Three-way blending with learning objects: Supporting international and British students

1. Three-way blending with learning objects: A versatile approach to supporting international and British students using reusable learning objects Julie Watson University of Southampton jw17@soton.ac.uk http://www.elanguages.ac.uk

2. Overview • eLanguages • Toolkits and embedding them at U of S • Reusable Learning Objects (RLOs) • Ways of blending • Design and pedagogic features of RLOs • Evaluation of EAP Toolkit • Examples of use of Study Skills Toolkit • The way forward

3. eLanguages – what do we do? Reusable Learning Object (RLO) production Deliver e-tutored online courses across campus and across the world Licence various study skills toolkits to other institutions Collaborate on development of discipline-specific toolkits Research projects: Template and tool development Sharing/re-using/re-purposing/ contextual metadata

4. Toolkits • EAP Toolkit • academic study skills and language development • for international/ non-native speaker students • in use since 2003 (licenced since 2004) • 100 learning objects (80+ hours) • Tutor’s Guide • Interoperable ( Blackboard, Web CT, Web access) • Study Skills Toolkit • academic study skills • for British/ native speaker students • in use since 2005 (licenced since 2006) • 75 learning objects (50+ hours) • Tutor’s Guide • Interoperable ( Blackboard, Web CT, Web access)

5. Arrive UK • A pre-arrival course (or toolkit) • Prepares international students for living and studying in the UK • Delivered through Moodle VLE • Learning objects, podcasts and e-tutoring • Delivered 6 weeks prior to arrival in UK • Delivered to UoS international students since 2005

6. Toolkit use at University of Southampton • EAP Toolkit - currently 500 international students, and staff have self-enrolled • Study Skills Toolkit - all U of S students enrolled; staff can self-enrol • Study Skills Toolkit for Nursing and Midwifery - all 3000 SONAM students and staff enrolled

7. Toolkits: 3 ways of blending • Stand-alone ‘toolkit’ for independent learning • ‘Trouble-shooting’ for student specific problems (tutor-directed) • Blended with face-to-face teaching and /or specific programme of study • Student use outside the classroom • Tutor use in the classroom

8. Design features of LOs self-contained and separable from individual contexts of use ‘building blocks’ for course or resource set design interoperable consistently styled and sized allow re-use or repurposing – reusable learning objects

9. Pedagogic features of LOs learning point, topic or theme-focussed activity-led engage the student in reflection and active involvement enhanced with significant amounts of feedback accommodate different learning approaches combine multiple media - text, audio/ video links, web links, images etc.

10. Laurillard’s Conversational Framework for the learning process Theory Questions Clarifications Interpretation Teacher’s Concept Student specific concept Adaptation of actions in light of theory Adaptation of Learners’ task Reflection on Learners’ actions Reflection in light of experience Teacher’s constructed environment Student specific action Goal Actions Feedback Revision Laurillard, 2002

11. Research: EAP Toolkit Data Capture Methods Student questionnaires, Tutor questionnaires, Student observations, Student learning log entries Data Captured

12. Student evaluation of EAP Toolkit 2004 • Frequency of use: 78% (once a day to once a week) • Ease of use: 90% (very easy/easy) • Usefulness: 88% (very useful/useful) 2006 • Frequency of use: 84% (once a day to every 2-3 days) • Ease of use: 96% (very easy/easy) • Usefulness: 89% (very useful/useful)

13. Tutor evaluation of EAP Toolkit 2005 • Supports students’ independent (non-tutor directed) study: 81% • Supports students’ lesson-related (tutor-directed) study: 57% • EAPToolkit has a role in lessons: 38% 2006 • 65% used with students (once a day to once a week) • 75% of tutors used in their face-to-face teaching

14. Tutor comments on SST Toolkit To begin with I was anxious that it would be very strange to ask the student to work for a short time on a PC whilst I 'lingered'. In fact, that has been much less awkward than I thought. Indeed, the activity worked really well to provoke questions, as well as (it seemed) being intrinsically valuable for the students. Academic Skills lecturer (Humanities) ASK Unit Portsmouth University

15. All students complete a PDP assignment that asks them to self assess skills needs (using online assessment, feedback from coursework etc), develop SMART learning goals, critically reflect on relevant learning material (they can select this) and reflect on their skill development progress in first year. A good number of first year Geography students select the SST for the critical reflection part of the PDP assignment and ALL without exception have commented on the value, ease of use and interactive nature of SST. Although this isn’t a detailed evaluation it clearly demonstrates the student centredness and relevance. Joy Maloney Learning and Teaching Coordinator Faculty of Engineering, Science and Mathematics University of Southampton

16. Study Skills Toolkit for School of Nursing and Midwifery “Just had to email you after looking through the student STUDY SKILLS TOOLKIT on Blackboard. FANTASTIC!!!! I am well impressed. Could you pass on to whoever masterminded this and send my sincere congratulations!!!! It is a wonderful resource exactly what the students need to enhance clarity and understanding of what the university expects from their students.” SONAM 3rd Year Student Representative, 2005 “Overall, it’s been absolutely invaluable especially in the option it allows for students to identify what they need to do …The packages are fantastic (and) as a diagnostic tool it’s excellent.” Dr Jane Morgan (SONAM lecturer) Dec. 2006

17. The way forward • More subject specific Study Skills Toolkits • Customisation of Arrive UK course for other institutions (in Toolkit format for potential recruitment purposes) • Extend use of template to deliver subject specific content