5th June 2006 @ London

The eLISA Project

e-Learning Independent Study Award JISC-funded DeL project

Lifelong Learning and Study Skills

Jill Jameson, Simon Walker, Liz Masterman

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JISC DeL eLISA Project Findings:

• enabled e-learning independent study support for 14-19+ learners and teachers.

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Aims of eLISA

Deliver, enable and evaluate the use of e-learning in study skills with 14-19+ learners and teachers using design for learning sequences inLAMS and Moodle

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eLISA Partners

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eLISA Overview

• enabled independent study support for learners and teachers using e-learning study skills sequences in four main areas – careers, info search, personal statement and report writing

• built on prior work funded by DfES/ Greenwich LEA & the LSC

• delivered some promising results.

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eLISA overview 2

• The project completed its first pilot in March, 2006. Key focus - the pedagogic implications of study skills/support for e-learning.

• Results include: e-L study skills resources, recommendations on using a prototype personalised learning environment (PLE), results from practitioner & learner workshops, an evaluation report & recommended framework of e-learning study skills.

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5th June 2006 @ London

The eLISA project

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Study Skills environments used

•Moodle•LAMS

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LAMS

• Student centred• Every student participated • Independent learners • Students worked at own pace • Highly Motivating • Met students’ needs • Good for differentiation

• Addressed a range of learning styles

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Moodle

• Visual interface appealing to some• Social constructivist environment can be

helpful; navigational freedom appreciated • Enables students to work at own pace -

good for differentiation • Motivating for students and teachers• ‘Chat’ does not tend to work well

• Addresses a range of learning styles

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The Learners in eLISA

Lidia and Beata – studying at Barnet College, North London

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Benefits and Issues of Using eLearning with ESOL Students at Barnet College

Involvement in eLearning

• CeLTT Course + MA in Education and eLearning, University of Greenwich

• Teaching: CALL to ESOL students • eLISA participant• eLIDA CAMEL partner

The Teachers in eLISA

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5th June 2006 @ London

Evaluating eLISA Method and Findings

Liz Masterman5th June 2006

5th June 2006 @ London

Focus of evaluation

• Phase 1: Learners– Usability of LAMS and Moodle– Acceptability of template sequences created by

project team

• Phase 2: Teachers and learners– Reusability of template sequences– Effectiveness of sequences produced by teachers– Issues in the use of e-learning to disseminate

study skills

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Method: Participants

• Students– Over 200 from schools and FE colleges

• Teachers– 20 started out– 10 saw the project through

• Student teachers of FE– 5 provided additional data re teachers’

perspective

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Method: Template sequences

• “Generic” sequences– Preparing a personal statement– Career choice and development

• Sequences adaptable to specific subjects– Online information skills (phase 2 only)

– Report/essay writing

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Method: Approach

• No data on equivalent F2F activities– Can’t compare with other cohorts

• Acquisition of study skills takes time– Can only measure short-term learning outcomes

• DeL = capturing data in naturalistic setting– Can’t observe the process of designing for learning– Researcher must surrender control over evaluation session to

teacher– Researcher not present to record data

• Hence, self-reporting via online questionnaires– Instant feedback on individual sessions– “Reflective” questions on overall experience

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Method: Phase 1

• Usability, acceptability to learners• May-July 2005

– Trainee teachers:• Workshop + questionnaire (5)

– Students:• 3 workshops + questionnaire (66)

– Report writing (LAMS, Moodle)– Personal statement (UCAS preparation day) (LAMS)– Choosing a career (careers day) (LAMS, Moodle)

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Method: Phase 2

• Reusability, effectiveness, issues• Teachers as learners

– Workshop + questionnaire (17)

• Teachers as designers– Workshop + questionnaire (14)

• Teachers as facilitators– Adapt/create sequences; run with students (8)– “Show and tell” workshop (4 presentations)– Review questionnaire (8)– Students’ questionnaire (87)

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Findings: Learner perspectives• LAMS and Moodle comparable in usability

– Students willing to use again• Enjoyment

– Phase 1 68%– Phase 2 79% (more relevant to context?)

• Increased confidence– Phase 1 91%– Phase 2 96.5%

• Aware of value in terms of– Skills learned + opportunities for collaborative learning But

– These are not unique to e-learning– Awareness of risks of “wrong” learning

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Findings: Learners’ performance

• Motivation– High levels of motivation and participation– But novelty factor?

• Focus on task– Students largely on task in classroom activities– But chat needs focus, output and/or guidance

• Learning outcomes– Reportedly improved, but evidence from only one teacher– Aspects of online environment contributed (interaction with

resources, reading each others’ opinions)– But teacher’s role appears to remain influential in successful

outcome

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Findings: Usability and usefulness

• Additional learning tools for reinforcement or extension

• LAMS’ Monitor helped to time and shape teachers’ interventions

• “Equalising” nature of the medium: enables discreet support for differentiation

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Findings: Reusability of template sequences

• Teachers favourably disposed in principle, but– Only 3 adapted template sequences– 4 created sequences from scratch– 1 adapted another’s sequence

• Pedagogical approach can be an issue• Sequences more useful as source of inspiration• Questions raised

– Context-specific more useful than abstract?– Cost benefits: adaptation of online sequences more time

consuming?– Individual LOs more “reusable” than LASs?– Re study skills: adaptation better for generic skills?

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E-learning and dissemination of study skills (i)

1. Most students favourably disposed to e-learning, but alternatives needed

2. Robustness and speed of internet connections can be an issue– Make materials available in off-line form?

3. Not all study skills are suitable for fully online learning– But online sequences may be acceptable if

teacher lacks time or inclination

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E-learning and dissemination of study skills (ii)

4. E-learning can foster independence but teacher input needed to– Maintain focus and structure in online discussions– Monitor progress and provide relevant formative feedback

and support– Support less confident students– Prevent propagation of misconceptions

5. Asynchronous learning can place an extra burden on students– Need for time-management training?

6. E-learning can provide continued support after initial F2F sessions

7. “One-size-fits-all” doesn’t help with differentiation

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5th June 2006 @ London

Recommendations

• e-learning can be a useful way of delivering study skills and can enhance motivation and learning with careful planning and delivery

• Issues re. re-use of learning sequences by teachers need further investigation

• Teachers need specific mentoring support to gain confidence and skills

• Further embedding of e-learning study skills is recommended: the project continues 06-07.

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Acknowledgements

• All learners and teachers in eLISA

• Project partners

• JISC, Greenwich Council and the DfES/LSC for prior funding

• Greenwich Council CLCs and Aimhigher/Aspire, Linda Karlsen, Naomi Young and Anne Lawler.

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Questions and comments….

Further info is available at:

http://www.gre.ac.uk/eLISA