fast-tracking elearning to mainstream marine studies at tertiary institutes
DESCRIPTION
Fast-tracking eLearning to mainstream marine studies at tertiary institutes. Laurie Barwell Martie van Deventer Althea Adey Environmentek, CSIR. Richard Knight University of the Western Cape Jansie Niehaus Depart. of Science & Technology. Ecological Informatics. - PowerPoint PPT PresentationTRANSCRIPT
Fast-tracking eLearning to Fast-tracking eLearning to mainstream marine studies at mainstream marine studies at
tertiary institutestertiary institutes
Richard Knight University of the Western Cape
Jansie NiehausDepart. of Science & Technology
Laurie Barwell
Martie van Deventer
Althea Adey Environmentek, CSIR
Problems of deploying eLearningProblems of deploying eLearning
The use of the Internet for providing training in The use of the Internet for providing training in environmental management is neither new nor novel, environmental management is neither new nor novel,
Tertiary Institutes still largely teach
without using eLearning
Most Tertiary Institutes have
eLearningstrategies
Successful and widespread deployment of
true eLearning remains elusive
Ecological Informatics
Many eLearning solutions
in the Market Place
Problems of deploying eLearning /continuedProblems of deploying eLearning /continued
Where eLearning has been deployed, it usually remains Where eLearning has been deployed, it usually remains little more than electronic versions of conventional little more than electronic versions of conventional
lecture notes with minimal learner interactions. lecture notes with minimal learner interactions.
Initiated a one year Distance-based curriculum in Ecological Informatics at UWC in combination with
various public agencies
What are the barriers to adopting eLearning?
Our experience: use a more pragmatic approach to the tools deployed and
variety in their implementation
What is NISL-EI?What is NISL-EI?Its an Honours-level Learnership delivered using Its an Honours-level Learnership delivered using
distance-based resources and through a cooperation of distance-based resources and through a cooperation of University and public sector organizations. CSIR is the University and public sector organizations. CSIR is the
managing agent and UWC does curriculum certification. managing agent and UWC does curriculum certification.
National Information Society National Information Society Learnership in Ecological InformaticsLearnership in Ecological Informatics
Information Systems Management
Environmental Management
Practice
Societal Issues
• GIS• Remote Sensing• Open-Source tools
• IEM & Tools for Sust. Dev.• Conservation Planning• Env. Resource Economics• Policy Development• Conservation Biology• Climate Change• Sustainable Livelihoods• Invasion Biology
IntegratedCoastal
AreaManagement
CONSTRUCTIONISMCONSTRUCTIONISM
• People actively construct new knowledge as they interact with their environment
• Knowledge cannot be "transmitted" by reading/listening
• Learning is effective when constructing something for others to experience
At the onset a “Social Constructionist At the onset a “Social Constructionist Pedagogy was deployed for NISL-EI courses”Pedagogy was deployed for NISL-EI courses”
SOCIAL CONSTRUCTIONISMSOCIAL CONSTRUCTIONISM
• Social group constructing things for one another, collaboratively creating a small culture of shared artifacts
• Knowledge is progressively strengthened with exposure
How does one do this How does one do this for Distance Learning?for Distance Learning?
Selection of LearnersSelection of Learners
The identical course was also delivered to UWC full-time-students with opportunities for face to face communication
Candidates with Degrees in the Natural Sciences
Identified from a register (Department of Trade and Industry)
All but one came from an HBU (Historically Black University)
Tape Interviews at CSIR (Pretoria)
All Candidates were Black and 50% were Female
Majority had neither Biology nor the normal 60% entrance requirement
No face to face instruction
How has NISL-EI changed our Teaching?How has NISL-EI changed our Teaching?
Lesson 1 Lesson 1 Simply putting up text electronically is ineffectual. Most people will not read copious notes on a screen!
Use of a “Voice Over” greatly increases learner’s attentiveness since it requires the use of a “headset” and exclusion of external stimuli.
Lesson 2Lesson 2
Getting specialist people to contribute is easy, provided it is not open-ended
Getting learners to contribute to a discussion forum and construct “knowledge” that is MEANINGFULL to the group is the challenge!
Structure of a typical NISL courseStructure of a typical NISL courseAssignments & Assessments Summarize ONE out of choice of research papers summarizing it as a narrated Power Point to use as additional lecture material
Model a species distribution or an impact of development on an ecosystem
Contribution to a Discussion Forum
Multiple Choice Self Quizzes
Multiple Choice Tests
Lectures
Divided into 12 Chapters
Power Points were narrated & converted to Flash content
Presentations are searchable by keyword & thumbnail
Used Interactive exercises
AVGAVGLearners 64%Students 55%
How they did? Learners vs. StudentsHow they did? Learners vs. StudentsLearners did better with the
more technically-related assignments such as the
expert systems
Studentsdid better on the more language related assignmentse.g. DiscussionForum
0102030405060708090
100 Overall Course MarksOverall Course Marks
Explaining the gap: Learners vs StudentsExplaining the gap: Learners vs Students
Learners 72%Students 55%
0
10
20
30
40
50
60
70
80
90
1 2 3 4 5 6
Performance in the QuizPerformance in the Quiz
Learners were at a disadvantage due to being the first to do the course –major implication was the discussion forum
Learners did use headphones for instruction and worked under supervised conditions of employment (8h00~16h15)
Learners had the advantage of having done courses such as GIS first (so Computer Skills are better)
Learners had better grasp of the content (see optional quiz marks)
Learners language skill were the downfall
In their own words how did Learners respond to using In their own words how did Learners respond to using Social Constructionism for the NISL-EI courses?Social Constructionism for the NISL-EI courses?
I could contribute!
I enjoyed the Expert
System
NISL-EINISL-EI
EvaluationEvaluation
I would like to become an Instructional
Designer!
The response The response by UWC by UWC studentsstudentswas less was less enthusiasticenthusiastic
Conclusions and the futureConclusions and the future
The Learnership programme is successful and the design of curriculum largely right.
The distance learners appear to have enjoyed the course more than our students
The honours students need a structured time-table and work in a more office-like environment
The workplace is a good environment to advance learning and discipline
DST is to fund NISL-EI2
50 learners to be identified
Laptops and Internet subscription
5 regional centres across SA
Need a Learning Management System to track learner performance
CSIR is implementing the training design of NISL-EI1