e‐Learning @Taylor’s University “... is Here to Stay and GROW!“ – Prof Dato’ Dr Hassan Said, Vice Chancellor and President of Taylor’s University This document is an invitation for all staff at Taylor’s to embrace technology into their learning and teaching. At Taylor’s, e‐Learning is more than just online learning or applying technology into learning – it is an opportunity to engage our selves and our students to become independent and confident learners. Notice that e‐Learning has a lower case ‘e’ but an upper case “L”. This is intentional as it emphasises our focus on every aspect of Learning when applying technology. The implication is that Learning is for everyone be it the student or the tutor, the implementer or the facilitator, the one who delivers or the one who supports the learning. While the potential to create learning with technology is unlimited, taking the first step, getting started on the first activity or project, is not as easy as it looks. We design this document with the aim of assisting you to navigate the complexities of developing and delivering e‐Learning. You are not alone on this e‐Learning journey, together we conquer. Chapters in this document is organised according to a question‐answer style as seen below:
We welcome your feedback and comments to improve this e‐Learning Quick Guide/Toolkit, please send an e‐mail to the e‐Learning Academy (eLA) web development team i.e. ayusni.bahajjaj@taylors.edu.my, andrew.ng@taylors.edu.my, hongmun.leong@taylors.edu.my .
e‐Learning Toolkit – Resource guide for faculty
Page 1
by e‐Learning Academy @ Taylor’s University 22 September 2011
Table of Contents 1.
What is e‐Learning? ................................................................................................................................. 3 Taylor’s e‐Learning Model .................................................................................................................. 4 Common pitfalls of converting to e‐Learning ..................................................................................... 5 Myths of e‐Learning ............................................................................................................................ 5
2.
Where to start? ....................................................................................................................................... 9 Where can I find resources and training? ........................................................................................ 10
3.
How to design and plan an e‐Learning activity ..................................................................................... 11 Focus on competence ....................................................................................................................... 11 Produce an e‐Learning Design template .......................................................................................... 12 Design your lesson for your learners ................................................................................................ 12 Develop a schedule ........................................................................................................................... 13
4.
Are support services ready? .................................................................................................................. 14 Deploying your e‐Learning activity ................................................................................................... 14
5.
How to manage your course site ........................................................................................................... 15 Course components .......................................................................................................................... 15 Points to note ................................................................................................................................... 16
6.
Why is Feedback significant? ................................................................................................................. 17 When and what should you review .................................................................................................. 17 Principles of student evaluation ....................................................................................................... 17 Types of evaluation........................................................................................................................... 17 When and how to give feedback? .................................................................................................... 18
7.
How to measure success ....................................................................................................................... 19 Measuring effectiveness ................................................................................................................... 19 Measuring course effectiveness ....................................................................................................... 19 Measuring student performance through LMS ................................................................................ 20
8.
Conclusion ............................................................................................................................................. 22
9.
References ............................................................................................................................................. 23
e‐Learning Toolkit – Resource guide for faculty
Page 2
by e‐Learning Academy @ Taylor’s University 22 September 2011
1.
What is eLearning?
e‐Learning literally stands for electronic learning; this implies the involvement of computerised media such as online systems and applications delivered through personal computers such as notebooks and mobile devices such as smart phones and tablets. As a strategic intent, e‐Learning stands for enhanced learning, engaged learning and even empowered learning. Accordingly as educators – “Our primary focus is on the enhancement of learning and teaching: this drives our approach. Technology supports this enhancement goal, and is therefore a factor in the development of effective learning, teaching and assessment strategies.” Enhancing Learning and Teaching Through the Use of Technology: A revised approach to Higher Education Funding Council for England’s strategy for e‐learning (JISC, 2009a) Thus the main aim and purpose of e‐Learning is to cultivate and to nurture independent, self‐directed learners by providing personalised learning. Personalised learning (as defined by the Department for Education and Skills (DfES), UK): “ …is about tailoring education to individual need, interest and aptitude so as to ensure that every pupil achieves and reaches the highest standards possible, notwithstanding their background or circumstances, and right across the spectrum of achievement.” (DfES, 2006)
We may express an e‐Learning framework as shown in the figure above. This framework involves a blended learning approach i.e. “ – one that combines established ways of learning and teaching with the affordances of technology – can introduce opportunities for interactivity and self‐directed, self‐paced learning.” (JISC, 2009a) e‐Learning Toolkit – Resource guide for faculty
Page 3
by e‐Learning Academy @ Taylor’s University 22 September 2011
Taylor’s eLearning Model
Based on the above figure, the strategic intent is to build every programme at Taylor’s comprising 70% face‐to‐face and 30% learning through technology. High quality e‐Learning includes online course materials, online access to reference materials (e‐journals, e‐text and white papers), tutor‐led teaching using interactive whiteboards or recorded lectures, or mentoring by peers through web‐based portals such as Facebook. These resources should be readily available and should include a search function to quickly allow access to the learning task at the moment of need. Taylor’s senior management has recognised that the 70‐30 delivery may differ depending on the discipline of each school. Nevertheless, the principle goal behind the e‐Learning initiative at Taylor’s is to transform the students’ learning experience. As a guide, you may refer to the table below to adopt blended learning into your classrooms (adapted from Hewitt, 2008). Dimension
Socialisation
Personalisation
Planning
Collaborative planning between teachers, other teachers and learners Collaborative learning in pairs, groups and as a whole class, situated in school, community and industry contexts Facilitate group learning and teamwork; You are a learner alongside the students Group assessments and plenary sessions to identify learning gaps Class feedback and class observation, focus group interviews Conforming to school’s direction for e‐ Learning roadmap Faculty divisional ethos through your own participation and contribution to school
Planning for individual needs, recognise each student’s limitations Differentiated support for learners of different abilities, get students to reflect on their self learning One‐to‐one support through e‐ Learning approaches Analysis of individual needs and target setting, authentic assessment Student perception & satisfaction survey Consistently adapt to individual student’s behaviour Recognise each student’s contribution to the school and success story.
Learning
Teaching Assessment Evaluation Discipline Governance
e‐Learning Toolkit – Resource guide for faculty
Page 4
by e‐Learning Academy @ Taylor’s University 22 September 2011
Socialisation is central to all learning, but the individual perspective is essential if students are to be self‐ regulated/directed. Learning and thinking skills have their roots in the social interactions which take place in formal and informal situations in school.
Common pitfalls of converting to eLearning You are all geared up mentally to begin converting to e‐Learning — be aware of the following conversion pitfalls. Replicating classroom training Many times, through impatience, ignorance, or just plain laziness, designers convert their classroom course by simply imitating it. The result may be simply using technology to deliver a conventional course at a distance. Or the result may deliver a virtual videotape of the class. Thus, the conversion may consist merely of slide presentations and manuals from the course with none of the interactivity and interaction of the classroom setting. Such duplication usually delivers the weaknesses of both online and classroom teaching with none of their strengths. Doing too much too soon An overly ambitious effort may send learners into cyber‐shock and the tutor into panic. Abrupt all‐at‐once efforts frequently force too much technology at learners and pressure course designers to use online media for all subjects and activities — regardless of the practical limits of the technology or the stamina of learners. Blind faith in technology or vendors Often vendors of technology through attractive advertisements promise easy, instant results: “Your course online in 15 minutes.” or “Just pour your content into our system and learning occurs.” The reality is Effective programmes of instruction require careful analysis, design, and construction, regardless of the medium of delivery.
Myths of eLearning e‐Learning Roadshows were conducted at every school from May to July 2011. Based on the comments and feedback we collected, we wish to clarify the top ten issues raised by concerned colleagues. 1. e-Learning requires specialised training and skills [I am not tech-savvy, nor computer trained,…look silly in front of the students]
You may feel overwhelmed with the plethora of tools and information in the internet. At eLA, we are ready to address your training needs in order to implement e‐Learning. For a start, please read the subsequent chapters of this document. Just like the first time you started teaching, mastering e‐Learning is no different (refer to Common Pitfalls above). You have to be positive when working in new situations especially with new technology. e‐Learning Toolkit – Resource guide for faculty
Page 5
by e‐Learning Academy @ Taylor’s University 22 September 2011
2. Students will not attend classes once they know there is e-Learning
This situation may arise only if you are going through the same content and assessments that are already posted on the e‐Learning portal. To ensure that you maximise the face‐to‐face classes, you may apply any of following: Do not reveal answers to all the questions you have posted on the web, save the critical ones to be discussed in the class. Allow students to post their questions online and choose to answer these questions only in class, or during lectures. Create more opportunities for students to work in groups or to make presentations during classroom sessions. For recorded lectures, you may refer to past recorded lecture topics to link to your current topic or even assignment. 3. Students cannot learn with e-Learning; it is easier for students to copy and cheat with e-Learning
Brief your students on the expectations and learning outcomes of your e‐Learning activity (refer to Common Pitfalls in the previous page). For that matter, first year students may be more receptive to e‐Learning compared to second year students who have not had e‐Learning in the previous semesters. Change is always a big deal, with most of us reacting to it based on what seems to be only 30% logic and 70% emotion. Let it be known that students who copy or cheat will set themselves back in their self learning and assessments. e‐Learning has been proven to actually increase human interaction through online discussions and live web conferences; role‐playing exercises can be simulated using Internet technologies. You know you have succeeded at installation when your e‐Learning activity runs error‐free i.e. the sound can be heard, the video images played. You know you have succeeded at implementation when your students are online, reading what you have developed. It is at this stage that there is a lot of conversation about the e‐Learning and the ROI (return on investment) anticipated and delivered. Your focus during implementation is on ensuring that your e‐Learning is used in the way you intended it. Thus when e‐Learning fails, re‐look at the design of the e‐Learning first. 4. e-Learning content takes a long time to develop [I do not have time to develop nor to implement e-Learning, management needs to reduce my teaching hours and workload]
Current e‐Learning tools can reduce the development time of courses from months to weeks. Content is always king. The majority of online course development resources usually are in the upfront costs of organising the material. Teaming up with vendors who use templates and who follow a development process can significantly speed up e‐Learning implementations. Consider, too, that the course you want to build might already be available for a small licensing fee. e‐Learning is very environmental friendly – reduce (e.g. repeating conten ), reuse (e.g. video) and recycle (e.g. questions). Once you are comfortable with e‐Learning implementation, you should discuss with your dean on cutting down 30% teaching hours (face‐to‐face) to online learning. e‐Learning Toolkit – Resource guide for faculty
Page 6
by e‐Learning Academy @ Taylor’s University 22 September 2011
5. e-Learning requires constant update [too tedious to keep up-to-date or to monitor students performance]
e‐Learning should be a technology intervention, which helps students to improve their performance. We need students to see e‐Learning projects more as partnerships, which will require work for students in the same way that designing a classroom course would take time and effort. But making the complex simple is not the only issue; e‐Learning can be a really powerful tool in making the complex clear. Empower students to monitor their own performance. Encourage students to look or search for extra resources in the internet and share their findings with their peers. Be prepared to learn from your students and recognise their contributions towards the whole learning process. 6. e-Learning is only for small classes. [My classes are too large, I cannot cope with e-Learning]
Nowadays, there are applications available to help lecturers manage not only large classes but even multiple lecture theatres. The key element is to divide and conquer. Please note that no matter how much quality content is produced, it does not guarantee that it will be understood, recalled and applied by the students. Form groups and for every group cultivate good learning exchanges. Ensure that at the start of every lesson, at least one group has summarised the previous lesson and at the end of the lesson, another group will summarise the current lesson. 7. The system and internet is very slow and not reliable on campus [there is no wi-fi in the classrooms and LTs]
It is in the e‐Learning Strategic Plan to upgrade the bandwidth and network speed around Taylor’s campus including LTs and classrooms. Facilities to develop collaborative learning spaces (also known as learning commons) are on‐going in Taylor’s Library as well as our classrooms. Ensure that you inform the relevant support team if you wish to conduct online assessment within the campus (refer to chapter 4 for details). 8. There is no copyright protection once we go e-Learning
Ensure that all original content you put up online has your name and the school or department as well as the date of creation. More and more academic references are citing web sites and this is a quicker way of getting recognition (compared to conference proceedings). Video and animation content produced by Taylor’s university will contain watermark and documents will be read‐only. 9. I will lose my expertise and knowledge, and become redundant
Most of the knowledge that an individual possesses is gained from others. Conventional wisdom edicts that sharing knowledge does not make a person redundant but otherwise: Riches diminish by expenditure, while knowledge is increased by dissemination. There is no greater wealth than wisdom, no greater poverty than ignorance; no greater heritage than culture and no greater support than consultation. Ultimately, the best way to remain relevant is to keep abreast of change. Develop new skills to broaden your experience and become more valuable to the organisation. Apply your expertise to empower students to perform in their studies as well as to empower colleagues to improve their jobs. e‐Learning Toolkit – Resource guide for faculty
Page 7
by e‐Learning Academy @ Taylor’s University 22 September 2011
10. Competitors will be able to steal our hard-earned expertise
Healthy competition in higher education benefits the students. The way forward is to ensure that Taylor’s student academic experiences are positive. The students we produce are testimony to the success of the Taylor’s experience. Research has proven that students do not perform well in e‐Learning due to the following: Increased workload – if blended learning and face‐to‐face elements are not integrated but simply run parallel and independently from each other, the overall workload is often far greater than when using only one mode of delivery. Keep student workload at an appropriate level. Inadequate support – students are confused about what is required of them. You need to prepare students for the e‐Learning activity. Ensure students are appropriately “oriented” to the course design and give clear guidelines regarding expectations and requirements. Technology challenge – high tech is often high risk. It is imperative that you have tested the technology from a student’s perspective. The e‐Learning world is rapidly changing. The tools are easier to use and quickly bring knowledge and skills to your learners. While there are some challenges, it is an exciting time to be delving into e‐Learning. Remember, for every complaint about e‐Learning there is likely an opportunity to demonstrate your value. Take advantage of those opportunities and you will successfully change with the world.
e‐Learning Toolkit – Resource guide for faculty
Page 8
by e‐Learning Academy @ Taylor’s University 22 September 2011
2.
Where to start?
Always start with the course aims, objectives and learning outcomes. e‐Learning activities (be it for content, assessment or project) should be geared towards supporting students to achieve quality learning. If this is your first e‐Learning endeavour, consider the following steps: 1. Select one learning objective/outcome. Learning objectives are at the core of the activities of your e‐Learning course. Any content can be stripped down to its learning objectives. Analysing your learning objectives will also increase your understanding of what it is you want your learners to achieve. This in turn will allow you to decide which type of e‐Learning activity should be developed (for example quizzes help you to check information assimilation whereas discussion forums are great for reviewing in‐depth understanding and generating critical insight). 2. Review content Try to use ready available content from publishers or the web. These materials have been tested and it is a good source to start. You may develop your own content later on when you know how your students learn with technology. 3. Address different learner skills Apply text, pictures, video, and audio in your provided e‐Learning content. By diversifying the content you address different learner types which will increase your learner’s satisfaction. Engage learners by including collaborative tools such as Facebook, which also increase peer‐to‐peer and tutor‐to‐student interactivity. 4. Keep your content or activity moderate Limit scrolling down web pages or multimedia courses that extend 20 minutes in total. Keep your content small (bite size), this will keep the learner motivated to go on and give them a sense of speed. It is much better to have ten chapters that each take up to 15 minutes to learn than to serve your learners one lengthy 150 minute piece of content. You want to keep your learners focused, so give them time to breathe. 5. Test everything in a pilot group First, test your course on a small group of people you know, subsequently you gather a pilot group of learners that are part of your learner target group. This pilot group of learners will allow you to learn and see if your learning objectives are achievable, adjust your material where necessary, and observe how the students interpret or react to your instruction. Taking the first step is never easy, only you can decide when you are ready – Dato’ Loy Teik Ngan, CEO of Taylor’s Education Group In today’s connected world, technology beckons with numerous opportunities. Before you even consider introducing e‐Learning, ask yourself why you are doing it – what problem are you trying to solve with it and what do you want to achieve? Just as important, how will you know that it has been achieved? Change needs to be measurable in order to gauge its effectiveness. e‐Learning Toolkit – Resource guide for faculty
Page 9
by e‐Learning Academy @ Taylor’s University 22 September 2011
Where can I find resources and training? Your first stop should be at the eLA’s website, eLearning Hub, currently available on Taylor’s Online staff portal. Here you can find regular updates on e‐Learning events, trends, training programmes, tools and other resources. You may also consult an e‐Learning Implementation Team (eLITE) member from your school; you are strongly encouraged to approach the eLITE member from your school to obtain discipline specific advice on e‐Learning. For those of you who are pressed for time, a brief list is given below: Books Bates, A.W. & Sangra, (2011) A. Managing Technology in Higher Education: Strategies for Transforming Teaching and Learning, John Wiley & Sons. Miller, V. (2011) Understanding Digital Culture, Sage Publications Selwyn, N. (2011) Education and Technology: Key Issues and Debates, Continuum Int’l Publishing Journals Association for Learning Technology (ALT), www.alt.ac.uk/publications International Journal of Distance Education Technologies (IJDET), www.igi‐global.com/journal/ international‐journal‐distance‐education‐technologies/1078 e-Learning web sites
www.c4lpt.co.uk Centre for Learning & Performance Technologies, a site maintained by one of the pioneers in e‐Learning in UK, Ms Jane Hart.
www.elearnspace.org eLearnSpace for everything on e‐Learning technology with a US view, by George Siemens, education technologist with affiliations to universities in the US and Canada.
www.elearningguild.com The eLearning Guild has a wide range of resources especially in higher education; members comprise e‐Learning practitioners from across the world. e-Learning conferences EDULEARNyy is an International conference on leading Learning Technologies in Education, with a special focus on e‐Learning strategies and methodologies applied to Education and Research; this event is organised by the International Association for Technology, Education and Development (IATED). eLFA yyyy (eLearning Forum Asia) focuses on the developments of e‐Learning especially in Asia and its neighbours; eLFA offers best practices and innovative technologies in learning and teaching. It is jointly managed by City University of Hong Kong and Nanyang Technological University of Singapore. Your last stop should again be the eLA’s website where you may find the latest information on any of the above resource. You may also contact us to inform us of your recent findings or to express your constructive feedback.
e‐Learning Toolkit – Resource guide for faculty
Page 10
by e‐Learning Academy @ Taylor’s University 22 September 2011
3.
How to design and plan an eLearning activity
Focus on competence When formulating a new e‐Learning activity or converting a classroom lesson to e‐Learning, most learning experts recommend that the activity focuses on competences (what can students do) instead of contents (what do students know). This way you are led to develop the web based sequences step by step in terms of activities and tests. Accordingly, you are automatically invited to describe what each test validates in terms of competences. Classroom objectives may tolerate that you describe them in terms of Bloom’s taxonomy (ie Knowledge, Comprehension, Application, Analysis, Synthesis and Evaluation). The same session online in an e‐Learning programme will lead you to describe how students will prove in tests that they are able to deal with the tasks for example: • associate a universal rule with a particular situation • define what lies within the scope of the rules and what lies outside it • compare two results and decide which one complies most with rule X Hence one of the most useful exercises at the start will be to re‐describe the course and lessons’ objectives in terms of actions and measurable behaviours instead of mental states like “know” or “understand”. The table below are some suggestions on how to formulate competence oriented learning outcomes or objectives: Content oriented learning objectives
to
Competence oriented learning objectives
Know the mathematical symbols
Able to list the relevant mathematical symbols
Understand the meaning of each algebra equation
100% score in a multiple choice quiz on about algebra equations
Identify the mistakes in a bad application of the algorithm
Distinguish the advantages and disadvantages of a given technique
Given a case study, analyse the advantages and disadvantages of a given technique
Design a program to perform a specific task
Given a problem, design a program to perform a specific task to resolve the problem
Make critical observations of the given budget and recommend corrective actions
Apply the algorithm to a given situation
Explain and justify a new budget
Take care that the course assessments are represented in the e‐Learning objectives. For example if the final exams are essay based, then you should incorporate structured questions in your e‐Learning assessments. Alignment between course assessments and e‐Learning tasks is mandatory. e‐Learning Toolkit – Resource guide for faculty
Page 11
by e‐Learning Academy @ Taylor’s University 22 September 2011
Produce an eLearning Design template The next step is to progress from objectives to tools through indentifying the method, steps and media. This crucial step also known as designing a storyboard, helps you to bring the student through the learning process. A sample e‐Learning design template is given below; you are recommended to modify the template to include elements required in your particular discipline. A
Determine the objective/s
Expected Learning Outcome/s
1 2
Able to apply algebra equations Solve a problem using correct equation
Review 5 problem exercises Completed problem using correct solution steps.
B
Topic Algebra 101
Method Show concepts
Assessment MCQ
Duration 20 mins review 15 mins Quiz
Algebra 102
Give 6 examples
Fill in the blanks
Every example 5 mins, 30 mins
Tool Animated graphics and video Drag and drop feature
You may develop the design template to include details of what software to use or which platform. For example, to show the algebra concepts you may include materials produced by a publisher. The platform will be delivered through the Learning Management System or hosted by the publisher. If you wish to develop your own content, then you must provide the lesson plan with relevant examples and scenarios.
Design your lesson for your learners Design considerations should be based on the learners and not the syllabus. Many times e‐Learning content and activities fail because the designer is trying to fit the syllabus into the task. Follow a deliberate process keeping the learners in mind and apply principles of effective learning to your design (pedagogy specific to the discipline of study).
Anchor your design efforts based on competence based learning outcomes. Develop an e‐Learning design template that captures the requirements for your blended learning approach in general and for each specific e‐Learning activity you wish to implement. Research your learners thoroughly. Design for their needs, goals, and capabilities. Design top‐down, successively decomposing general learning goals into more specific goals until each goal can be taught by a single learning experience. Design for e‐learning, not the classroom. Explicitly motivate your students through feedback and encouragement. Keep learners active with lots of opportunities to apply what they are learning. Let learners control the pace and path of the course. Lay out the display to focus attention on the most important material in the display and to avoid unnecessary distractions. Keep text and crucial details legible, so that learners can easily navigate and read your instructions.
e‐Learning Toolkit – Resource guide for faculty
Page 12
by e‐Learning Academy @ Taylor’s University 22 September 2011
Develop a schedule Good preparation is the key to the successful implementation of your e‐Learning endeavour. Always have a target (start and end dates) for every deliverable. You may make use of software such as Microsoft Project to plan your activities or produce a simple table to plan your activities as follows: No.
Activity
Start Date
End Date
dd/mm
dd/mm
Deliverable
1
Identify Learning objective/s (LO)
2
Develop storyboard for LO1
Prototype 1
3
Develop online quiz for LO2
5 Multiple Choice Questions
4
Test prototype 1
Test results 1
5
Integrate 5 MCQ with Prototype 1
Test results 2
6
Test activity with 10 students
Test results 3
7
Review activity based on feedback
Updates
8
Pilot e-Learning activity
Feedback and observation
9
Review activity
Updates
List LO/s given in design template
A good plan should take into consideration the full cycle of the e‐Learning activity. As shown in the figure below, your plan is the central factor that helps you to ensure that your goals, design and outcomes are constructive and achievable.
e‐Learning Toolkit – Resource guide for faculty
Page 13
by e‐Learning Academy @ Taylor’s University 22 September 2011
4.
Are support services ready?
Deploying your eLearning activity Even if you develop the content on your own, you will need to depend on the infrastructure (e.g. network, power points, computing facilities) to deliver the e‐Learning activity. Should you be using Web 2.0 tools (e.g. Facebook, Google Plus) you have to ensure that your students are able to get online and to gain access to your site. The following are the key components and services that contribute to online delivery:
Computer – There are situations you may have to use a different computer e.g. in a computer lab, copy your e‐Learning files to a different server, or move your files to different environment. Hence,
identify all the files, and their compatible versions (e.g. your Powerpoint runs in compatibility mode if it is saved in (97‐2003) as .ppt);
hardware requirements including mobile devices, clickers or wireless mouse; and
software tools including plug‐ins and web browser compatibility and versions.
Power – Check that there are enough power points especially if you are using PC notebook or tablet. Bring along the portable power charger and even extension/multiple adapters. If you are new to the classroom, it best to check the classroom at least a week before the activity.
Connectivity – If you need wireless access, ensure that the classroom or lab has reliable wireless strength. Otherwise book a computer lab for your e‐Learning classes. Ensure that advance bookings are made to avoid disappointment.
Accessibility – Ensure that students are able to login to the site that you have setup. If you need to set‐up student ids, ensure that you do so at least a week before the activity starts and not during the class. The same goes for checking the internet speed and system response time.
Support services are critical to the successful delivery of your e‐Learning activity. For comprehensive checklists, you are encouraged to refer to the eLA website > Resources > eLA forms/templates. To discuss your deployment requirements, you may contact the eLA Helpdesk at eLA.Helpdesk@taylors.edu.my.
e‐Learning Toolkit – Resource guide for faculty
Page 14
by e‐Learning Academy @ Taylor’s University 22 September 2011
5.
How to manage your course site
Course components The components that make up your course are determined by decisions you make as you develop your content including the activities and assessments. In a blended learning environment your course web site becomes the central focus for communication, teaching, learning, collaboration and assessment. It is therefore important to have a well managed site for the effective implementation of your course. Consider the following course site map:
Figure 5.1 Sample layout for a Course site (Bath et. al 2010, p.46)
By having an overview of your course components, the organisation of your blended learning module becomes clear not only to you but also to your students. Be consistent in using terminology and jargon that are easily understood and familiar to the students.
e‐Learning Toolkit – Resource guide for faculty
Page 15
by e‐Learning Academy @ Taylor’s University 22 September 2011
Points to note
Do
Don’t
Always take the learner’s point of view.
Assume students know what you want.
Set clear guidelines and instructions for your learners.
Confuse students with too many instructions or conflicting requirements.
Explain the aims and benefits of your e‐Learning activity; motivate learners with incentives.
Expect students to complete all the e‐Learning tasks on their own, especially without incentive.
Ensure your learners are familiar with the resources, for example if they have to produce a powerpoint presentation, they have used powerpoint before; if they have to search for information in the web, they know how to put in the search criteria.
Assume students will find out how to use technology on their own or worse, expect them to learn from their friends. Students get demotivated when they feel lost and uncertain; they lose faith when they feel left behind.
Inform your learners where they can obtain technical assistance and support (e.g. ICT Helpdesk).
Tell the students off if they have technical problems, ignore their problems or try to solve technical issues beyond your knowledge.
Include real world information such as day‐to‐ day applications, industry updates or career prospects. Build an element of surprise so that students want to keep visiting your learning site.
Forget to keep your materials up‐to‐date. Your announcements from past semesters are not cleared.
Provide regular channel of communication such as email, sms text or through social media like Facebook. Sending reminders through these channels are effective and motivate your learners too.
Expect students to manage their learning all by themselves. You have to be involved in the online activity, give feedback and monitor the students’ participation and performance.
For successful blended learning, students need to be motivated to engage in the blended learning experience You designed. They also need to feel confident in using the technology and be aware of the social aspects of collaborating and communicating in an online environment just as they should in a traditional classroom. While it is not advisable that you turn into a Jack‐of‐all‐trades overnight (like the figure on the left), it is important that you are comfortable with the technology that you are applying.
e‐Learning Toolkit – Resource guide for faculty
Page 16
by e‐Learning Academy @ Taylor’s University 22 September 2011
6.
Why is Feedback significant?
When and what should you review It is important to evaluate your e‐Learning activity to ensure that you achieve your learning objectives. Reviewing and monitoring should be a continuous process. Consider getting feedback during the activity itself in terms of polling, simple questions or even completion time. You may conduct the activity within the classroom to observe the way students interact with the content as well as the questions raised. A possible checklist of items for you to look out for is as follows: Are the instructions for completing the activity clear? Is it clear to the learner what the aims and learning objectives are? Is the content relevant to the target audience? Is it easy to navigate through the course? Is there enough information to absorb on each screen (not too little and not too much)? Do the graphics enhance, not detract, from the content on each screen? Are the examples or practice scenarios realistic and representative of day‐to‐day situations? Are the links and videos correct? (they are placed in the right location, redirection is correct, and if sound is required, it is working properly)
If you want to conduct a formal survey to obtain feedback, ensure that you do not ask too many questions nor too often for every activity. Such surveys are best left to the end of your course/module. Checklist of possible survey questions are posted at the eLA website > Resources > eLA forms/templates.
Principles of student evaluation The basic principles (given below) for evaluating courses are relevant no matter what mode of study, year of study or student cohort. Ethics: Give students the guarantee that their feedback is anonymous and voluntary. Timeliness: Students tend to give more accurate feedback when the experience is still fresh; gather feedback before grading their work to avoid personal bias. Method and Purpose: Craft your questions that pertain to the activity or the learning experience; do not ask about things you cannot change, or do not intend to change. Process: Provide a sense of purpose, meaningfulness to the students’ participation in the evaluation (e.g. the answers are important for your e‐Learning development, to make improvements to the course, for research or for publication).
Types of evaluation It is best to obtain evaluation from various sources to ensure that unbiased and relevant information are collected. It is recommended that you explore each of the following:
Self evaluation – develop a reflective practice to introspect on the strengths and weaknesses of your e‐Learning experience from conception to delivery. Peer evaluation – let your fellow lecturer or tutor give their comments on your content or you may invite them to join your online session as a silent participant. Student feedback – ask students to identify the key point of the e‐Learning activity and the weak areas; as given earlier in this chapter, you need to gather student feedback to ensure that you and the students are on the right track. System feedback – if your e‐Learning activity is conducted on the Learning Management System, you may generate performance reports to gauge the efficacy of your activity (see chapter 7).
e‐Learning Toolkit – Resource guide for faculty
Page 17
by e‐Learning Academy @ Taylor’s University 22 September 2011
When and how to give feedback? Take this opportunity to give formative assessment and feedback to your students to add value to their learning experience. As shown in the table below, each learning perspective makes different assumptions about the nature of learning and suggests different approaches to assessment and feedback.
Table 6.1 Perspectives on learning and approaches to assessment and feedback (JISC 2010, p.11) These four learning perspectives should not be seen as independent or exclusive. In general, e‐Learning designs for tasks, modules and courses will incorporate a mix of these perspectives and on their different assessment and feedback approaches. It should be noted that formative assessments serve the ultimate goal of e‐Learning i.e. helping learners to become self‐directed, confident and able to make judgements about the quality of their own learning. Similarly students should be encouraged to conduct self‐assessment and to accept peer feedback as well as your feedback (tutor feedback) as an integral part of the blended learning course.
‘The way in which students are assessed fundamentally affects their learning.’ Quality Assurance Agency for Higher Education (2006) Code of practice for the assurance of academic quality and standards in higher education, Section 6: Assessment of students
e‐Learning Toolkit – Resource guide for faculty
Page 18
by e‐Learning Academy @ Taylor’s University 22 September 2011
7.
How to measure success
Measuring effectiveness It might seem that measuring the success of a learning program is as simple as keeping accurate records of who took what course and what scores were achieved. However, measuring your programme’s success against your learning objectives is more difficult. You are looking for a return that is a tangible, measurable result delivered from a well implemented, ongoing and strategically targeted teaching and learning process. Learning impact may also be measured as a process improvement. There are a few areas that you can measure – cost savings measured in terms of the following: hours saved from physical classroom space number of times you have to meet students number of attempts required by students to pass a quiz, an exam or the course number of hours you have to put in overtime to assess a student The list above may be different based on your school’s discipline and practice. Nonetheless, you have to collect relevant data to measure the effectiveness of your e‐Learning activity and its impact on your key performance indicators. The amount of data collected for results‐level tracking can vary widely depending on the actual data items you track and how many learners and courses you are tracking data about. In general, the more data you track, the more complex your course development task will be. You should analyse your tracking needs carefully before you start developing your course to ensure that you collect all of the data you require to do your critical analyses and to avoid collecting redundant data.
Measuring course effectiveness An important part of the instructional design process is to evaluate the effectiveness of your course. You must assess whether the course objectives are being met. To assess course effectiveness, you may want to know the learner’s answer to every quiz question or the results of other interactions the learner has had with the course. You may want to compare the results of the test with an equivalent written test taken in the classroom or measure whether the pass rate of the learners is as expected. If the course offers options to the learners regarding their path through the course, you may want to track the particular paths they take. By tracking the appropriate data you can find potential problem areas in your course and take early action to correct them. For example, you may find that a particular question is being answered incorrectly by a large number of learners. This could mean that there is problem with the wording of the question or that the concept that the question relates to is poorly explained in the lesson material. Once you have established that there is a problem, you can investigate further to see what is causing it. You can collect the following types of data to evaluate your course effectiveness: o
The answers given to every question by each learner
o
The result of each interaction by each learner
o
The number of attempts a learner makes to answer each question
o
The score for each test
e‐Learning Toolkit – Resource guide for faculty
Page 19
by e‐Learning Academy @ Taylor’s University 22 September 2011
o
The path taken through the course
o
Learning objectives met
o
Learning objectives failed
Detail‐level data tracking can result in a large amount of data, especially if you have a large number of learners and courses to track. Before you begin collecting this type of data make sure that you can analyse it effectively. Also, you may want to collect this data for a limited time period, and then stop this level of data tracking when your course evaluation phase is over.
Measuring student performance through LMS A learning management system, or LMS, is a software application that manages the deployment, management, and tracking of e‐Learning courses. The current LMS at TU is Blackboard 7.3 (Bb 7.3). It employs a database for storing information about learners and courses. Key functions of Bb 7.3 are:
Learner registration and enrolment
Collection and storage of data about learners’ performance through the Gradebook
Reporting of learners’ progress through their assigned courses
Administration of learners and courses
You must have rights as a course owner in order to generate reports in Bb7.3. You may refer to online guides available in the Bb portal and you may contact the LMS administrator at eLA for further assistance.
Combining information from student and faculty satisfaction (discussed in chapter 6) with the data collected here gives you the overall effectiveness of your e‐Learning initiative. When you measure your current e‐Learning activity, subsequently, you can find alternative solutions to resolve issues encountered or make improvements. Research (Johnson et. al, 2008) had discovered that e‐Learning effectiveness comprises learner performance, user satisfaction (student and tutor) and course efficiency. As shown above, technology competency and perceived usefulness affects the learner performance, user satisfaction and course efficiency; peer interaction is related to learner performance and user satisfaction; e‐Learning Toolkit – Resource guide for faculty
Page 20
by e‐Learning Academy @ Taylor’s University 22 September 2011
and social presence is connected to improved user satisfaction and course efficiency. Hence, maintaining a shared learning space within your e‐Learning environment is significant for enhancing learning, adding value and increasing effectiveness.
e‐Learning Toolkit – Resource guide for faculty
Page 21
by e‐Learning Academy @ Taylor’s University 22 September 2011
8.
Conclusion
The aim of this brief guide has been to present an introduction to blended learning design for higher education, and to briefly take you through the process of integrating technology into your teaching and learning practice at Taylor’s University. The ideal blended learning model is one that integrates a wide range of functions that empower learners to participate in several formal and informal learning activities. High‐quality blended learning establishes a balance between the instructional advantages for the learner and the learning objectives. It allows learners to choose how they want to learn and affords them flexibility and convenience about when. The following principles highlight key aspects of the process of designing technology‐enhanced learning: Where technology is used, it should extend the potential for learning, and not used simply for its own sake. Quality learning occurs when there is coherence and alignment between the technology, course environment, learning objectives, teaching and learning activities, and assessment demands of a course. Effective practice in blended learning requires selecting the most appropriate tools for the purpose; that is, the learning to be achieved. The adoption of blended learning should maximise the capacity of technology to promote active and collaborative learning in both face‐to‐face and online contexts. When unfamiliar technologies are integrated into the learning designs, the rationale and benefits need to be clearly communicated to students. Even advanced users of technology look to their teachers for guidance on how to use technology in learning; so ensure there is appropriate support for students in using the technology for learning. Ongoing review and evaluation, drawing on a range of perspectives, helps to ensure quality learning experiences for both faculty and students.
Throughout this guide we refer you to basic steps and guides on how to get started with blended learning. Due to the dynamic nature of technology, you are strongly recommended to refer to eLA’s website to obtain the latest resources, guides and further reading. At Taylor’s University you also have the opportunity to work with the eLITE member in your school. Most importantly, we also encourage you to talk to colleagues, share your own ideas and experiences, and learn from each other; after all, that is what collaborative teaching and learning is about. As a common saying goes: If you do not ask, you will never know; If you do not try, you will never learn. We at eLA welcome your feedback on any aspect of this guide or your experiences with blended learning. Feedback can be submitted to eLA via email at eLA.Helpdesk@taylors.edu.my.
e‐Learning Toolkit – Resource guide for faculty
Page 22
by e‐Learning Academy @ Taylor’s University 22 September 2011
9.
References
Bath, D. and Bourke, J. (2010) Getting Started with Blended Learning. Griffith Institute of Higher Education, Griffith University, Australia. Available at http://www.griffith.edu.au/__data/assets/pdf_file/ 0004/ 267178/Getting_started_with_blended_learning_guide.pdf last retrieved Aug 23 2011. Bersin, J. (2004) The Blended Learning Book: Best Practices, Proven Methodologies, and Lessons Learned. Pfeiffer, an imprint of Wiley & Sons Inc. DfES (2005) Social and Emotional Aspects of Learning . . . Improving Behaviour . . . Improving Learning. London: HMSO. Dublin, L. (2003) If You Only Look Under the Street Lamps... Or Nine‐Learning Myths, The eLearning Developers’ Journal, weekly publication by eLearning Guild, http://www.elearningguild.com/pdf/2/ 061603MAN.pdf last retrieved Aug 23 2011. Hewitt, D. (2008) Understanding Effective Learning: Strategies for the Classroom. Buckingham, GBR: Open University Press. JISC [Joint Information Systems Committee, UK] (2011) Transforming curriculum delivery through technology. Available at http://www.jisc.ac.uk/media/documents/programmes/curriculumdelivery /Transforming%20curriculum%20delivery_accessible2.pdf last retrieved Aug 23 2011. JISC (2010) Effective assessment in a digital age: A guide to technology‐enhanced assessment and feedback. Available at: http://www.jisc.ac.uk/media/documents/programmes/elearning/ digiassass_eada.pdf last retrieved Aug 23 2011. JISC (2009a) Effective practice in a digital age: A guide to technology‐enhanced learning and teaching. Available at: http://www.jisc.ac.uk/media/documents/publications/effectivepracticdigitalage.pdf last retrieved Aug 23 2011. JISC (2009b) Higher education in a Web 2.0 world. Available at: http://www.jisc.ac.uk/publications/generalpublications/2009/heweb2.aspx last retrieved Aug 23 2011. Johnson, R.D., Hornik, S. and Salas, E. (2008) An empirical examination of factors contributing to the creation of successful e‐learning environments. Proceedings of the International Journal for Human‐ Computer Studies 66 pp. 356–369. Troshani, I. and Rao, S. (2005) Assessing E‐Learning Effectiveness: Developing Strategies for Pedagogy, Resources and Delivery. Proceedings of the Fifth International Conference on Electronic Business,Hong Kong, December 5‐9, 2005, pp. 346 – 354.
e‐Learning Toolkit – Resource guide for faculty
Page 23
by e‐Learning Academy @ Taylor’s University 22 September 2011