Our paper presents the findings from a study of personalised support in the use of the Learning Management System (LMS) to lecturers at the Faculty of Medical and Health Sciences, University of Auckland. Our study indicates that
Our paper presents the findings from a study of personalised support in the use of the Learning Management System (LMS) to lecturers at the Faculty of Medical and Health Sciences, University of Auckland. Our study indicates that personalised support is an effective means of supporting some lecturers as they learn about the use of technology for teaching. We conclude our paper by considering the value of this research for the Faculty.
In this paper we examine how a highly interactive educational technology program Child Growth & Development in the first 12 months of life was used to investigate the problem solving behaviour of learners. This preliminary study was also
In this paper we examine how a highly interactive educational technology program Child Growth & Development in the first 12 months of life was used to investigate the problem solving behaviour of learners. This preliminary study was also used to evaluate the study instruments ahead of a more substantial investigation. The design of the program was informed by Problem Based Learning (PBL) philosophy with authentic problems as the stimulus for problem solving activities. We describe how an electronic record of learners’ movements and activities was captured by an embedded audit trail system, as learners progressed through the steps of a problem solving procedure. This method revealed highly individual problem solving behaviours for learners. Similarities and differences were shared between learners at different stages of the process. External measures, including learner perceptions of problem solving ability, were used to supplement the audit trail data. This enabled a more detailed picture to emerge of the factors that may influence problem solving skills, including confidence, approach-avoidance style and self-control.
Research by the author has been conducted previously that explores the similarities and differences in online and face-to-face environments, and the exploration of personality type and the learner’s experience of the online learning
Research by the author has been conducted previously that explores the similarities and differences in online and face-to-face environments, and the exploration of personality type and the learner’s experience of the online learning environment. This paper presents two case studies of learners who were categorised using the Myers Briggs Type Inventory® according to their connection with the outer world (the Extraversion / Introversion dichotomy and the Judging / Perceiving dichotomy), describing their physical learning environments and the different needs that each environment presents and meets. It then explores possible ways that the online environment might complement the physical learning environment and meet the same needs, discussing the implications for the online environment.
Robert A. Ellis, Tom Hubble, Andrelyn C. Applebee, Mary Peat
This paper reports on three closely related studies designed to investigate the perceptions and expectations of eLearning held by stakeholders in the education of science students at University. The participants in the studies are
This paper reports on three closely related studies designed to investigate the perceptions and expectations of eLearning held by stakeholders in the education of science students at University. The participants in the studies are undergraduate science students, parents of the science students and teachers of the students. A combination of qualitative and quantitative data gathering activities are used. Results show congruence amongst the stakeholders of a core role for eLearning in a predominately campus-based experience of learning science. This outcome has important implications for the perceived identity of the Faculty of Science and how it plans for its medium-term learning and teaching strategy.
Working with and managing a team can be a challenge in any project development. This paper reports on how a team of researchers, an instructional designer, programmers and graphic artists worked within a community of practice, as
Working with and managing a team can be a challenge in any project development. This paper reports on how a team of researchers, an instructional designer, programmers and graphic artists worked within a community of practice, as simulation software was created and further developed. The simulated classroom represented in this software was designed to enhance the initial practicum experience of pre-service teachers. The teaching of literacy skills in primary schools framed the pedagogical focus of the software – one of the priority areas within primary schooling. We report on how research associated with each iteration of the simulation prototype software helped team members to develop understandings of each other’s role in the project. Initially the instructional designer, content experts and researchers led the development process, and other members were more like legitimate peripheral participants. Over time, all members of the team developed into legitimate participants, and formed a viable community of practice as ways to support initial teacher education were examined. We describe the processes we use to help all members of the design team enter the communities of practice through the opportunity to understand the context and purpose of the project.
Robert Fox, Lee Yeung, Nancy Law, Allan Yuen, Alison Yeung
The lack of a sharing and collaborative culture within schools was identified as a key barrier to the successful implementation and scaling up of innovative practices using technology in education in Hong Kong, according to a government
The lack of a sharing and collaborative culture within schools was identified as a key barrier to the successful implementation and scaling up of innovative practices using technology in education in Hong Kong, according to a government report (EMB, 2004). The report identified a need to develop more supportive structures and mechanisms to foster a shared culture and to establish communities of practices between teachers to encourage the sharing and the exchange of classroom experiences as well as to collaborate in curriculum and pedagogical innovation in and across schools. This paper outlines how a supportive structure was built by establishing the environments and infrastructure, focusing on building communities and partnerships. The paper presents the framework which guides the establishment of the communities and identifies mechanisms to foster a sharing and collaborative culture.
Mark Freeman, Diane Hutchinson, Lesley Treleaven, Chris Sykes
Group work is commonly used to help students learn and develop team skills. However, many students report having poor experiences of assessable group work. While self and peer assessment can be used to reward student contributions more
Group work is commonly used to help students learn and develop team skills. However, many students report having poor experiences of assessable group work. While self and peer assessment can be used to reward student contributions more equitably in assessment contexts, careful design and support issues need addressing to ensure its success. This paper reports a social constructivist approach to assessing and improving group work. First, the literature linking summative and formative assessment with group work is reviewed. The importance of formative assessment in developing shared understandings between academics and students of the assessment criteria, in particular through self and peer ratings on criteria related to their group work contributions, is discussed. Second, findings from a pilot study, employing an online tool (SPARK) to enable collection and aggregation of self and peer ratings, are presented. Two cycles of data analysis, interpretation and reflections generate what we term iterative learning. Third, when carefully integrated, SPARK facilitates not only individual and groups of students to learn but also affords opportunities for academics to learn and refine assessment that increases student engagement. This paper will be useful for academics and academic developers seeking to support improved group work learning and assessment activities.
A number of universities around the globe have decided to share their learning materials, making them available for use and modification by learners and other institutions. This initiative, started by the Massachusetts Institute of
A number of universities around the globe have decided to share their learning materials, making them available for use and modification by learners and other institutions. This initiative, started by the Massachusetts Institute of Technology (MIT), has opened up great opportunities for new ways of reusing content and for collaboration amongst teachers. It has also created new challenges, including the fact that there are thousands of courses available which cannot be easily modified by authoring tools or integrated into the courses managed by Learning Management Systems, due to the fact they are not in a standards compliant format. Regrettably, making them standards compliant is time-consuming and expensive, requiring a lot of effort from academics and institutions. This paper reports on a project to automatically structure learning materials and package them so they can be reused. We present a tool that produces IMS-CP compliant courses, with embedded metadata, in an automatic way by combining custom-built information extraction techniques and open e-leaning standards. Extensive testing was carried out on different learning object repositories.
Computer mediated conferencing (CMC) is now a common feature of blended learning environments where students learn in both face to face and online settings. While many teachers recognize the value of online discussions for learning
Computer mediated conferencing (CMC) is now a common feature of blended learning environments where students learn in both face to face and online settings. While many teachers recognize the value of online discussions for learning, students appear to have different perspectives. Consequently, their participation in online discussions is often sporadic and not genuinely interactive. This paper examines these issues and provides student perspectives about participation in online discussions which arose from a case study in a conceptually difficult subject. Systems data indicated low numbers of posted messages. Student interviews provide some insights into this lack of participation, and identify the influence of the curriculum design, especially the nature of the learning activity, and its connection to other aspects of the course, for example, assessment and the regular class sessions. Other influential factors include the student’s ideas about learning, managing demands on their time and their acceptance of CMC. The paper also provides recommendations for improving participation in online discussions.
One of the objectives of prototyping is to assess the reactions of users to a proposed system. Reactions are gathered through feedback which then influences the way a final system is designed. This paper reports on a face-to-face
One of the objectives of prototyping is to assess the reactions of users to a proposed system. Reactions are gathered through feedback which then influences the way a final system is designed. This paper reports on a face-to-face undergraduate unit that was converted to online mode (the prototype) in an attempt to provide feedback about an innovative problem-based learning approach for a new unit. The feedback from students through three online surveys was positive overall. The student feedback and the lessons learned by teaching staff through interaction with the prototype suggested how the design and development of the new unit should proceed.
A literature review shows that online learning may be impeded for some learners of different cultural backgrounds. Therefore, guidelines are needed to help design courses that are culturally conducive for learners. This paper proposes that
A literature review shows that online learning may be impeded for some learners of different cultural backgrounds. Therefore, guidelines are needed to help design courses that are culturally conducive for learners. This paper proposes that Vygotsky’s sociohistorical theories provide a basis for designing these guidelines because they suggest that the sociohistorical background of a community can explain the learning processes of the community. A design research approach was used in this study to evaluate and modify the guidelines designed for an online course for learners from an Arabic community, exemplifying the use of this approach. Preliminary findings support the use of these theories for the design of guidelines for pedagogically sound, culturally favourable online learning environments.
This study found that early adopters perceive professional development activities, which promote the sharing of experiences and examples of practice, as the most useful ways of developing knowledge about online teaching practices. Early
This study found that early adopters perceive professional development activities, which promote the sharing of experiences and examples of practice, as the most useful ways of developing knowledge about online teaching practices. Early adopters see the development of practical skills, in particular technical and pedagogical, as key in developing online teaching practices. The professional development activities that early adopters identified as the most useful in developing these practical skills were discussion between peers, face-to-face workshops, one-on-one consultation and mentoring. In contrast, the findings suggest that early adopters found it less useful to attend conferences, read journal articles or books, gain online qualifications or visit websites to learn about online teaching practices. This paper recommends that more research be undertaken to determine how the less useful professional development activities identified in this study, in particular conferences and websites, could better meet lecturers’ needs.
The retention of professionals employed in rural and remote areas of Australia is a critical factor in community growth and sustainability. Retaining professionals depends to a large extent on the availability of support and professional
The retention of professionals employed in rural and remote areas of Australia is a critical factor in community growth and sustainability. Retaining professionals depends to a large extent on the availability of support and professional development that is becoming increasingly accessible through the internet. This paper describes a research study that used survey and interview methods to indicate how a range of ten professional groups employed in rural and remote Australia, are accessing the internet for professional development. The findings indicate that email, the world wide web, discussion, chat and listservs were commonly used, however, the ability of professionals to avail themselves of professional development support on the internet was not always within their own control, and depended on a number of complex factors.
