Priska Schoenborn

Academic Developer

Educational Development & Learning Technologies

University of Plymouth

Drake Circus

Plymouth, PL4 8AA

pschoenborn@plymouth.ac.uk

01752 232346

MEDIATING LEARNING IN OOSA&D USING XBL

Outline

• Background & Rationale

• What is XBL & ATLANTIS?

• The Project

• Final Activity

Background & Rationale (1)

1. E-learning is here to stay! Typically used in a supported/blended mode

2. PDP and Life-long Learning

3. The computer used as a ‘mindtool’ (Jonassen et al in Wheeler et al, 2005)

4. Learning is chaotic and complex

Background & Rationale (2)

5. The Net Generation adopting chaotic/self-directed learning

6. Gap between new generations of students and existing teaching methods

7. Need to rethink our educational model (Schank 2002)

8. Less structured methods Tutor = facilitatorStudents = increasingly autonomous learners

Background & Rationale (3)

9. Trend towards Vygotsky’s Social Constructivism

10.Dialogue still vital (Laurrillard 2001)

11. Incorporates JISC’s effective learning design considerations

Pedagogical Underpinnings in E-learning

• Much of e-learning is still based on traditional instructional design which is derived from the behaviourist perspective, but focuses particularly on task analysis. Task analysis has emerged from a concern with internal mental processes of the learner’s mind (cognitivism). This form of instructional design is therefore based on both behavioural principles and a cognitive style. (The JISC e-learning Models Desk Study)

• In recent years, however, the most appropriate and favoured pedagogy for e-learning in HE is constructivism. Typically, learning environments based on constructivism provide authentic study materials, real-world examples, problem-based scenarios & collaborative/cooperative settings.

• E-learning approaches often include blended elements of what can be seen as different levels of analysis.

Outline

• Background & Rationale

• What is XBL & ATLANTIS?

• The Project

• Final Activity

What is XBL & ATLANTIS?

Advanced Technology for Learning in A NeT based Information Society

eXtended Blended Learning

Results … INSM Module 2005 & 2006

(INSM = Integrated Network and System Management)

• f2f-L : 4 lectures instead of 14

• e-L : 24/7 availability of VLE

• pro-L : start meeting + 2 presentations

• Marking :Marks 2005 2006

Very good 53 44

Good 27 45

Satisfactory 13 11

Sufficient 7 0

Fail 0 0

Results … IPBL Module 2005, 06, 07

(IPBL - International Project-Based Learning)

• Lecturers and students from Germany, Poland, Ireland, England

• Kickoff workshop: 4 days in Germany in October• Distributed work in subgroups for 3 months with 3

video conferences; communication via AUP• February group workshop for 5 days in Ireland or

Poland; June workshop in Plymouth• Lessons learned: Much higher motivation of

participants + better results

Extended Blended Learning = Blended learning + Project-based Learning

Typical timeline

Oct Nov Dec Jan Feb Mar Apr May Jun Jul Aug Sep

Start Meeting

Video Conf 1

Video Conf 2

Video Conf 3

Project Meeting

Project Meeting

Start Meeting

Video Conf 1

Video Conf 2

Video Conf 3

eXtended Blended Learning

Kick-off Workshop IPBL 2006 – Dartboard Evaluation

Now over to you!

1. On your own and for a few minutes, please reflect on XBL/ATLANTIS and make some notes (use the handout provided) on what you perceive to be the pros on cons of this approach.

Please note that the numbers refer to the appropriate sections on the handout.

Outline

• Background & Rationale

• What is XBL & ATLANTIS?

• The Project

• Final Activity

The Project

ISAD224, Information Systems Development

Stage 2 Module, 2006• eXtended Blended Learning

• f2f-L: seminars & practical sessions

• e-L: Moodle VLE

• pro-L: Assignment based on Case Study from Land Registry

• Social Constructivism: wikis, student-led seminars & group assignment

• Element of competition: prizes & award ceremonyMarks 2005 2006Very good 8 26Good 6 5Satisfactory 19 16Sufficient 7 4Fail 5 0

Mean increased from 55.7% to 65.7%

Overall attendance was 72%

ISAD224 Module Content

ISAD224, Marking explained…

Coursework Mark 69.5

Total Attendance

%

Completion of Blogs %

Seminar Mark

General Attitude

Overall Module Engage-ment

ME rounded

Course-work

Mark/100

Course-work

Mark/80

Peer Assess-ment Share

Peer Assess-ment

ME Final Course-

work Mark

68.18% 45.45% 50.00% 45.00% 52.16% 50 69.50% 55.60 11.00 7.65 0 63.25

86.36% 63.64% 50.00% 60.00% 65.00% 70 69.50% 55.60 25.00 17.40 2 75.00

72.73% 36.36% 60.00% 55.00% 56.02% 60 69.50% 55.60 22.00 15.29 1 71.89

77.27% 36.36% 60.00% 50.00% 55.91% 60 69.50% 55.60 22.00 15.29 1 71.89

ISAD224 Moodle Website

ISAD224 Students’ Initial Thoughts

“Moodle looks interesting and I like the new approach to learning. I feel I can actually go out and try harder. I’m quite looking forward to turning up which is good as I haven’t enjoyed any ISAD modules so far.”

“Industry contact is a good idea. Nice to know a bit about what happens in real workplaces.”

“Still concerned that it’s too chaotic! I like the idea but I don’t think everything will run smoothly as people will have trouble making sure everyone does their bit.”

“Sounds scary, every other team is relying on us and we’re relying on everyone else.”

ISAD224 Mid-term Evaluation

• Majority of responses were positive

• Highest number of positive responses related to team work and resources provided by tutor

• Highest number of negative responses related to student-led seminars

• Several expressed preference for traditional teaching

Positive Negative

No students % happiness No students % unhappiness

8 100% 1 100%

9 90% 1 90%

4 80% 1 80%

4 70% 2 70%

7 60% 1 50%

“To be honest I am not a huge fan of the individual working, I would prefer to have structured lectures. Although I can see the point of the student-run seminars some of the presentations have not been good; this makes it harder to learn the information.”

“I think splitting students into groups and then getting each group to study a new topic and then present it is a good idea and I have enjoyed it so far.”

“Quite like the way in which it is delivered. Took some getting used to but is better than having lectures because feel more involved with the module. This term is much better than the first term.”

ISAD224 End-term Evaluation

Now over to you!

2. In pairs, review the previously identified advantages and disadvantages, compare notes and discuss. Try to agree on the most important ones.

2. Record your decisions on the handout provided.

3. Can you identify any additional pros and cons more specific to the project/ISAD224? Please add these to your list.

Please note that the numbers refer to the appropriate sections on the handout.

Outline

• Background & Rationale

• What is XBL & ATLANTIS?

• The Project

• Final Activity

Final Activity  Discuss in groups of four for 5 mins and

record on the handout... 4: ...any improvements we may want to

consider for the future development of XBL, or more specifically, the ISAD224 project

5: ...any thoughts you may have about the term ‘chaotic assessment’

Please feed back to us the main points of your discussion

Please note that the numbers refer to the appropriate sections on the handout.

Thank you for your time!

Any further Questions or Comments? 

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Routledge/Farmer.• Lee, M. (2000) Chaotic Learning: The Learning Style of the ‘Net Generation’?. [online] http://www.globaled.com/articles/LeeMal2000.pdf• Littlejohn, A.H. and Stefani, A. J. (1999) Effective use of communication and information technology: bridging the skills gap. ALT-J:

Association for Learning Technology Journal, 7(2), 66-76.• Lissack, M. (1999) Complexity: the Science, its Vocabulary and its Relation to Organisations. Emergence, 1(1), 110-126.• Oliver, R. (2001) Developing e-learning environments that support knowledge construction in higher education. [online]

http://www-business.ecu.edu.au/schools/mis/media/pdf/0043.pdf • Phelps, R. (2003). Developing online from simplicity toward complexity: going with the flow of non-linear learning. Paper presented at the

NAWeb 2003: The Web-based Learning Conference, Frederickton, NB, Canada.• Roscoe, J. (2002) The language of e-learning. [online] http://www.heacademy.ac.uk/resources.asp?process=full_record&section=generic&id=453 • Schank, R. (2002). The Rise of the Virtual University. The Quarterly Review of Distance Education, Volume 3(1), pp. 75-90. Information Age

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