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School of Information Systems, Computing and Mathematics

School of Information Systems, Computing and Mathematics. Encouraging Deep Learning with E-Learning Willem-Paul Brinkman & Andrew Rae. The 6 th Annual Symposium on Learning and Teaching. Brunel University. School of Information Systems, Computing and Mathematics. Overview

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School of Information Systems, Computing and Mathematics

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  1. School of Information Systems, Computing and Mathematics Encouraging Deep Learning with E-Learning Willem-Paul Brinkman & Andrew Rae The 6th Annual Symposium on Learning and Teaching Brunel University

  2. School of Information Systems, Computing and Mathematics Overview - Framework and Key elements - Developing Video-Based VLE - Evaluation Brunel University

  3. School of Information Systems, Computing and Mathematics Student Factor Learning-Focused Activities Learning Outcomes Teaching Context Framework and Key elements Presage Process Product The 3P model of teaching and learning [1] Brunel University

  4. School of Information Systems, Computing and Mathematics Framework and Key elements Deep Learning Approach: Deep versus Surface Learning Keller Plan (Personalised System of Instruction) Video Based Instructions Self Tests Online Discussion Board Teaching Surface Deep Approach motivated by intrinsic interest and strategy is to maximise meaning. Surface Approach motivated by fear of failure and strategy is to narrow targeted and rote learning. Brunel University

  5. School of Information Systems, Computing and Mathematics Framework and Key elements Original description [2] • Students work on their own pace • Demonstrate mastering before proceeding • Mainly text based teaching material • Instructors give tutorial support • Motivational lectures Learning Approach: Deep versus Surface Learning Keller Plan (Personalised System of Instruction) Video Based Instructions Self Tests Online Discussion Board Teaching Brunel University

  6. School of Information Systems, Computing and Mathematics Framework and Key elements Video to support the text based material • Introduction videos • Question and Answer videos • Summary videos Learning Approach: Deep versus Surface Learning Keller Plan (Personalised System of Instruction) Video Based Instructions Self Tests Online Discussion Board Teaching Brunel University

  7. School of Information Systems, Computing and Mathematics Framework and Key elements • Paper based self test in the seminars with feedback from instructors • Online self tests within WebCT, with automatic feedback (and also tracking) Learning Approach: Deep versus Surface Learning Keller Plan (Personalised System of Instruction) Video Based Instructions Self Tests Online Discussion Board Teaching Brunel University

  8. School of Information Systems, Computing and Mathematics Framework and Key elements • Increase student engagement • Daily monitoring • Weekly lecture/exam question Learning Approach: Deep versus Surface Learning Keller Plan (Personalised System of Instruction) Video Based Instructions Self Tests Online Discussion Board Teaching Brunel University

  9. School of Information Systems, Computing and Mathematics Framework and Key elements Lecture • Intent to motivate students • Place material in a context • Give study advice Seminar • Written self test, individual support Labs • WebCT and coursework, individual support Monitor progress • Inform personal tutor if student falls behind Learning Approach: Deep versus Surface Learning Keller Plan (Personalised System of Instruction) Video Based Instructions Self Tests Online Discussion Board Teaching Brunel University

  10. School of Information Systems, Computing and Mathematics Overview - Framework and Key elements - Developing Video-Based VLE - Evaluation Brunel University

  11. School of Information Systems, Computing and Mathematics exercise suggested reading video Developing Video-Based VLE CS1022B first term • Module 1 (5 Units) • Module 2 (5 Units) • Module 3 (5 Units) • Module 4 (5 Units) Special written text, with references to video clips and book sections Text based material Introduction video Question and answer video Summary video Self test Brunel University

  12. School of Information Systems, Computing and Mathematics Developing Video-Based VLE For each unit • Structure • Learning outcomes • Main Questions Example video clip Module 2 unit 5 Text based material Introduction video Question and answer video Summary video Self test Brunel University

  13. School of Information Systems, Computing and Mathematics Developing Video-Based VLE For each question • The question • The answer and explanation Example video clip Module 1 unit 5 question 5 Text based material Introduction video Question and answer video Summary video Self test Brunel University

  14. School of Information Systems, Computing and Mathematics Developing Video-Based VLE For each unit • 10-20 minutes • Summarising each topic with examples • Especially for revision Example video clip Module 2 unit 5 Text based material Introduction video Question and answer video Summary video Self test Brunel University

  15. School of Information Systems, Computing and Mathematics Developing Video-Based VLE CS1022B first term • Module 1 (5 Units) • Module 2 (5 Units) • Module 3 (5 Units) • Module 4 (5 Units) WebCT Self Tests for each unit. Students only get access to next material after they have taken the unit tests of previous material Text based material Introduction video Question and answer video Summary video Self test Brunel University

  16. School of Information Systems, Computing and Mathematics Overview - Framework and Key elements - Developing Video-Based VLE -Evaluation Brunel University

  17. School of Information Systems, Computing and Mathematics Evaluation • Online surveys • Questions about the module • Learning approach test (R-SPQ-2F) [1] • Self-consciousness test (RRQ) [3] • In depth interview • Lab observation • Diary study • Tracking behaviour • Method • Preliminary Results • Teaching approach • Learning Approach • WebCT • Discussion Board Brunel University

  18. School of Information Systems, Computing and Mathematics Evaluation Teaching approach not clear to all students, as they need to take responsibility for their own learning in this teaching approach. Solution • Overall instruction video on how to study this module • WebCT demonstration in lecture • Method • Preliminary Results • Teaching approach • Learning Approach • WebCT • Discussion Board Brunel University

  19. School of Information Systems, Computing and Mathematics Evaluation Deep Approach correlates with - higher marks - perceived usefulness of discussion board, introduction videos, written material. Surface Approach correlates with - lower marks - perceived usefulness of discussion board, and introduction videos. - perceived un-usefulness written material. • Method • Preliminary Results • Teaching approach • Learning Approach • WebCT • Discussion Board Brunel University

  20. School of Information Systems, Computing and Mathematics Evaluation Usability of the WebCT site • Look at the Navigation structure (navigation bar, but also the links within organizer Pages) No video access off campus • Currently need DVD • Method • Preliminary Results • Teaching approach • Learning Approach • WebCT • Discussion Board Brunel University

  21. School of Information Systems, Computing and Mathematics Evaluation 2003-04: 347 messages, 66 out of 196 students posted messages. 2004-05: 597 messages , 43 out of 179 students posted messages. Most students only read messages, instead of posting them. Student are afraid to embarrass themselves or receive rude feedback. • Method • Preliminary Results • Teaching approach • Learning Approach • WebCT • Discussion Board Brunel University

  22. School of Information Systems, Computing and Mathematics Questions Thanks for your attention For more information see http://people.brunel.ac.uk/~csstwpb/LDTUproject.htm Brunel University

  23. School of Information Systems, Computing and Mathematics References [1] Biggs, J., Kember, D., and Leung, D.Y.P. (2001) The revised two-factor study process questionnaire: R-SPQ-2F. British Journal of Educational Psychology, 71, 148-149. [2] Hambleton, I.R., Foster, W.H., and Richardson, J.T.E. (1998). Improving student learning using the personalised system of instruction. Higher Education, 35, 187-203. [3] Trapnell, P.D., and Campbell, J.D. (1999). Private self-consciousness and the Five-Factor Model of Personality: Distinguishing rumination from reflection. Journal of Personality and Social Psychology, 76, 284-304. Brunel University

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