1 / 13

Integrating a VLE into classroom teaching: a virtual fieldtrip to Cromarty Firth

Integrating a VLE into classroom teaching: a virtual fieldtrip to Cromarty Firth. Dr Steve Fletcher School of Maritime and Coastal Studies Southampton Institute steve.fletcher@solent.ac.uk. Motivation. Limited resources and time for ‘real’ visit

keon
Download Presentation

Integrating a VLE into classroom teaching: a virtual fieldtrip to Cromarty Firth

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Integrating a VLE into classroom teaching: a virtual fieldtrip to Cromarty Firth Dr Steve FletcherSchool of Maritime and Coastal StudiesSouthampton Institutesteve.fletcher@solent.ac.uk

  2. Motivation • Limited resources and time for ‘real’ visit • Need to transfer concept of Coastal Zone Management to reality • Awareness of benefits of VLE use • Desire to ‘try something new’ • Receipt of funding

  3. Virtual Field Course Resources • Tour of the Cromarty Firth • Interviews with stakeholders • Conference proceedings • Newsletters and reports • Links and references

  4. How to integrate the VFC into the teaching programme? PBL!

  5. PBL development tasks • Write PBL scenarios – link to syllabus • Integrate with teaching programme • Integrate with assessment • Design VLE content • Provide full guidance notes

  6. Each group is provided with: • Specific scenario • Introduction to PBL and VLE • Written information pack (papers) • List of further information available (maps, etc.)

  7. PBL process: • Briefing and initial problem orientation • Review and redefinition of tasks • Share results – ‘Conference’ Then… • Conference presentations placed on VLE • Student self- assessment

  8. VLE Evaluation • Questionnaire with 22 students • Review of VLE usage Headline results: Poor group skills was a constraint • “we didn’t split up the work properly” PBL perceived positively • 76% felt they “learned more” through PBL

  9. Benefits for poorly motivated students • Poorly motivated students reported comparable learning benefits Enjoyable 86% felt they “enjoyed” the PBL process Other comments • “want more lecturing” • “waste of time” (x1) • Revision concern

  10. Reflections… Success factors: • Integrate the VLE to the teaching programme • Provide upfront group work training • Be transparent about the teaching strategy • Evaluate and modify • Re-think ‘normal’ student-teacher roles

More Related