barry spencer a case study in transforming teaching & learning a case study in transforming...
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Barry Spencer
A case study in transforming Teaching & A case study in transforming Teaching & LearningLearning
Barry Spencer
Barry Spencer
At Bromley College we have been running Moodle since late 2003, however I feel our deployment of the VLE has yet to extend its capability much beyond that of a Course Management System.
A case study in transforming Teaching & A case study in transforming Teaching & LearningLearning
Barry Spencer
The projects objective was to investigate the viability of using Moodle as a delivery platform in the transformation of teaching and learning from our current instructional model, to a more student centered constructional and worthwhile learning experience.
Programme selection
Background research
Project design
Student feedback
Outcomes and conclusion
A case study in transforming Teaching & A case study in transforming Teaching & LearningLearning
Barry Spencer
The course - HND in Computer Systems Engineering (High Level Programming 1)
Transformation Case StudyTransformation Case Study The Selected ProgrammeThe Selected Programme
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Transformation Case StudyTransformation Case Study
Delivery: Lectures supported by workshops
The Selected ProgrammeThe Selected Programme
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Transformation Case StudyTransformation Case Study The Selected ProgrammeThe Selected Programme
Changing Assessment Strategies
HND HLP1 Results
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2002 2003 2004 2005
Year group
Perc
enta
ge Pass
Merit
Distinction
Average Grade
60.8 58.5 56.9 56.7
0
10
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30
40
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 Study Cause for ConcernCause for Concern
Maintaining standards
Teaching methods
Barry Spencer
The 2 Sigma Problem
Achievement for students learning in a one-to-one environment can exceed classroom teaching outcomes by up to two standard deviations; the The 2 Sigma Problem; equivalent to raising the performance of 50th percentile students to that of 98th percentile students.
Benjamin Bloom University of Chicago 1984
Transformation Case StudyTransformation Case Study An ObjectiveAn Objective
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The reality of fiscal constraints and sheer staffing levels, would make the deployment of such a framework unrealistic.
However I am encouraged by a posting from ADL:
‘In short, the one-on-one individualization capabilities of technology-based instruction, in contrast to one-on-many classroom-based instruction, may approximate and perhaps exceed the effectiveness of one-on-one tutoring’
Transformation Case StudyTransformation Case Study An ObjectiveAn Objective
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So How Can Moodle Help?
As a Virtual Learning Environment, Moodle has been designed to support Social Constructivism.
Transformation Case StudyTransformation Case Study An ObjectiveAn Objective
A complete solution will require application software, content and a framework.
The transition from an instructional to a more constructional model will not happen by simply using Moodle alone however!
Barry Spencer
The Environment
Learning Objects Collaboration
Forum
Chat
WiKi
Transformation Case StudyTransformation Case Study Building the CourseBuilding the Course
Barry Spencer
Transformation Case StudyTransformation Case Study The VLE ProjectThe VLE Project
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.
Transformation Case StudyTransformation Case Study Finding a FrameworkFinding a Framework
A Community of Enquiry: Social, Cognitive and Teaching presence.
Barry Spencer
Respect
Social discourse
Encourage reflection
Diversity of choice
Accommodate perspective
Explore assumptions
Critical thinking
Transformation Case StudyTransformation Case Study Community of EnquiryCommunity of Enquiry
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)
Barry Spencer
Construction
Confirm meaning
Creative thinking Convergent thinking
Facilitate analysis
Confirm understanding
Sustained discourse
Transformation Case StudyTransformation Case Study Community of EnquiryCommunity of Enquiry
Reflection
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)
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Transformation Case StudyTransformation Case Study Community of EnquiryCommunity of Enquiry
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
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Social presencesense of belonging,group cohesion
Cognitive presenceanalysis, construction, confirmation, understanding
Teaching presencedesign, facilitation,direction
Learning
Transformation Case StudyTransformation Case Study Community of EnquiryCommunity of Enquiry
Supports discourse
Sets the climate
Garrison and Anderson
Sustainsdirection
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Problem Based Learning
Students are encouraged to become involved in their learning as problem solvers by presenting them with authentic but loosely defined scenario, to act as a mechanism in promoting the acquisition of knowledge, and competence.
Transformation Case StudyTransformation Case Study The AssignmentThe Assignment
Barry Spencer
A choice from three assignments
Transformation Case StudyTransformation Case Study The AssignmentThe Assignment
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.
Barry Spencer
40 – 50% of an overall grade for participation.
Dr. Rena Palloff Dr. Keith Pratt
If I am promoting collaborative learning, then I have to assess collaborative learning.
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 Study Assessment CriteriaAssessment Criteria
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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 Study Assessment CriteriaAssessment Criteria
I still require meaningful and creative technical outcomes however .
Barry Spencer
Encourage others to learn
Contribute regularly
Create a supportive environment
Responses show initiative
Demonstrate inclusive approach
Overcome personal barriers to participation
Reflective approach to CMC
Creative use of CMC to improve learning
Vicarious participation
Transformation Case StudyTransformation Case Study Assessment StrategiesAssessment Strategies
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Transformation Case StudyTransformation Case Study CollaborationCollaboration
Cognitive Presence
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5
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35
40
Facilitate
analysis
Confirm
meaning
Construction Confirm
understanding
Creative
thinking
Convergent
thinking
Reflection
Cou
nt
Barry Spencer
Transformation Case StudyTransformation Case Study CollaborationCollaboration
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
Barry Spencer
Transformation Case StudyTransformation Case Study CollaborationCollaboration
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
Barry Spencer
Transformation Case StudyTransformation Case Study CollaborationCollaboration
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Collaborative transactions
2796
1630
331
0
1000
2000
3000
Wiki Forum Chat
Cou
nt
Transformation Case StudyTransformation Case Study CollaborationCollaboration
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I often found myself taking on a teaching role
0102030405060
Disagree
strongly
Agree
strongly
1 2 3 4 5
%
The collaboration tools were suitable
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Disagree
strongly
Agree
strongly
1 2 3 4 5
%
Multi-Media
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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
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Disagree
strongly
Agree
strongly
1 2 3 4 5
%
collaborative learning allowed me to acquire more subject confidence
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Disagree
strongly
Agree
strongly
1 2 3 4 5
%
Transformation Case StudyTransformation Case Study Student FeedbackStudent Feedback
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Average Grade
60.8 58.5 56.9 56.7 70.60
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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.
Transformation Case StudyTransformation Case Study The OutcomeThe Outcome
HND HLP 1 results 2002-2006
0
20
40
60
80
2002 2003 2004 2005 2006
%
Pass
Merit
Distinction
Barry Spencer
So does it do what is says on the tin?
Transformation Case StudyTransformation Case Study The Big QuestionThe Big Question
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Thank You, End of Case Thank You, End of Case Study PresentationStudy Presentation