Programming Collaborative Learning (HEA, University of Winchester)
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Programming Collaborative Learning Dr Bex Lewis University of Winchester with input from Dr Tansy Jessop, Yaz El-Hakim, Nicole McNab & Camille Shepherd, University of Winchester and Joelle Adams, Bath Spa University @drbexl @digitalfpr int @TELWinch
description
http://digital-fingerprint.co.uk/2012/03/abstract-programming-collaborative-learning/
Transcript of Programming Collaborative Learning (HEA, University of Winchester)
Programming Collaborative Learning
Dr Bex LewisUniversity of Winchester
with input from Dr Tansy Jessop, Yaz El-Hakim, Nicole McNab & Camille Shepherd, University of
Winchester and Joelle Adams, Bath Spa University
@drbexl@digitalfprint@TELWinch
FASTECH
http://www.jisc.ac.uk/whatwedo/programmes/elearning/assessmentandfeedback/fastech.aspx
quantity of effort across the course
quality and quantity of feedback
usefulness of feedback and appropriate assessment
BODGIT
Bringing
Organisational
Development
Into
IT
http://www.slideshare.net/drbexl/winchester-bodgit-andy-wilson
Personalise feedback
Return feedback faster
More detailed feedback
Highlight specific areas
Peer feedback
Tutor-student dialogue
Student collaboration
Improve student effort
Distribute student effort
Encourage deep learning
Student self-reflection
Clarify goals and standards
More authentic assessment
Motivate students
Stakeholder Straplines Exercise:
Stakeholder strapline examples:
Senior managers
So now it will just happen
Academic staff
So what am I not going
to do?
IT staff
You should have asked us about it beforehand
Stakeholder Strapline
“...of this approach seems to be that lecturers are engaged and energised to tackle problems and implement locally-owned strategies.”
Digital feedback Track changes and
commenting Marking using video and
audio screencasts
E-portfolios
Electronic submission of assessed work
Various peer review and commenting tools
Blogs
YouTube
Various features on smartphone, iPad and tablet apps
Wikis.
Any change involving new technologies
….will not be a single great act, but an accumulation of lots of events, activities and discussions over a period of time.
Fee, K. Delivering E-Learning (2009) Delivering E-Learning: A complete strategy for design, application and assessment London: Kogan Page, p 40.
Communities of Practice
“…are formed by people [engaging in] collective learning in a shared domain of human endeavour”
Etienne Wenger
http://diyubook.com/
Technology upsets the traditional hierarchies and categories of education. It can put the learner at the center of the educational process. Increasingly this means students will decide what they want to learn, when, where, and with whom; and they will learn by doing.
p.x
http://www.guardian.co.uk/higher-education-network/higher-education-network-blog/2011/mar/25/great-expectations
Boud & Falchikov, 2008
… assessment is not sufficiently equipping students to learn in situations in which teachers and examinations are not present to focus their attention. As a result, we are failing to prepare them for the rest of their lives.
p3
Boud & Falchikov, 2008
It is only through establishing a counter-discourse to the one that currently dominates higher education [which constructs learners as passive subjects to be tested] that some of the fundamental problems created by current assessment assumptions and practice can be addressed.
P14 [17]
http://www.slideshare.net/drbexl/manipulating-media-jiscexperts
Feed-Forward Tutorials
Student Feedback 2012
Enjoyable, engaging
‘Real-world skills’ – especially teamwork
Learnt from range of team roles, and from project to project
Criticality
Building an audience
Time-management
IT & Research Skills
American Studies Focus Group
F3 We’d have to write a web blog every week that’s part of the marking as well, so that’s something different to an essay and a presentation.
F Yes it was topical on whatever we’d done that particular week.
F2 I think most people do like them, although I’m not always sure of the academic worth of them because some people would leave them until quite the last minute and they would not like …. Yes, I’m guilty of that! … and you don’t always cite reference wise how you would in an essay, so I think if they carried on with the blogs maybe they should make it a bit more meaty ..
F …because you might read someone’s blog and think ‘Mmm, that sounds a lot like Wikipedia’.
F2 Yes, I think they should ask you to cite properly, like Harvard reference things.
I Did it make you a more independent learner? You were going into the lecture after having done it. Did you feel like you had to assess sources to write your blog on your own or did you feel like you got anything extra out of it?
F3 I don’t know if it helped independence, particularly because as I’d mentioned before it wasn’t really particularly academic. So it’s not like you were going to the library or finding learning resources. You were basically using a lot of web based material, which might not necessarily have been as reliable.
…..
F2 I still think it’s beneficial though. I understand why they were doing it. They were doing it more to expand our own like interests and understanding of it, rather than just finding a textbook sort of definition heavy.
History Focus Group:
I Did you feel you were reading the feedback more because it was sent to you or didn’t it make a difference?
F3 Yes, because normally if you pick it up from the faculty office you’re kind of like standing up still, so you sort of look at it briefly, you mostly just look at the grades. If you can’t really read the handwriting you think ‘I’ve got an OK grade, so that’s fine’. Whereas when you’re sat at home on your laptop looking at your e mails you have more time to read through it and so you will quite happily scan through the essay. Normally, if I get it from faculty office, I don’t bother looking at the essay, I just look at the front sheet, because you’re walking. Whereas if you’re sat at home you’re more likely to go through it, which I suppose is probably better.
M2 When you’re at home you’ll have your PC as well, so you’ll have your current piece of work that you’re working on and then something they’ve marked before on the other side of the screen so you can see exactly where you’ve been marked up or down.
F2 And if they’ve e mailed it to you, unless you actually delete the e mail you can’t actually lose it, like you might a piece of paper. Unless you purposely go and delete it.
FASTECH Student Input
FASTECH ‘Safe’ Student Space
It makes sense…
Tech-Savvy…
Get out the post-it notes…
Exercise
Write on separate post-it notes
each different way you use to give your learners feedback
Other ways learners get feedback, e.g. from web sources, books & handouts.
p101
High learning pay-off for students
Low learning pay-off for students
Highly efficient for us Not highly efficient for us
http://www.winchester.ac.uk/studyhere/ExcellenceinLearningandTeaching/research/Pages/FASTECH.aspx
