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Using a VLE to support Active Learning: a Model for Training of Academic Staff

Using a VLE to support Active Learning: a Model for Training of Academic Staff. Patris van Boxel ICT Educational Centre vrije Universiteit amsterdam. Aim. 1. Aim 2. VLE in Netherlands 3. Results Survey 4. BB initiatives 5. ‘Hot topics’. Overview VLE use in Dutch HE:

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Using a VLE to support Active Learning: a Model for Training of Academic Staff

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  1. Using a VLE to support Active Learning: a Model for Training of Academic Staff Patris van Boxel ICT Educational Centre vrije Universiteit amsterdam

  2. Aim 1. Aim 2. VLE in Netherlands 3. Results Survey 4. BB initiatives 5. ‘Hot topics’ • Overview VLE use in Dutch HE: • preliminary results survey • (+ comparison UK survey) • Dutch Blackboard support initiatives • VLE use at the Vrije Universiteit: • context • training academic staff • setup of introductory VLE course • description of use of case studies

  3. VLE use in Dutch HE 1. Aim 2. VLE in Netherlands 3. Results Survey 4. BB initiatives 5. ‘Hot topics’ • Similar developments as in UK • Sharp increase use of VLE’s • ‘Quikscan’ survey november 2001 1. Does your institution use a VLE? 2. More than one? 3. Which one? 4. Which phase of implementation? • Testing • Pilot • Partial implementation • Full implementation

  4. Results Dutch HE Survey 1. Aim 2. VLE in Netherlands 3. Results Survey 4. BB initiatives 5. ‘Hot topics’ • All universities that responded use at least one VLE • 86% of all HE institutions that responded use VLE • 50% uses more than one • Blackboard most adopted platform • 77% of universities • 57% of polytechnics • At various stages of implementation • majority beyond initial test phase

  5. Comparison UK Survey Source: Ucisa survey 2001 Source: Surf survey 2001

  6. Conclusion survey 1. Aim 2. VLE in Netherlands 3. Results Survey 4. BB initiatives 5. ‘Hot topics’ • Blackboard predicted to become a standard in the Netherlands • VLE most used in ‘full implementation’ scenarios • VLE which most institutions support officially

  7. Dutch Bb support initiatives: 1. Aim 2. VLE in Netherlands 3. Results Survey 4. BB initiatives 5. ‘Hot topics’ • Blackboard usergroup • Co-ordinator • Study days • Feedback BB US • Blackboard support site • Conference reports (ALT-C, Educause,..) • BB contact persons in institutions • Q & A • Bb Training materials www.edusite.nl/bbgg

  8. Current ‘hot’ topics 1. Aim 2. VLE in Netherlands 3. Results Survey 4. BB initiatives 5. ‘Hot topics’ Technical: • Integration Blackboard with other systems Pedagogical: • Evaluation of VLE implementation (quality assurance) • Good practices e.g in use of online collaborative learning • Digital portfolio’s Strategy and implementation • Ba/Ma structure; internationalisation; flexible learning,...

  9. 1. Background 2. The training method 3. Use of case studies 4. The lecturer's response 5. Conclusions VLE training @ the Vrije Universiteit

  10. Background 1. Background 2. The training method 3. Use of case studies 4. The lecturer's response 5. Conclusions • Medium-sized university (14000) • Campus-based • Memorandum Vrije Universiteit (1999) • Structural integration of ICT • ICT Educational Centre • Manages ICT projects in faculties • Advice and support to lecturers • Staff development programme • Centrally supported VLE

  11. Background 1. Background 2. The training method 3. Use of case studies 4. The lecturer's response 5. Conclusions • Individual faculties use VLE’s since 1997 • Central VLE (Blackboard) adopted september 2000 • 11 faculties • 3000 users/250 courses • End december 2001 version 5.5 (level 1) • 4 faculties use different VLE’s

  12. Training Method 1. Background 2. The training method 3. Use of case studies 4. The lecturer's response 5. Conclusions • Introductory Course: “Using a VLE to support Active Learning” • Target audience: Lecturerswho... • have to learn to use a VLE • need to integrate active learning methods in their teaching practice • who don’t have a lot of time • may not like computers • feel alienated from pedagogical theories

  13. 2. Training Method 1. Background 2. The training method 3. Use of case studies 4. The lecturer's response 5. Conclusions Practical Skills Pedagogical Skills Using a VLE (hands-on) Analysing Case Studies (reflection, inspiration) Background reading material (self study) Concrete and achievable challenge Application to own teaching practice

  14. Use of Case Studies 1. Background 2. The training method 3. Use of case studies 4. The lecturer's response 5. Conclusions • Authentic examples active learning at the VU (4) • Description of the learning task • VLE facilitates activity • Emphasis on ‘learning from each other’ • peer feedback and assessment • group discussion • group problem solving • Various disciplines and VLE’s • Various group sizes • Mix face to face and online learning • Good and bad practices

  15. Mechanics: individual assignments and peer feedback Philosophy: discussion about ethical dilemma and peer feedback Dentistry: practical group task and lecture feedback and assessment preparation archive Psychology: selftest - multiple choice questions in pairs Description of Case Studies 1. Background 2. The training method 3. Use of case studies 4. The lecturer's response 5. Conclusions Download case studies from: http://www.icto.vu.nl

  16. ‘Golden rules’ 1. Background 2. The training method 3. Use of case studies 4. The lecturer's response 5. Conclusions • Success of online learning activity depends on many factors • ‘Golden rules’ increase chance of succes: • planning of the online learning activity • aims of the online learning activity • conditions for participation

  17. Planning Plan (online) learning activity well before the start of the course Mix online learning activity with classroom activity Reserve time and opportunity for intervention by lecturer Be sparse in number of subjects and moments when using online activities Use peer instruction, assessment or grading if possible Klemm, Van der Veen, Mason,... Aims Make aims clear and keep everyone to the rules (moderate!) Formulate tangible results or end product Round activities clearly off Conditions Participation is compulsory and will be assessed Don’t settle for opinions - demand arguments, explanations,.. Provide regular feedback Create a positive and constructive atmosphere Golden rules 1. The lecturer's challenge 2. The training method 3. Use of case studies 4. The lecturer's response 5. Conclusions

  18. Review of Case Studies 1. Background 2. The training method 3. Use of case studies 4. The lecturer's response 5. Conclusions • In pairs - choose one case study • Evaluation, focusing on: • role of the VLE • application ‘Golden rules’ • gain in student activity • Discussion and reflection • Group feedback

  19. Final question onTraining 1. Background 2. The training method 3. Use of case studies 4. The lecturer's response 5. Conclusions • Will I use a VLE? • Will I use a VLE similar to the use presented in the case studies?

  20. 4. The Lecturer’s Response 1. Background 2. The training method 3. Use of case studies 4. The lecturer's response 5. Conclusions • Positive experience • Training reduces perceived complexity of educational innovation • Technically • Pedagogically • Case studies generate enthusiasm • Remaining concerns • Assessment method • Time investment

  21. 5. Conclusions 1. Background 2. The training method 3. Use of case studies 4. The lecturer's response 5. Conclusions • Setup of training course • Practical skills, pedagogical skills, bonded by case studies • Case studies • ‘Active learning’ scenarios • Stepping stones to gain ideas for practical approaches • ‘Golden rules’ allow further analysis of cases and guidance for own implementation • Effectiveness (long-term) still needs to be evaluated

  22. Further information Case studies and background information: http://www.icto.vu.nl Email:pvboxel@icto.vu.nl

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