 120/70, pulse 72 regularIncreased hair on face, breasts, sternum, abdomen and thighs. Breasts normally developed. No masses. No secretion from nipples.Pelvis: external genitalia normal, no clitoromegaly. Vagina, uterus and cervix normal.Endocrine investigations (ELISA assays): luteinising hormone 28IU/l (normal range 2-14 IU/l), follicle stimulating hormone 5IU/l (normal range 2-15 IU/l) on day 3 of her cycle, prolactin 548mU/l (normal up to 425mU/l), testosterone 5.1 nmol/l (normal up to 3.2 nmol/l), androstenedione 14.4 nmol/l (normal range 2-12 nmol/l), sex hormone binding globulin 17 nmol/l (normal range 24-82 nmol/l), free androgen index 18.2 (normal up to 7.5).Pelvic ultrasound: bilateral enlarged ovaries with multiple small cysts. Normal uterine cavity with patent fallopian tubes Hysterosalpingogram: available in DR resource area normal uterine cavity with patent fallopian tube.MohammedMohammed's semen will be analysed in the physiological practical. The size of his testes was normal and serum testosterone was in the normal range.TreatmentNusrat's initial treatment, involving stimulation of her ovaries, was unsuccessful. Consequently the couple were finally accepted into an IVF programme. The IVF was carried out by standard procedures. Eighteen days after replacement of the embryos (at the 4-cell stage), Nusrat had not menstruated and a urine pregnancy test was positive.
• contraceptive pill – 3 types•Over weight 84kg and BMI 32•Depression?•Irregular periods
•High Testosterone•Increased hair face chin breasts and sternum
• polycystic ovaries•Enlarged ovaries•Increased hormones •The pill •Irregular periods
•Embarrassed by her appearance so no sex• not able to conceive•Irregular periods
• over weight •No conception
•IVF •Stimulation of overies•Urine preg tests•Hormone tests?
• decrease in sbh•Increase free androgen•Increase in LH•Increase in androstenedione•Triggered by increase in insulin
Complex issue of weights relationship with fertility
?
WebResources Polycystic Ovarian Syndrome Association Infertility Network UK
Learning objectives
1. Mechanisms of oral contraception and side effects2. Out line of female reproductive system and its development3. Causes of infertility (polycystic ovaries, delayed puberty, weight) male 4. What is IVF what do they do?5. What is prolactin and the other hormones mentioned and what do they do?6. What is an ultra sound?7. Procedures for infertile couples?8. Biology of conception both natural and ivf? Efficiency of conception
9. How does the pregnancy test work ?
Polycystic ovaries
3 main oestrogens•Oestradiol•Oestone•Oestriole
Cholesterol Androstenedione
progesterone Testosterone
Oestradiol
OestroneAromatase
oestriole
Semester 2 evaluations
“A lot better now using Powerpoint. Easy to read and quick to use Interactive whiteboard“
They found helpful:
• Helps group process, saves time, notes are more readable
• Remote access to a permanent copy
• Ease of use
• Continuity between sessions
• Web access during session
However, for some• Slows down the work, difficult to draw diagrams• System crashed (more training?)• One Year 2 group now also liked the IAW but
now one Year 1 group did not!
Big differences between groups or tutors
Sem 2IAW yr2
gp6IAW yr1
gp8IAW yr 1
gp1
Median 7.5 8 1
Next year …
• Initial student training in PowerPoint 2003 as part of IT skills, emphasizing Ink Annotations
• Put PowerPoint 2003 (with PCs, projectors) in all PBL rooms, for use with/without an IAW
• The PCs in all PBL rooms to load the web spaces without dependence on tutors
• Case texts ready in PowerPoint in web spaces
• Let PBL groups mix traditional whiteboards and flipcharts with PowerPoint-IAW-Web
Some conclusions from the PBL example
• Mixing traditional/technology + online/F2F group support in this way is not “out of the box”
• Not the intended use of any of the technology (Web, VLEs or IAWs) so unexpected problems (eg handwriting) and unexpected benefits (eg web access to images)
• Exploring the affordances of the technology blend• Success factors:
• Helping student productivity• Student view is different: creating a set of notes (product
not PBL process)• Minimum effort and risk
(familiar software, robust technology)• Informal plus formal evaluation• Experimentation, discussion, reflection
The e in e-Learning
Exciting
Exhausting
Efficient
Effective
Enhancing
A
B
C
D
E
The e in e-Learning
Experiment - Evaluate
Personal Response Systems PRS
• Infrared or radio handsets with unique codes in a set. Codes are detected and numbers fed to software to display/store results, maybe through PowerPoint.
• Can be anonymous or use non-anonymous class register
• Cost £60-150 per handset
• Staff training needed
• Risk of technical failure?
CommuniCubes
• Coloured cards and triangles have been used for voting
• Cubes refine the idea and give 5 number choices
• Best in a raked lecture hall with benching or seminar with tables
• Pedagogic practice similar to PRS; participation is enforced; mix with other modes
• Anonymous to different degrees
• Different uses in seminars
• Intellectual Property Rights: Stephen Bostock
CommuniCubes – an initial evaluation
• Foam and printed cubes made in Keele university
• First semester 2003-4 used in groups of 20-30 in Education, Computer Science and Law; and with 120 in a 2nd year Law lecture
• Second Semester 2003-4 used in • 250 1st year Psychology students (10 returns) • 31 students in 2nd and 3rd year in Law tutorials
(100% return)
• Two questionnaires: on first use and after several sessions
1st year Psychology after several sessions: reasons cubes are helpful
Score: high= most important
12. Gave me feedback on my understanding
12. It was fun, made lecture interesting
8. Participation, made me think, contribute, be involved, express an opinion
6. (Mention of) “interactive”
After several sessions : 1st year Psychology - reasons unhelpful
Score: high= most important
12: Get answer from seeing others’ votes
9: A distraction, irrelevant
7: Slowed things down, wastes time
After several sessions : 3rd year Law - reasons helpful
Score: high= most important
39: Participation, made me think, contribute, be involved, express an opinion
5: Preparation for sessions improved
4: Gave me feedback on my learning
After several sessions : 3rd year Law - reasons unhelpful
Score: high= most important
13: Can get the answer from seeing others’ vote
9: Wasted time
8: Had to make a decision too quickly or when undecided
Evaluation conclusion
• Most students found them helpful to learning: modal value is “significant advantage”
• A few (able?) students may dislike them
• In first year lectures the main reasons were getting feedback on understanding and fun
• In second and third year seminars the reason was the enforced participation
• The learning gains will depend on appropriate use, of course