Barry Spencer A Transformation Case Study Barry Spencer.

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Barry Spencer A Transformation Case A Transformation Case Study Study Barry Spencer
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Transcript of Barry Spencer A Transformation Case Study Barry Spencer.

Barry Spencer

A Transformation Case A Transformation Case StudyStudy

Barry Spencer

Barry Spencer

A Virtual Learning Environment or VLE, is a collection of tools and services that combine to facilitate a student learning experience beyond both the physical boundaries and time constraints of the traditional class room.

Transformation Case StudyTransformation Case StudyWhat Is A VLE?What Is A VLE?

Barry Spencer

A Time of Change

Candidates for Change

Assembly and Construction

Walking the Frameworks

Assessing Assessment

How was it for You?

Transformation Case StudyTransformation Case StudyThe PresentationThe Presentation

Barry Spencer

A Time of ChangeA Time of Change

Barry Spencer

Transformation Case StudyTransformation Case StudyInside The VLE BoxInside The VLE Box

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The first use of cinema was to record plays

Transformation Case StudyTransformation Case StudyThe New MediaThe New Media

The early internet - driven by the need for email

Academic use, is to distribute course notes

Marshall McLuhan considered by many to be the prophet of the electronic age said: to begin with, the content of any new medium, is always that of an older medium.

This is adaptive - accommodation

Barry Spencer

As a Virtual Learning Environment, Moodle has been designed to support Social Constructivism.

A complete solution will require changes in application software, content, framework and assessment.

The transition from an instructional to a more constructivist model will not happen however by simply using Moodle alone.

Transformation Case StudyTransformation Case StudyCan Moodle Help?Can Moodle Help?

Barry Spencer

Candidates for ChangeCandidates for Change

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Transformation Case StudyTransformation Case StudyHND CSE HLP1HND CSE HLP1

Barry Spencer

Transformation Case StudyTransformation Case StudyThe Selected ProgrammeThe Selected Programme

Changing Assessment Strategies

HND HLP1 Results

01020304050607080

2002 2003 2004 2005

Year groupPe

rcen

tage Pass

Merit

Distinction

Average Grade

60.8 58.5 56.9 56.70

10

20

3040

50

60

70

2002 2003 2004 2005

%

Two part assignment+Exam.

Portfolio for Pass +3 exercises for Merit or Distinction.

Programming assignment+Exam.

Barry Spencer

Widening Participation

The Problem

Assessment methods

Transformation Case StudyTransformation Case StudyCause For ConcernCause For Concern

Maintaining standards

Teaching methods

Barry Spencer

Assembly and ConstructionAssembly and Construction

Barry Spencer

Transformation Case StudyTransformation Case StudyThe HLP1 Moodle CourseThe HLP1 Moodle Course

Barry Spencer

The Environment

Learning Objects Collaboration

Forum

Chat

WiKi

Transformation Case StudyTransformation Case StudyApplication SoftwareApplication Software

Barry Spencer

Transformation Case StudyTransformation Case StudyThe Project Moodle CourseThe Project Moodle Course

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Walking the FrameworksWalking the Frameworks

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Having established a working environment, I require a framework that will foster the appropriate blend and balance of independent thinking and collaborative learning.

I am impressed by a proposal from Anderson, Garrison and Archer for establishing what they term A Community of Enquiry: Social, Cognitive and Teaching Presence.

Transformation Case StudyTransformation Case StudyFinding A FrameworkFinding A Framework

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Respect

Social discourse

Encourage reflection

Diversity of choiceAccommodate perspective

Explore assumptions

Critical thinking

Social presence: ‘the ability of participants in a community of enquiry to project socially and emotionally, as real people (i.e. their full personality), through the medium of communication being used’.Garrison, Anderson and Archer 2000 (the internet and higher education)

Transformation Case StudyTransformation Case StudyCommunity Of EnquiryCommunity Of Enquiry

Barry Spencer

Construction

Confirm meaning

Creative thinking Convergent thinking

Facilitate analysis

Confirm understanding

Sustained discourseReflection

Cognitive presence: ‘The extent to which learners are able to construct meaning through sustained reflection and discourse in a critical community of enquiry’.Garrison, Anderson and Archer 2001(American Journal of Distance Education)

Transformation Case StudyTransformation Case StudyCommunity Of EnquiryCommunity Of Enquiry

Barry Spencer

Teaching Presence: ‘The design facilitation and direction of cognitive and social processes for the purpose of realising personally meaningful and educationally worthwhile learning outcomes’.Anderson 2001 (The hidden curriculum of distance learning)

Focus discussion

Pose stimulating questions

Precipitate reflection Discussion moderation

Facilitate awareness

Scaffolding

Design and organisation

Draw in participants

Transformation Case StudyTransformation Case StudyCommunity Of EnquiryCommunity Of Enquiry

Barry Spencer

Social presencesense of belonging,group cohesion

Cognitive presenceanalysis, construction, confirmation, understanding

Teaching presencedesign, facilitation,direction

Learning

Supports discourse

Sets the climate

Garrison and Anderson

Sustainsdirection

Transformation Case StudyTransformation Case StudyCommunity Of EnquiryCommunity Of Enquiry

Barry Spencer

Assessing AssessmentAssessing Assessment

Barry Spencer

By presenting the students with authentic but loosely defined scenario, they are encouraged to become involved in their learning as problem solvers; a mechanism in promoting the acquisition of knowledge, and competence.

Transformation Case StudyTransformation Case StudyProblem Based LearningProblem Based Learning

Barry Spencer

Manage the charging of vehicles and capacity of four car parks.

Charges for passengers and vehicles boarding a cross channel ferry.

Calculate area and volumes of simple geometrical shapes.

Each solution must feature collaboration in the stages of design, coding and testing.

Transformation Case StudyTransformation Case StudyThe AssignmentThe Assignment

Barry Spencer

40 – 50% of an overall grade for participation.

Dr. Rena Palloff Dr. Keith Pratt

If I am promoting collaborative learning, then I must include collaborative learning in the assessment strategy.

Demonstrate a collaborative approach to design problems

Clear contributions made to WiKi Constructive activity in forum postings Contributed meaningfully to chat sessions

30%

Transformation Case StudyTransformation Case StudyAssessment CriteriaAssessment Criteria

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Be able to program in a high level language

Working program listing Indented and commented

20%

Be able to produce design solutions to basic tasks

Complete JSP that matches coding Detailed Action and Condition lists Produce and apply a suitable test strategy

20%

Implement the use of functions for discrete tasks

Discrete tasks identified and decomposed Arguments passed and returned

20%

Make use of appropriate storage class for variables

Use of appropriate storage class Use of local variables

10%

Transformation Case StudyTransformation Case StudyAssessment CriteriaAssessment Criteria

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Cognitive Presence

0

5

10

15

20

25

30

35

40

Facilitate

analysis

Confirm

meaning

Construction Confirm

understanding

Creative

thinking

Convergent

thinking

Reflection

Cou

nt

Transformation Case StudyTransformation Case StudyCollaborationCollaboration

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Social Presence

0

5

10

15

20

25

30

35

40

45

50

Accommodate

perspective

Social discourse Respect Explore

assumptions

Encourage

reflection

Diversity of

choice

Critical thinking

Cou

nt

Transformation Case StudyTransformation Case StudyCollaborationCollaboration

Barry Spencer

Teaching presence

0

10

20

30

40

50

60

Draw in

participants

Focus

discussion

Discussion

moderation

Precipitate

reflection

Facilitate

awarerness

Design and

organisation

Pose

stimulating

questions

Cou

nt

Transformation Case StudyTransformation Case StudyCollaborationCollaboration

Barry Spencer

Transformation Case StudyTransformation Case StudyCollaborationCollaboration

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Collaborative transactions

2796

1630

331

0

1000

2000

3000

Wiki Forum Chat

Cou

nt

Transformation Case StudyTransformation Case StudyCollaborationCollaboration

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Average Grade

60.8 58.5 56.9 56.7 70.60

20

40

60

80

2002 2003 2004 2005 2006

%

The average grade at HLP1 for the years 2002-2005 is 58.2%. The results for 2006 are 70.6%, 12.4% above the previous four year average.

HND HLP 1 results 2002-2006

0

20

40

60

80

2002 2003 2004 2005 2006

%

Pass

Merit

Distinction

Transformation Case StudyTransformation Case StudyThe OutcomeThe Outcome

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How was it for you?How was it for you?

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I often found myself taking on a teaching role

0102030405060

Disagree

strongly

Agree

strongly

1 2 3 4 5

%

The collaboration tools were suitable

0102030405060

Disagree

strongly

Agree

strongly

1 2 3 4 5

%

Multi-Media

0102030405060

Disagree

strongly

Agree

strongly

1 2 3 4 5

%Animation is of benefit

Video is of benefit

Audio is of benefit

It has made for a very satisfactory learning experience

010203040506070

Disagree

strongly

Agree

strongly

1 2 3 4 5

%

collaborative learning allowed me to acquire more subject confidence

0102030405060

Disagree

strongly

Agree

strongly

1 2 3 4 5

%

Transformation Case StudyTransformation Case StudyStudent FeedbackStudent Feedback

Barry Spencer

Thank you, end of case Thank you, end of case study presentationstudy presentation