Forestry Education in Action: Team-based approach ... ZENG.pdf · Background of Existing OER...
20
Forestry Education in Action: Team-based approach delivering collaborative learning for large online repurposed OER courses Min Qian (Michelle) Zeng, Anil Shrestha, Hailan Chen, Guangyu Wang, Chris Crowley The University of British Columbia November 6 2019
Transcript of Forestry Education in Action: Team-based approach ... ZENG.pdf · Background of Existing OER...
Forestry Education in Action:
Team-based approach delivering collaborative learning for large online repurposed OER courses
Min Qian (Michelle) Zeng, Anil Shrestha, Hailan Chen,
Guangyu Wang, Chris Crowley
The University of British Columbia
November 6 2019
Background of Existing OER Courses – International Collaboration
Five Courses
Sustainable Forest Management in a Changing World (UBC)
Forest Governance, Public Relations, and Community Development
(UPLB)
International Dialogue on Forestry Issues (UBC)
Restoration of Degraded Forest Ecosystems & Forest Plantation
Development (UoM)
Forest Resource Management and Protection (BFU)
Course website: sfmcourses.com
Multi-universities, Region-wide Collaborative ProjectFive OER courses developed by four regional universities in the Asia Pacific region
2016
Global Impacts - 9,000 + users and 72,000 + views from 2016-2019
Background of Existing OER Courses – Global Users
Canadian Network for Innovation in Education (CNIE) Award 2016
”Excellence and Innovation in the Integration of Technology in Educational
Practice/Collaboration”
International Union of Forestry Research Organization (IUFRO) Award 2019
“Best Practices in Forest Education –Tertiary”
Background of Existing OER Courses – Award Recognition
Co-creation and sharing of knowledge Learning Activities Video Conferencing
➢Blended learning: online course + face-to-face teaching
➢Flipped classroom: self-study + video conferencing tutorial
➢Open-enrolled courses: to create global learning community
Background of Existing OER Courses – Innovative Application
5
Use of Open Educational Resources (OER) Courses (2016-2019)
Sharing Experiences: Repurposing One Existing OER Course
In two instructor-led open-enrollment sessions:•2017 offering•2018 offering
6 11/27/2019 Add a footer
7
• How to effectively deliver repurposed OER course in instructor-led
session?
• How to effectively use the existing OER course materials?
• How to engage students in the learning process?
• What’s the best approach to evaluate learning outcomes of
using OERs in forestry?
Key Questions
Session Preparation
2017 Offering
• Team: • 1 instructor
• Preparation done by instructor• Learning timetable
• Assessment components
• Discussion questions
• Support sought from CTLT• Last minute request
• Set up forums
2018 Offering
• Team• 1 instructor, 1 facilitator, 1 instructional
designer
• Preparation done by instructor and facilitator• Syllabus • Learning timetable• Course schedule• Discussion questions
• Support sought from CTLT• Instructional design review• Syllabus & Schedule• Grouping & Pacing• Assessments• Pre and post surveys
• Technical support• LMS platform & tools• Learning analytics
8 11/27/2019 Add a footer
Session Platform Selection
2017 Offering 2018 Offering
9 11/27/2019 Add a footer
Third-party Piazza Forum Platform
• Basic Q&A forum
UBC Canvas Platform
• Full-fledged LMS system
Session Learning Activities
2017 Offering
• Instructor-centered approach
• Less collaborative higher-order learning• Videos lectures +
readings
• Self-check quizzes
• Instructor-led discussion topics
2018 Offering
• Student-centered approach
• More collaborative higher-order learning• Videos lectures + readings• Self-check quizzes• Group discussion + Group
leader summary• Peer comment on group
summary
10 11/27/2019 Add a footer
Bloom’s Taxonomy
Session Assessment Design
2017 Offering 2018 Offering
11 11/27/2019 Add a footer
Components %
Pre-course Reflection Survey (1) 5%
Self-introduction (1) 5%
Group discussions (4) 36%
Group discussion summary (as group leader) (1)
25%
Peer commenting for group discussion summaries (4)
24%
Post-course Reflection Survey (1) 5%
Components %
Self-introduction (1) 5%
Instructor-led discussions (8) 30%
Self-test quizzes (20) 15%
Final writing (1) 30%
Final Quiz (1) 20%
Learner Engagement: Knowledge Application & Active Interaction
2017 Offering
• Knowledge applications in one’s own region/country
• Active responses to instructor’s questions, but lack of interaction among peers due to somewhat frustrating unthreaded forum platform.
12 11/27/2019 Add a footer
Learner Engagement: Knowledge Application & Active Interaction
2018 Offering
• Knowledge applications in one’s own region/country
• More effective peer-to-peer interactions
• Student-led discussions
• Multiple formats of materials co-created by students
• Role models recognized
13 11/27/2019 Add a footer
Group Leader Facilitation
Instructor’s Encouragement
Co-creation of Knowledge
14
Case Sharing from South America Case sharing from Sothern Africa
2017 Offering
• 80% felt that the understanding of the topic and ability to analyze issues related to the subject area was much stronger than before the course
• 33% responded lower scores of the online forum/knowledge café. indicating that they did not feel that the knowledge café helped to facilitate learning
2018 Offering
• 80% felt satisfaction of the course
• 80% reported the online discussion effectively helped enhance learning
• Most frequent opportunities: talking to people from different background, peer review.
• Harder task: group peer review/summary
• Most appreciated tasks: commenting to peer responses, leading group
15 11/27/2019 Add a footer
Learner Satisfaction
23
77
Total number of students 109
% of students who secured 60% (passed)
% of students who did not secured 60% (failed)
56
44
Total number of students 128
% of students who secured 60% (passed)
% of students who did not secured 60% (failed)
Learner Performance and Achievement
2017 Offering 2018 Offering
Conclusion to Effective Delivery of Repurposed OER Course
• Practical implications and suggestions for practitioners•Team-based approach
• Learning and instructional design•Operation & Technical support
•Sufficient careful pedagogical preparation•Customized learning outcomes•Organization of course content•Design of learning assessments•Choice of learning activities•Selection of LMS platform
•Collaborative learning approach •Dedicated effort throughout course
17 11/27/2019 Add a footer
Limitation of the Comparison Analysis
• Limited participation in the post-course survey. (33 out of 109 in 2017; 81 out of 136 in 2018)
• All students are recruited through the network of partner institutions.
• Some partner institution(s) grant credits for their students participation in the sessions.
18 11/27/2019 Add a footer
Factors May Enhance Learning
• Diverse format of course contents (mini video, text, graphics)
• User-friendly platform & Online Management System
• Practical and experiential learning experience
• Active learner engagement and interaction (peer/instructor)
• Assessments on collaborative learning components
• Learning Analytics tools to provide personalized support
19
Questions?
Contact:
20 11/27/2019 Add a footer
