The DUCKLING project D ELIVERING U NIVERSITY C URRICULA : K NOWLEDGE, L EARNING AND IN NOVATION G...
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Transcript of The DUCKLING project D ELIVERING U NIVERSITY C URRICULA : K NOWLEDGE, L EARNING AND IN NOVATION G...
The DUCKLING project DELIVERING UNIVERSITY CURRICULA:
KNOWLEDGE, LEARNING AND INNOVATION GAINS
Ming NieGabi WitthausAlejandro Armellini
• Project started in January 2009, funded by JISC for 2 years (www.le.ac.uk/beyonddistance/duckling/index.html)
• 3 programmes in 2 disciplines• MA in Applied Linguistics and TESOL• MSc in Occupational Psychology• MSc in Psychology of Work
Project overview
Challenges for both teams
• Increase interaction • Materials too ‘dry’• Feedback provision• Mobility and flexibility• Supportive learning environment
Pedagogical challenges• Psychology
– Dissertation supervision process– Threshold concepts– Research methods– Feedback provision
• Education– Use appropriate technology to increase
engagement with course materials, e.g. audio for varieties of English and discourse analysis
– Student isolation and need for interaction
3 technologies to enhance curriculum delivery
• Podcasting
• E-book readers
• Second Life
Psychology podcast series
• Dissertation podcast series– 20-25 podcasts to enhance the supervision process
• Research methods podcast series– 15-20 podcasts to address research methods
challenges
• Threshold concepts– Currently being planned, within various modules
• Feedback to assignments & dissertation– 4 podcasts so far
Producing Outstanding Dissertations
Key concepts Sections Purpose Duration Who
Navigate handbookInformal supplement to handbook
1Introduction/InspireGet students to use handbook
1 min Andrew
SocialiseHelp at design stageSupervisors: who they are
2 State who we are & roles 2 mins All
Structure of dissertationDifferent routes 3 Explain/ Discuss
deliverables 4 mins Sue
Help you to do justice to workProcedures, adviceExpectations
4 Outline of the whole podcast series 2 mins Ray
Love your dissertation handbookKey concepts Sections Purpose Duration Who
Professional developmentHow handbook was developedPurpose & common issuesBenefits for students (dissertation less stressful!)
1
Provide link with 1st podcastHighlight utility of handbook‘Selling’ the handbook
3 mins Ray
Walk through main bitsSequence of the handbook 2
Highlight contentHow to maximise benefit
3 mins Ray & Sue
Continuous useQuick reference guide (e.g. marking criteria, plan structure)Start with the end in mind
3 How to use handbook 3 mins Ray &
Sue
Link to BlackboardSupervisor’s roleGeneral advice
4Using it alongside the rest of supervision process
1 min Ray
Education podcast series• World Englishes series
– Illustrate how English was spoken in different parts of the world
– Integrated into Module 3: Language, Discourse and Society, SOCIOLINGUISTICS, Unit 3 World Englishes
• Middle English series– Illustrate how English was spoken in different periods
in history• Phonology series• Student-produced podcasts for learner-learner
interaction, study skills, time management, etc.
World Englishes examples
• Example 1 – Birmingham (6’ 30’’) • Example 2 – Bulgaria (7’ 24’’)
Summary
• 1st iteration of curriculum delivery changes implemented through the integration of podcasts
• Interventions using SL and e-readers planned• Subsequent design and delivery interventions
informed by action research loops
Using evaluation to Ensure project success
Gabi WitthausMing Nie
Project evaluation
• External evaluator appointed• Evaluation will start now and continue to end
of project• Project to be evaluated against agreed
deliverables in WPs• The Glenaffric model • Interim reports will be provided to the funder
Evaluation of student experience
• Duckling is a research project• Action Research
– 3 interventions (April 09, October 09, April 10)– Results from research inform the next
intervention
• Data source– Course team, e.g. lecturers & tutors– Students, e.g. graduates & current– Employers
Methods for data collection & analysis
• Methods for data collection– Interviews– Observation, e.g. sessions in Second Life– Online questionnaires
• Methods for data analysis– Descriptive statistics– Traditional qualitative data analysis– Cognitive mapping
47 SL is a neturalspace, there is no
sympathy
48 Everybody ispolite and behave
nicely in SL
50 Not to see thereal face, hear the
voice in SL51 Presence through
avatars in SL ...See the person in
real life
52 Feel moredifficult to ask
questions to thetutor in SL
53 Feel a distancewith the tutor in SL
... Feel close tothe tutor in real
life
54 Lead tomisunderstanding in
SL68 SL is less
personal ... Morepersonal in real
life
71 Missing emotionsand facial
expressions in SL
79 Funny becomesrude easily in SL
80 Feel difficult tomake joke with the
tutor
87 Not to see thereal opinion
88 Feel disconnectedwith the avatars
89 Not to identifymyself with my role
90 Not to care howthe story is going91 Not to have
sufficientsocialisation among
students in SL ...In real life
92 Not to get toknow each other well
in SL ... Get toknow each other well
in real life
93 Not able to adaptour attitudes
talking to them
95 Not to know eachother's bias are
96 Not to be open toeach other in SL ...Be more open when
deal with a realperson
98 Not be able tobuild up confidentthrough each other
in SL ... In reallife
99 People arereluctant to respondto each other in SL
... People areencuraged to respond
to each other in af2f situation
100 Not a quick wayto build a
relationship withothers in SL ... In
real life