Institutional embedding of e- learning: findings from the Adelie Pathfinder project Alejandro...
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Institutional embedding of e-learning: findings from the Adelie Pathfinder project
Alejandro Armellini and Sylvia JonesBeyond Distance Research Alliance
University of Leicester
The Adelie Project
• HEA Pathfinder pilot project• Aims to embed good e-learning
practice with a focus on re-designing to meet the e-learning needs of specific academic departments.
• Brings together pedagogy, subject knowledge and e-learning design
The learner experience
Institutional change
Online teaching practice: re-designing for learning
Contact meeting
with dept
CARPE DIEM
Depts re-
assess plans
Plan and imple-ment
Evaluate and re-design
Patterns of implementation
Types of e-tivities
Review and re-design
Developing a framework for implementation
Noaction
Teams plan to
incorporate e-learning
but are still developing the course
Teams imple-
ment e-learning design
Teams review their ideas and re-
design the course
based on the pilot
Further help requested
Further help requested
Steps towards embedding and framework forimplementation
E-tivity type
Features Evidence
Essay in hiding
New technology, old method. Long task.
A typical beginning: “read the chapter and make notes…”
Single answer
The output is a right answer, with no extension, elaboration or opportunity for sharing of ideas.
An online multiple-choice, matching exercise or crossword.
Fuzzy rhetoric
The e-tivity may aim at collaboration but its design leads to confusion.
“Critically appraise the following article”.
Fit for purpose
Each feature or online tool is used effectively for what it does best, maximising engagement and focus.
A range of e-tivities designed by some of the course teams.
Links between e-tivities & assessment
Rationale Tutors' actions
1Output of e-tivities is (part of) the assessment.
All e-tivities designed to be assessed and may replace essay.
Assessed after submission.
2Two sets of e-tivities: compulsory and optional.
The former to carry a proportion of grade and may replace essay, the latter not formally graded.
Assess compulsory e-tivities. Some e-moderation and monitoring needed.
3
E-tivities are optional, but their output builds towards an assessed assignment.
E-tivities designed to align the development of ideas and content with the requirements of a subsequent assessed assignment.
Formative feedback as part of sustained e-moderation is paramount.
4E-tivities are optional (not assessed).
Keen students given opportunity to learn more.
E-moderation key to maximise learning opportunities and do justice to contributions.
E-tivity 3a: Is Performance Appraisal Working?This e-tivity is not the assignment itself. It helps you plan the content of the report you are required to submit for assessment.
You have been given privileged access to one document and two audio recordings. All parties have given their consent for you to see and use this information, which will help you understand some of the issues that you could include in your report.(1) Document: Job, performance and statistics information.doc(2) Interviewer Training Audio File (55 seconds).
(3) Audio File of a "typical" performance appraisal for In-Branch Customer Services Staff (2 minutes and 34 seconds).
Purpose To identify and elaborate on three key issues on performance appraisal.
TaskIdentify 3 major issues that arise when you have listened to and read these resources. In no more than 150 words explain why you have chosen these 3 issues. Post your message to the discussion group by Friday 2nd March 2007.
RespondBy the Friday 9th March 2007 return to the forum and elaborate on one or more of your fellow participants’ posts, responding to their arguments.
Interactive design
Patterns of implementation
Collaborative knowledge
construction
DisciplineCarpe Diem Participants
LevelOn
campus students
DL
Company Law 5 UG
Modern Languages 5 UG
Geology 4 UG
Occupational Psychology 5 PG
Criminology (2 groups) 10 UG & PG
Education (2 groups) 14 PG
Media Studies 6 PG
Institute of LLL 4 PG
Labour Market Studies 6 PG
Inter-Prof Education (Medicine)
6 UG
Medical Education Skills 5 PG & CPD
Geography 6 PG
Total 76
Capacity building
Pedagogic
Increased ability to apply technology to
teaching & learning
Greater capacity to design for collaboration and interactivity in e-learning
Institutional/departmental
Sustained departmental team planning of courses
Implications for staff time to plan courses
Implications for policy around assessment
The learner experience
Institutional change
Online teaching practice: re-designing for learning
Conclusion
Adelie is helping UoL build capacity in e-learning design in terms of– Understanding of pedagogy– Technology-enhanced learning– Departmental change
www.le.ac.uk/adelieMany thanks to Helen Whitehead, Learning
Technologist on the Adelie team