Evaluation of Learners’ Experiences of e-learning Special Interest Group
ELESIG EVENTS upcoming ELESIG Webinar 7 June at 2.30 pm Janet Finlay, Leeds Metropolitan University, on learners supporting each other: peer coaching for personal development.
No.4 Spring 2011
Students as change agents in a digital age
This webinar will discuss the role of peer coaching triads and online coaching to support learners in personal development planning. The JISC-funded curriculum design project PC3 has been working with staff and students in Sports Management to embed coaching within a course-long personal development planning strand, including both face to face peer coaching and social networks such as Facebook. We will share experiences and lead a discussion on the benefits and challenges of coaching in this context.
In brilliant sunshine under clear blue skies, ELESIG held its twelfth symposium in the beautiful Reed Hall at the University of Exeter. Many new members and
New on the ELESIG community site
several students participated in a full and interesting programme on Wednesday 27 April which, as usual for our residential events, began with lunch. We were very
ELESIG blogs & member content
fortunate to benefit from a stimulating
A number of people blog regularly or occasionally on the ELESIG site, including Tom Preskett http://elesig. ning.com/profile/TomPreskett and Jenny Mackness http://elesig.ning.com/ profile/JennyMackness
keynote address from Usman Ali, Vice-
You can read the latest blog posts at http://elesig.ning.com/profiles/blog/ list. Why not comment on a post to show your appreciation? If you have any information, reflections, calls for papers, links or ideas to share with the community, you too have a blog. You can add photos, link to video or audio and add events. Under your personal admin box at the top of the right hand column drop down Quick Add and select the item you’d like to add.
President (HE) of the NUS who provided
96% of students use the internet as a source of information …69% of students use the internet daily as part of their studies…
insights into ‘What Students Want from Technology’.
their studies. We were also reminded of an outcome of the 2009 Student Forum
Drawing on the HEFCE (2010) funded
who requested that universities and
report published in November, Usman
lecturers review their teaching methods to
presented a number of issues and engaged
assess whether they are sufficiently taking
members in a debate that included a
advantage of new technologies. Specific
consideration of whether there is sufficient
recommendations included a recognition
or too much use of technology in learning
that students prefer a choice in how
and teaching. Underlining the importance
they learn – ICT is seen as one of many
attached to the web he informed us that
possibilities, and that academics need to
96% of students use the internet as a
review the appropriateness of technology
source of information and that 69% of students use the internet daily as part of
ELESIG Newsletter: Spring 2011 www.elesig.net
…continued overleaf
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…continued from page 1
During News Roundup, Chris Hall from
A series of parallel sessions occupied
Swansea updated us on the first meeting
much of the rest of the day with inputs
within their teaching as students report
of the newly formed Regional Group,
from a number of students who shared
that it varies significantly from course to
Gwella. He outlined how they had met
their experiences of being change agents
course.
at three different physical locations and
engaging with technology. Topics included
used the Welsh Video Network (WVN)
the use of Google, coaching, student
Liz Dunne and Dale Potter then shared
throughout the day interspersed with
mentors, augmented reality, students as
selected highlights from the wide range
discussion and activities at the separate
researchers, teachers and ICT Champions.
of students as change agents initiatives
campuses to examine a number of topics
Lessons learnt included getting students to
that have taken place at the University
with key points being recorded on Google
design on-line provision, be peer mentors
of Exeter over the past two years. They
Docs. Delegates were very interested in
and tutors, produce timely content and
reminded us that the Higher Education
the methodology as well as the outcomes
engage in just-in-time interactions with
Academy (Ramsden, 2008) have stated
of topics discussed and look forward to
their peers. Their capacity to innovate, be
“The most effective higher education
a fuller report from Gwella at a future
flexible, adapt to changing circumstances,
environments are ones in which students
symposium.
be drivers for and instigators of change
are diligently involved as part of a
is often only limited by the vision of the
community of learners.” It was clear from
Palitha Edirisingha and Carol Higgison
the evidence presented that students can
presented highlights of the recent ELESIG
be very powerful drivers for change when
Annual Evaluation. It was noted that
Helen Beetham provided much food for
they are given opportunities to engage
ELESIG has a membership of over 1200
thought in her presentation entitled,
and participate fully in decision making.
but only 56 had completed the survey
‘Thriving in a Digital Age: what students
Students had used a number of research
which raised the issue of how to reach
say about university and digital literacy’.
methods to gather data on a series of
out and facilitate the engagement of the
She made three predictions for the future:
important issues. Analysis and reporting
community. Respondents (44%) tended to
to a number of stakeholders was then
access the Ning site at least monthly and
carried out by students. Very fruitful
had engaged in a wide range of activities.
discussions have taken place in a number
Perceptions of identity with and the value
of contexts within the university including
of being in the community were especially
special symposia where students and staff
interesting. Respondents were very active in
communication and information will
including senior managers have sat and
dissemination through publications ranging
dominate.
worked together to explore issues and
from book chapters to on-line articles and
propose strategies for change.
research bulletins covering a very diverse set of subjects. The report is available on the Ning site and results will be discussed further and inform future actions and
institution.
l An individual’s capacity to learn, communicate and manage information will have lifelong, life-wide impact. l Digital forms of learning,
l Everything will change.
“When I started
strategy.
studying in 2003 there
The second day of the Symposium
was no Wikipedia or
dawned and members were joined by other colleagues and students from a
Facebook.”
range of education sectors across the UK Members’ Corner is now a well established
who had been funded by a JISC Benefits
She shared highlights of recent research
aspect of all ELESIG Symposia and we were
Realisation Project. Peter Findlay and
into digital literacies that included
treated to several informative inputs. These
Derfel Owen from QAA engaged each
interviews with students and focus groups
included Dr Esyin Chew from Glamorgan
other and delegates in a heated debate
that were very illuminating and provided
who presented, with one of her students,
as to whether ‘Effective teaching and
insights into how 21st century students
recent news of the International Learners’
learning is not possible without extensive
think about and engage in the business of
EXperiences of e-learning Special Interest
use of technology’. Surprisingly, delegates
studying. She reminded delegates of the
Group (iLExSIG) – a funded project to
were overwhelmingly opposed to the
very useful and informative SLiDA Case
explore international students' experiences
motion but some further deep discussion
Studies (https://wiki.brookes.ac.uk/
on technology-enhanced learning. Natalie
and debate resulted in major revisions
display/slidacases/SLiDA+Home) but
Parnis updated members on the Learning
which the majority were prepared to
we must also be mindful of not really
Design Initiative Project Brunel are currently
support indicating that the context in
knowing what the future holds. As one
working on in collaboration with the OU
which one is using technology and the
student commented, “When I started
(http://www.open.ac.uk/blogs/OULDI/)
rationale for its use are of paramount
studying in 2003 there was no Wikipedia
and three other universities.
importance.
or Facebook. Now we have Google Scholar
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www.elesig.net ELESIG Newsletter: Spring 2011
and MyTunes. We might have no lectures in a few years’ time. Nobody knows. Not even you!”
Making assessment count Rae Karimjee and Sian Lindsay at The
The final session of the day involved all
Learning Development Centre (LDC) at City
delegates in a series of discussion activities
University London have been awarded a
designed to draw upon their collective
small grant through a Student Retention
experiences and generate ideas that
and Progression award run by Oxford
will be incorporated into Guidelines for
Brookes and Reading University as well
Students as Change Agents Initiatives,
as a small grant from JISC to undertake
an intended output from the Benefits
a project which seeks to pilot a process
Realisation Project. Additionally, all of
of enhancing the feedback provided to
the parallel sessions were video recorded
students through personal tutors.
It is hoped that staff and students at City will benefit from piloting and implementing
by Springboard TV (http://www. springboardtv.com/) students from the
Rae and Sian will be introducing staff
MAC in their own programmes and
College of West Anglia and these will form
to the successful Making Assessment
departments, with the support of Sian and
the basis of a number of case studies to be
Count (MAC) process – a tried and tested
Rae at the LDC.
published on-line in the summer.
practice from the University of Westminster that helps students to engage with the
If you have any questions about this project
The majority of presentations and resources
feedback they receive on assessments
or would like to know more, please contact
used on the day will eventually make their
whilst also enhancing conversations
either Sian or Rae by emailing
way onto the project web site at Exeter and
between personal tutors and their tutees.
ldc@city.ac.uk
anyone interested in students as change agents is encouraged to interact with likeminded folk at any one of the electronic sites identified below.
ELESIG Events Coordinator
References HEFCE (2010) Student perspectives on technology – demand, perceptions and training needs. Accessed on 09/05/2011 at: http:// www.wajam.com/2lxywm Ramsden, P. (2008) The future of higher education teaching and the student experience. Accessed on 09/05/2011 at: http://www. heacademy.ac.uk/assets/York/documents/ ourwork/policy/paulramsden_teaching_and_ student_experience.doc
ALT’s Learning Environment Review SIG (LERSIG)’s summer event was held at Bradford on 4 May 2011, involving both delegates who came to join us for the day and virtual delegates thanks to Elluminate. The theme for the day was Changing learning environments – what’s going on? Establishing current trends and issues surrounding institutional learning environments and included the first analysis of a recent survey of VLE usage across LERSIG members. Further details of this survey will be available at the next LERSIG event – being organised in partnership with ELESIG – which will examine emerging issues and the implications for e-learning research.
ELESIG on Ning (registration required): http://elesig.ning.com/group/ studentsaschangeagents
The LERSIG day started with three mini-keynotes representing interesting developments in learning environments: Clifton Kandler from Greenwich discussed their recent institutional move to Moodle 2.0 – the rationale, processes and outcomes; Richard Millwood from Bolton discussed their recent change management processes – an example of managed and supported change; and finally Simon Cotterill and Gordon Skelly from Newcastle demonstrated and discussed Dynamic Learning Maps – an example of a different approach to curriculum engagement which might suggest the way forward for the next generations of VLE.
Change agents project: http://as.exeter.ac.uk/ support/educationenhancementprojects/ change/digitalage/
Delegates were also able to offer minipresentations (no more than one PowerPoint slide!) which raised further topics for discussion
Electronic engagement Cloudworks: http://cloudworks.ac.uk/cloud/ view/4687 Design Studio: http://jiscdesignstudio. pbworks.com/w/page/31087422/Studentsas-Change-Agents
ELESIG Newsletter: Spring 2011 www.elesig.net
© Jon Farman
Malcolm Ryan
Whither the VLE?
and these included a demonstration of a VLEfree course based on Web 2.0 tools, discussion of evidence for the impact of the VLE, and the importance of the tutor role in facilitating VLE usage. The day concluded with a panel discussion and debate on future directions for LERSIG. As well as the joint LERSIG/ELESIG event, an event is being planned with HELF (Heads of E-Learning Forum). Further details of all these presentations, events and discussions will be available through Cloudworks and on LERSIG’s Ning site for members. To find out more or to join the group, please contact either Maureen Readle or Peter Hartley m.readle@bradford.ac.uk p.hartley@bradford.ac.uk
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WANTED! People to share experiences in research methods: the nominal group technique
Have you used the nominal group technique? If so, we would be keen to hear from you.
The e-Learning Unit at the University
Ranking: group members are asked to
As we have run nominal groups for
of Liverpool received a grant from ELESIG
rate all the responses, choosing the five
research purposes in other departments
to answer the question: “Does the use of
most important items. The ranked list
such as Law and Music at the University,
clickers (classroom response systems) make
of responses is decided. (If more than
we were wondering whether using clickers
the nominal group process more efficient
one group is at the session, extra rounds
(such as the one on the left, WordPad
and more engaging for students?”
consolidate the ranked lists between
by wordwallweb.com) can enhance this
groups.)
process. If you note Figure 1, we had to use post-it notes, which weren’t always legible and ranking of items happened manually. So our question is: can using clickers make the process better as well as engage the students? Please follow us on the project
As we are embarking on the project
blog, and we hope to present our findings
starting with a literature review, it would be
in the Autumn of 2011 to the ELESIG
great to share experiences in this method
community.
and feed it in to the project. So if you have used this technique, please contact
References
Tünde Varga-Atkins (tva@liv.ac.uk). You will
Delbec A L, Van De Van A H, Gustafson D H (1975) Group Techniques for Program Planning: a Guide to Nominal Group and Delphi Processes. Glenview, Illinois: Scott, Foresman & Co.
also be able to read and comment on the progress of the project in our project blog at http://nominalgroups.wordpress.com
Lloyd-Jones, G., Fowell, S L. Bligh, JG. (1999) The use of nominal group technique as an evaluative tool in medical undergraduate education. Medical Education 33: 8-13.
What is the nominal group technique?
Figure 1. Stage 1 of the nominal group
The nominal group technique (Delbec
process
Committee members
et al, 1975) is an alternative research technique to focus groups and is useful for situations for exploring topics and defining
For a visual illustration of the whole
a prioritised list of key issues relating to
process, please see: http://tinyurl.com/
the topic (Lloyd-Jones et al, 1999). At the
nominalgroup
University of Liverpool, various departments have used this technique (e.g. Medical Education) for module or programme
Why nominal groups?
evaluation with positive results. It comprises
The advantage of the process is that
three stages:
the ‘data’ is analysed by the end of the session; there is no need for post-analysis
Individual responses: group members
or transcription. Other advantages include
work individually on a question and give
reducing researcher bias and balancing
individual responses (Figure 1 shows these
member contributions as everyone has an
in the form of post-it notes).
equal chance to contribute.
Haydn Blackey, University of Glamorgan Mark Childs, Coventry University Lesley Diack, Robert Gordon University Palitha Edirisingha, University of Leicester Shalni Gulati, City University Peter Hartley, University of Bradford Carol Higgison, University of Bradford Amanda Jefferies, University of Hertfordshire Rae Karimjee, City University David Mathew, ELESIG member Martin Oliver, London Knowledge Lab Malcolm Ryan, University of Greenwich Binhui Shao, Open University Rhona Sharpe, Oxford Brookes University Gemma Towle, University of Northampton Helen Whitehead, University of Nottingham Roy Williams, University of Portsmouth
Consolidation: the facilitator collects the responses and the group members clarify and consolidate these (e.g. by merging together responses that are the same). 4
ELESIG is an international community of researchers and practitioners from higher and further education who are involved in investigations of learners’ experiences and uses of technology in learning. ELESIG members work together to share knowledge and practice and develop a shared repertoire of resources which will be of benefit to the community and the sector.
www.elesig.net ELESIG Newsletter: Spring 2011