transitioning from ‘drawing out’ to ‘drawing in’: a revision of learning technology support...
TRANSCRIPT
Transitioning from 'Drawing out' to 'Drawing in’:
a revision of learning technology support activities at Cardiff University
Peter Rayment
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This session will offer an understanding of:
• how analytics can help to target support and enablement activities;
• some of the issues and barriers to non traditional technology use in Learning and Teaching;
• how best desirable practice can improve user success;
• why a move away from tool-based support is beneficial;
• how targeted content provision can be used to encourage system use;
• the benefits of linking face to face and online support and how to facilitate this
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A little bit of history……
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A little bit of history……
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Problems with function based support
• Need to stop task currently doing
• Need to search for content and difficult to find
• Help not necessarily relevant to task
• Help not set in context
• Help not relevant to role
• Help tends to be tool based not task based
Generally walks through how to do not why you would do…
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Context Sensitive help
Benefits
• Help is focused on what the person is doing
• No need to search
• But if you do search, materials easier to find
• Can tie together materials from a number of sources
• Role based, so materials are relevant to user
Has other potential to be covered later…….
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Context sensitive support to Analytics
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Benefits of Analytics
• Can see what users are doing in the system
• Can view activity differences between roles
Therefore
• Can start to target support / help / engagement
• Able to view results of change
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System Usage
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Staff system use in an example school
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Champions of sending emails
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Now we can facilitate change
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Progression and Discovery
Often categorised by importance placed on by students, sometimes institutionally driven)
(My students want this……... why should I want this?)
Processes or tasks driving adoption of particular mechanism
(Now, I know I want to do this…. How can I go about it?)
Underpinning knowledge, what’s needed to do it correctly/sustainably
(What do I need to know to support students properly?)
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Task based support materials
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Common Activities Knowledge Required
A – Posting Lectures / Hand Outs 1 – Structure tips
B – Receiving Notifications 2 – Understanding copyright in e.formats
C – Organise Course / Module 3 – Understanding Accessibility in e.formats
D – Using Reading Lists 4 – Usable file formats and types
E – Posting Formative / Summative Assessment information
5 – 3rd Party storage
F – Communicating with Students 6 – Working Across Modules
7 – Library / eReserves
8 – Academic regulations e.formats
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Common Activities Knowledge Required
A – Posting Lectures / Hand Outs 1 – Structure tips
B – Receiving Notifications 2 – Understanding copyright in e.formats (Ext)
C – Organise Course / Module 3 – Understanding Accessibility in e.formats (Ext)
D – Using Reading Lists 4 – Usable file formats and types
E – Posting Formative / Summative Assessment information
5 – 3rd Party storage
Plagiarism – Group Ass - MCQ 6 – Working Across Modules
F – Communicating with Students 7 – Library / eReserves (Ext)
8 – Academic regulations e.formats (Ext)
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Support at the point task is considered
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Join together all resources to support task
Internal Support MaterialsExternal Support MaterialsRegulationsSchool /College Policies and ProceduresDesirable PracticePeople Events
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Difference between – Drawing out and Drawing In
So in conclusion
• The ‘tool’ based support structure methodology draws out (makes people try to find information for themselves)
• and what we want to do is draw in.
