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Dr Michael Sankey Eleanor Kiernan Senior Lecturer Lecturer LTSU Faculty of Arts

Still one size does not fit all: Even using a multimodal approach to teaching a core communications course. Dr Michael Sankey Eleanor Kiernan Senior Lecturer Lecturer LTSU Faculty of Arts 5 July 2007. Transmodal delivery. 26,000 students 70 nationalities 75% study off-campus

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Dr Michael Sankey Eleanor Kiernan Senior Lecturer Lecturer LTSU Faculty of Arts

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  1. Still one size does not fit all: Even using a multimodal approach to teaching a core communications course Dr Michael Sankey Eleanor Kiernan Senior Lecturer Lecturer LTSU Faculty of Arts 5 July 2007

  2. Transmodal delivery • 26,000 students • 70 nationalities • 75% study off-campus • Part of USQ’s answer has been a move to what it calls Transmodal Delivery • Designed to complement the University’s new directions for teaching and learning and its ‘Leading Transnational University’ vision

  3. Transmodal delivery F2F Sessions Videoconferencing Teaching Support Laboratories &Practicums Field Work Online DiscussionForum Teletutorials/Telecords USQConnect Study Desk Toowoomba OS campuses Wide Bay Resource Package Intro materials, study guide, readings, audio files, PowerPoint's, breeze, video, multimedia, software and web links Partners Springfield

  4. Multimodal design • Learners use a variety of learning/cognitive styles to process information • Higher education has traditionally targeted read/write learners(Sarasin 1999), this may impede learning for some students(St Hill 2000), particularly for our internationals • Multimodal representations gives students a greater level of control in terms of choice.

  5. Multimodal design • Learners build mental representations by using multiple sensory channels (Anderson, 2001), & compensate for any weakness associated in understanding one representation by switching to another (Ainsworth, 1999)

  6. Pitching the course Constructivist Cognitivist 1st High School 3rd 4th& Post-grad 2nd Year of study

  7. CMS1000 – Communication & Scholarship • CMS1000 is offered – externally, on-campus, internationally, 3 times a year • Course covers initiatives to assist first year students to engage with academic and psychological dimensions of communication • Students often unfamiliar with discipline-specific literacies

  8. Demonstration of design

  9. The research • N = 113 • Survey qual/quant and Focus Groups • 80% female 20% male • 53% off-campus 46% on-campus • 84% first year students • 63% under 25

  10. Q18 Did you like the CD based materials? 86%

  11. Q17 58% 29% The study materials viewable on the CD, with links to other aspects of the course are more useful than printed materials

  12. Q9 44% 43% I preferred to use the CD materials rather than the printed materials

  13. Q22 74% 11% 8% 7% Please choose your ideal combination of learning materials

  14. Do students like the ‘bells and whistles’? 72% 64% 12% 12% The interactive multimedia features (such as diagrams with explanations)… • were more helpful to me than the static, print-based representations (Q7) • catered for my approach to learning (Q10)

  15. Q12 80% 7% The multimedia introductions (using PowerPoint and audio) used for each module; assessment and course overview really helped my understanding of the course content.

  16. What CMS1000 students said “As learning happens in many different ways I believe the visual and auditory representations added an extra dimension to learning, allowing access to learning styles previously hard to obtain by external students.” “Presenting material in a variety of formats and ways facilitates and stimulated my learning.” Audio http://www.usq.edu.au/users/sankey/CMS1000S12006/ http://www.usq.edu.au/users/sankey/cms1000/ (2005)

  17. The down side • Technology hitches • On-campus students could use the material and stop coming to classes. • Some students, particularly ONC, don’t use the technology much • Lecturers need to encourage students to engage with materials (the dripping tap) • Not everyone liked it - even with all this added stuff

  18. Conclusion • External students (particularly 1st year) – felt a much closer link to the lecturer – less isolated • On-campus students now get access and many have found this extra resource valuable to complement their classes • The multimedia elements help to demystify and deconstruct the processes of study • Student response, particularly external, has been extremely positive • Any questions?

  19. CMS1000 VARK modalities

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