barry spencer a transformation case study barry spencer
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Barry Spencer
A Virtual Learning Environment or VLE, is a collection of tools and services that combine to facilitate a student learning experience beyond both the physical boundaries and time constraints of the traditional class room.
Transformation Case StudyTransformation Case StudyWhat Is A VLE?What Is A VLE?
Barry Spencer
A Time of Change
Candidates for Change
Assembly and Construction
Walking the Frameworks
Assessing Assessment
How was it for You?
Transformation Case StudyTransformation Case StudyThe PresentationThe Presentation
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Transformation Case StudyTransformation Case StudyInside The VLE BoxInside The VLE Box
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The first use of cinema was to record plays
Transformation Case StudyTransformation Case StudyThe New MediaThe New Media
The early internet - driven by the need for email
Academic use, is to distribute course notes
Marshall McLuhan considered by many to be the prophet of the electronic age said: to begin with, the content of any new medium, is always that of an older medium.
This is adaptive - accommodation
Barry Spencer
As a Virtual Learning Environment, Moodle has been designed to support Social Constructivism.
A complete solution will require changes in application software, content, framework and assessment.
The transition from an instructional to a more constructivist model will not happen however by simply using Moodle alone.
Transformation Case StudyTransformation Case StudyCan Moodle Help?Can Moodle Help?
Barry Spencer
Transformation Case StudyTransformation Case StudyThe Selected ProgrammeThe Selected Programme
Changing Assessment Strategies
HND HLP1 Results
01020304050607080
2002 2003 2004 2005
Year groupPe
rcen
tage Pass
Merit
Distinction
Average Grade
60.8 58.5 56.9 56.70
10
20
3040
50
60
70
2002 2003 2004 2005
%
Two part assignment+Exam.
Portfolio for Pass +3 exercises for Merit or Distinction.
Programming assignment+Exam.
Barry Spencer
Widening Participation
The Problem
Assessment methods
Transformation Case StudyTransformation Case StudyCause For ConcernCause For Concern
Maintaining standards
Teaching methods
Barry Spencer
Transformation Case StudyTransformation Case StudyThe HLP1 Moodle CourseThe HLP1 Moodle Course
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The Environment
Learning Objects Collaboration
Forum
Chat
WiKi
Transformation Case StudyTransformation Case StudyApplication SoftwareApplication Software
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Transformation Case StudyTransformation Case StudyThe Project Moodle CourseThe Project Moodle Course
Barry Spencer
Having established a working environment, I require a framework that will foster the appropriate blend and balance of independent thinking and collaborative learning.
I am impressed by a proposal from Anderson, Garrison and Archer for establishing what they term A Community of Enquiry: Social, Cognitive and Teaching Presence.
Transformation Case StudyTransformation Case StudyFinding A FrameworkFinding A Framework
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Respect
Social discourse
Encourage reflection
Diversity of choiceAccommodate perspective
Explore assumptions
Critical thinking
Social presence: ‘the ability of participants in a community of enquiry to project socially and emotionally, as real people (i.e. their full personality), through the medium of communication being used’.Garrison, Anderson and Archer 2000 (the internet and higher education)
Transformation Case StudyTransformation Case StudyCommunity Of EnquiryCommunity Of Enquiry
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Construction
Confirm meaning
Creative thinking Convergent thinking
Facilitate analysis
Confirm understanding
Sustained discourseReflection
Cognitive presence: ‘The extent to which learners are able to construct meaning through sustained reflection and discourse in a critical community of enquiry’.Garrison, Anderson and Archer 2001(American Journal of Distance Education)
Transformation Case StudyTransformation Case StudyCommunity Of EnquiryCommunity Of Enquiry
Barry Spencer
Teaching Presence: ‘The design facilitation and direction of cognitive and social processes for the purpose of realising personally meaningful and educationally worthwhile learning outcomes’.Anderson 2001 (The hidden curriculum of distance learning)
Focus discussion
Pose stimulating questions
Precipitate reflection Discussion moderation
Facilitate awareness
Scaffolding
Design and organisation
Draw in participants
Transformation Case StudyTransformation Case StudyCommunity Of EnquiryCommunity Of Enquiry
Barry Spencer
Social presencesense of belonging,group cohesion
Cognitive presenceanalysis, construction, confirmation, understanding
Teaching presencedesign, facilitation,direction
Learning
Supports discourse
Sets the climate
Garrison and Anderson
Sustainsdirection
Transformation Case StudyTransformation Case StudyCommunity Of EnquiryCommunity Of Enquiry
Barry Spencer
By presenting the students with authentic but loosely defined scenario, they are encouraged to become involved in their learning as problem solvers; a mechanism in promoting the acquisition of knowledge, and competence.
Transformation Case StudyTransformation Case StudyProblem Based LearningProblem Based Learning
Barry Spencer
Manage the charging of vehicles and capacity of four car parks.
Charges for passengers and vehicles boarding a cross channel ferry.
Calculate area and volumes of simple geometrical shapes.
Each solution must feature collaboration in the stages of design, coding and testing.
Transformation Case StudyTransformation Case StudyThe AssignmentThe Assignment
Barry Spencer
40 – 50% of an overall grade for participation.
Dr. Rena Palloff Dr. Keith Pratt
If I am promoting collaborative learning, then I must include collaborative learning in the assessment strategy.
Demonstrate a collaborative approach to design problems
Clear contributions made to WiKi Constructive activity in forum postings Contributed meaningfully to chat sessions
30%
Transformation Case StudyTransformation Case StudyAssessment CriteriaAssessment Criteria
Barry Spencer
Be able to program in a high level language
Working program listing Indented and commented
20%
Be able to produce design solutions to basic tasks
Complete JSP that matches coding Detailed Action and Condition lists Produce and apply a suitable test strategy
20%
Implement the use of functions for discrete tasks
Discrete tasks identified and decomposed Arguments passed and returned
20%
Make use of appropriate storage class for variables
Use of appropriate storage class Use of local variables
10%
Transformation Case StudyTransformation Case StudyAssessment CriteriaAssessment Criteria
Barry Spencer
Cognitive Presence
0
5
10
15
20
25
30
35
40
Facilitate
analysis
Confirm
meaning
Construction Confirm
understanding
Creative
thinking
Convergent
thinking
Reflection
Cou
nt
Transformation Case StudyTransformation Case StudyCollaborationCollaboration
Barry Spencer
Social Presence
0
5
10
15
20
25
30
35
40
45
50
Accommodate
perspective
Social discourse Respect Explore
assumptions
Encourage
reflection
Diversity of
choice
Critical thinking
Cou
nt
Transformation Case StudyTransformation Case StudyCollaborationCollaboration
Barry Spencer
Teaching presence
0
10
20
30
40
50
60
Draw in
participants
Focus
discussion
Discussion
moderation
Precipitate
reflection
Facilitate
awarerness
Design and
organisation
Pose
stimulating
questions
Cou
nt
Transformation Case StudyTransformation Case StudyCollaborationCollaboration
Barry Spencer
Collaborative transactions
2796
1630
331
0
1000
2000
3000
Wiki Forum Chat
Cou
nt
Transformation Case StudyTransformation Case StudyCollaborationCollaboration
Barry Spencer
Average Grade
60.8 58.5 56.9 56.7 70.60
20
40
60
80
2002 2003 2004 2005 2006
%
The average grade at HLP1 for the years 2002-2005 is 58.2%. The results for 2006 are 70.6%, 12.4% above the previous four year average.
HND HLP 1 results 2002-2006
0
20
40
60
80
2002 2003 2004 2005 2006
%
Pass
Merit
Distinction
Transformation Case StudyTransformation Case StudyThe OutcomeThe Outcome
Barry Spencer
I often found myself taking on a teaching role
0102030405060
Disagree
strongly
Agree
strongly
1 2 3 4 5
%
The collaboration tools were suitable
0102030405060
Disagree
strongly
Agree
strongly
1 2 3 4 5
%
Multi-Media
0102030405060
Disagree
strongly
Agree
strongly
1 2 3 4 5
%Animation is of benefit
Video is of benefit
Audio is of benefit
It has made for a very satisfactory learning experience
010203040506070
Disagree
strongly
Agree
strongly
1 2 3 4 5
%
collaborative learning allowed me to acquire more subject confidence
0102030405060
Disagree
strongly
Agree
strongly
1 2 3 4 5
%
Transformation Case StudyTransformation Case StudyStudent FeedbackStudent Feedback
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