The Higher Education Academy s Evidence Based Practice Seminar Series 2010: A Blended Learning Approach to Enhancing

1. The Higher Education Academy’s Evidence Based Practice Seminar Series 2010: ‘A Blended Learning Approach to Enhancing Learning and Teaching practice’

2. Using EVS technology at the University of Hertfordshire to successfully enhance the student learning experience Jenny Lorimer & Alan Hilliard Friday 4th June, 2010

3. Outline of session Background/Context Introducing EVS into teaching 3 phases Evaluation of each phase Hands-on experience

4. Picture the scene... Academic year 2005-6 120 bored undergraduates Assessment by 100% examination Teaching for two hours in a gym – flat floor, poor acoustics, mobile screen and data projector What would you do?

5. We chose EVS because... Anonymous Immediate feedback Constructive alignment Easy to use Active learning Engaging the students Draper (2009) Draper & Brown (2004) Educause (2005) Graham et al (2007), Kennedy & Cutts(2005) Masikunas et al (2009)

6. Phase 1Promethean - Activote

7. Evaluation of Phase 1Student perspective Easy to use (98%) Perceived as helping the students to learn (93%) Useful for exam preparation (84%) ‘so you don’t feel stupid when you get one wrong and you lie and say you got it right’ ‘interesting’ ‘fun’ and ‘different’ ‘let me know my weaknesses and helped me to learn what I needed to look up’.

8. Phase 2 (2007)Turning Point Individual handsets More applications available Reporting facility

9. Evaluation – Phase 2 EV was used throughout the module for formative assessment in a structured manner Marks were increased and more normally distributed compared to the previous cohort Good achievement in the formative assessment using the EVS gives an indication that students’ will achieve higher marks at summative assessment. Attendance alone in the EVS sessions did not predict success at summative assessment, although there is a suggestion of correlation between good attendance and higher marks achieved at summative assessment. The EVS increased classroom interactivity and is perceived by both staff and students as a useful tool for their learning.

10. (s)I know how I could use the PRS in my teaching and learning practice? Strongly Agree Agree Disagree Strongly Disagree

11. Interference with blood supply is called? Infarction Infection Ischaemia Inactivity

12. Which of the following is a type of embolus? Solid Liquid Gas All of the above None of the above

13. Which of the following is LEAST likely to be associated with ARDS? Severe shock Decreased surfactant Smoke inhalation Trauma Infection

15. Other applications using the PRS Phase 3 - Conditional Branching Comparative questions Hidden graphs

16. A 32 yo man falls on his outstretched hand and feels pain in his wrist. On attending A&E, the doctor refers the patient for an x-ray of his right wrist.

17. The x-ray shows no abnormality. The patient is discharged The doctor looks at the x-ray and re-examines the patient

18. The doctor discovers that the patient has pain in the ASB. What does he do next? The patient is discharged The doctor requests scaphoid views

19. The scaphoid views are normal. What should the doctor do next? Put the Patient in plaster and review in 10 days Discharge the patient

20. The patient is reviewed in fracture clinic. The plaster is removed and the patient is re x-rayed. A scaphoid fracture is now clearly seen, and appropriate treatment is followed

21. The patient has been discharged, but experiences ongoing pain and progressive decreased range of movements.The patient returns via his GP in 6 months time, and is re x-rayed, where it is discovered that he has AVN of his scaphoid.

22. I have found the session interesting and useful I agree I’m not sure I disagree

23. (e)I know how I could use the EVS in my teaching and learning practice? Strongly Agree Agree Disagree Strongly Disagree

24. Evaluation – Phase 3 Conditional branching gives the students an active learning experience during which they are at the centre of the learning Conditional branching increases the variety of teaching experiences available and students use it with confidence and enjoyment A useful reinforcement activity designed to embed immediate feedback in order to develop students’ higher levels of understanding There is no doubt that the concept of conditional branching gives the students an active learning experience during which they are at the centre of the learning. The technology increased both student engagement and interactivity. And as such its use is advocated, notwithstanding the size of the group. The authors would advise that caution is used with regard to curriculum content and the level of study and it is relevant to consider the degree of professional autonomy of the discipline being taught. Conditional branching increases the variety of teaching experiences available and students use it with confidence and enjoyment. Despite the time taken to develop the scenarios, the technology has a place, particularly as a reinforcement activity designed to embed immediate feedback in order to develop students’ higher levels of understanding.There is no doubt that the concept of conditional branching gives the students an active learning experience during which they are at the centre of the learning. The technology increased both student engagement and interactivity. And as such its use is advocated, notwithstanding the size of the group. The authors would advise that caution is used with regard to curriculum content and the level of study and it is relevant to consider the degree of professional autonomy of the discipline being taught. Conditional branching increases the variety of teaching experiences available and students use it with confidence and enjoyment. Despite the time taken to develop the scenarios, the technology has a place, particularly as a reinforcement activity designed to embed immediate feedback in order to develop students’ higher levels of understanding.

25. References Draper, S.W. (2009). Catalytic assessment: understanding how MCQs and EVS can foster deep learning. British journal of  educational technology, 40 (2), pp285-293. Draper, S.W. and Brown, M.I. (2004). Increasing interactivity in lectures using an electronic voting system. Journal of computer assisted learning, 20, pp81-94.  Educause (2005) 7 things you should know about …clickers, [online] http://www.educause.edu/ir/library/pdf/ELI7002.pdf (accessed May 13, 2010). Graham, C.R., Tripp, T.R., Seawright, L. And Joeckel, G.L. (2007). Empowering or compelling reluctant participators using audience response systems. Active learning in higher education, 8 (3), pp233-258. Kennedy, G.E., and Cutts, Q.I. (2005) “The association between students’ use of an electronic voting system and their learning outcomes”. Journal of computer assisted learning, 21, pp260-268. Masikunis, G., Panayiotidis, A. and Burke, L. (2009). Changing the nature of lectures using a personal response system. Innovations in education and teaching international, 46 (2), pp199-212. 

26. Thank you. Any questions? Jenny Lorimer J.Lorimer@herts.ac.uk Alan Hilliard A.P.Hilliard@herts.ac.uk

27. Using wikis to enhance the student learning experience Marija Cubric University of Hertfordshire

28. Session Content What are wikis? Why wikis can support students’ learning? Learning theories Students voice Employers How wikis can support students’ learning? Principles of good L&T Wikis in C&G framework What are the challenges? Discussion and Q&A

29. What are wikis? Definition and example Wikis are not … Wikipedia Discussion forum Blog Wikis in education Scope and examples Wiki platforms for learning

30. What is a wiki? Extension of a standard web-site that allows anyone to easily and quickly add new or edit existing content. First wiki - Ward Cunningham WikiWiki (Hawaiian) – ‘quick’ Example: http://www.wikipedia.com Businesses: BT,IBM, Shell etc Education: collaborative learning ‘one of the top two emerging technologies to enter mainstream education within the next four years’ (Educause ,2008)

31. Collaborative writing Collaborative development of one or more wiki pages concurrently i.e. at the same time (as for example in wikipedia) “Constructing a text” through a group work

32. Collaborative writing scenarios Transactional writing Individual work Writing cycle: write, receive comments, reflect, re-write Examples: discoveryisms.wikispaces.com Concurrent writing Group work group of students collaboratively works on development of one or more wiki pages Fine grain vs. coarse grain collaboration Examples: Wikipedia (beware!)

33. Demo https://uhvpn.herts.ac.uk/wiki_bs/EbusinessSystems/index.php Studynet wiki http://mbsp0340.wikispaces.com/ http://mbsp0402.wikispaces.com

34. Learning Theories Collaborative learning Kolb’s learning model Bloom’s taxonomy Conversational learning Connectivism Chaotic Learning Learning as a cycle of change

35. Collaborative learning Instructional method using grouping of students for the purpose of achieving an academic goal Participation? Interactions? Learning that takes place within a group and as a result of group interactions Learning process guided not only by teachers but also by more able peers (Vygotski’s theory of social development) Continuous conversation amongst learners (Laurillard & Pasks’ conversational approach to learning) What is collaborative learning Standard definition Lacking in emphasising the criticality or participation/interaction) New definition - Based on social constructivism Knowledge is created as it is shared Various forms of CL: working & learning with others, learning from others, learning through constructing & sharing the knowledge together? Building communities for learning What is collaborative learning Standard definition Lacking in emphasising the criticality or participation/interaction) New definition - Based on social constructivism Knowledge is created as it is shared Various forms of CL: working & learning with others, learning from others, learning through constructing & sharing the knowledge together? Building communities for learning

36. Collaborative learning: Why do it? Enhance learning ‘cooperative teams achieve at higher levels of thought and retain information longer’ (Johnson & Johnson, 1986) Develop graduate skills Collaborative Learning Enhances Critical Thinking (Gokhen, 1995; Totten, Sills, Digby, & Russ, 1991). Develop learning skills for CPD Reduce dependence of students on staff Improve employability Last 2O years in education – emphasis on collaborative work and group activities Vigotsky’s theory of social development: Social interactions in the learning process => ZPD Last 2O years in education – emphasis on collaborative work and group activities Vigotsky’s theory of social development: Social interactions in the learning process => ZPD

37. Bloom’s taxonomy

38. Kolb’s Learning Cycle

39. New Learning Theories Connectivisim Siemens G (2005) Connectivism: A learning theory for the digital - International Journal of Instructional Technology Chaotic Learning Schoenborn P., and Neal V. (2010) Chaotic learning: A new theory? SOTL 2010 Learning as a Cycle of Change Jones, A., Wells, H., and Jones, S. (2010) Learning as cycles of change, SOTL 2010

40. Students’ voice* What students* Value Like Dislike What ** Motivates them Makes them dissatisfied

41. Students’ voice: Benefits**Quotes from UH BS students Through this piece of coursework, I have learnt that I do not know as much as I thought I did regarding economics as a whole Looking at my input on Wiki made me feel quite good, because I could see my input to the whole course. I learnt a lot from other people's input, whenever I got stuck alone, I would hop onto Wiki page and get the answers I needed… I also learned how to reach to a single conclusion or decision…. The Wiki page is a good part of learning because it encourages class members to integrate Knowledge and skill I gained from using Wi-ki page will be useful for me in the future because Wi-ki page can be used for business purpose It encouraged me to look into specific areas in greater depths and learn from the contribution of others and my own research

42. Students’ voice: Importance of learning

43. Students’ voice: Challenges**Quotes from UH BS students The most obvious difficulty was the non existence of communication within the group. I was faced with the difficulty with the members of my group do not contributing sometimes the work carried out does not flow like an essay, and this is due to some members not reading other people's parts… that a lot of information can get repeated easily

44. ITMB* Degree Learning Outcomes What are the employers looking today? Good mix of subject, domain and people skills Example, degree specification developed by e-skills UK,What are the employers looking today? Good mix of subject, domain and people skills Example, degree specification developed by e-skills UK,

45. Seven Principles of Good Practice… Encourages contact between students and lecturers Develops reciprocity and cooperation among students Encourages active learning Gives prompt feedback Emphasises time on task Communicates high expectations Respects diverse talents and ways of learning

46. Wikis and the 7 Principles

47. UH BS wikis: Overview (2006-2009*)

48. Challenges Skills Groupwork Engagement

49. Digital skills for collaborative writing (Jenkins, 2008*) Appropriation — the ability to meaningfully sample and remix media content Collective Intelligence — the ability to pool knowledge and compare notes with others toward a common goal Negotiation — the ability to travel across diverse communities, discerning and respecting multiple perspectives, and grasping and following alternative norms.

50. How Team Performance varies through the stages Forming Best behaviour, self-consciousness, individuals Storming Personality clashes and differences of opinion, conflict, working against each other, factions Norming Learning how to work together, progress on task begins Performing Cohesion, trust, working well, a special time! Forming Best behaviour, self-consciousness, individuals Storming Personality clashes and differences of opinion, conflict, working against each other, factions Norming Learning how to work together, progress on task begins Performing Cohesion, trust, working well, a special time!

51. Conclusions Collaborative writing, is an important “digital literacy” skill, increasingly required by the new businesses models, where “collaboration is the expectation rather than exception” *Richardson W. Blogs, Wikis, Podcasts and other powerful web tools for the classroom. Corwin Press,, 2006) Students report benefits that range from gaining deeper subject knowledge, and enhancing their learning to gaining non-cognitive skills such as leadership, team working, and others The main issues are related to lack of sustainable and “spontaneous” engagement (“playful creation”*leading to the learning activities that are tied to formal assessment *Ebersbach A. et al Wiki : Web Collaboration, Springer, 2005 The main challenge is designing a fair assessment strategy that promotes and awards collaboration and provide “participatory incentives”

52. Discussion How to incorporate wikis in your modules? How to engage students? How to assess students’ wiki work? What criteria should be included in the “rubric” for assessing collaborative writing?