CDE Teaching Templates ProjectCDE Teaching Templates Project

A Summary Report by

Anthony ‘Skip’ BasielMiddlesex University

Anita PincasInstitute of Education, University of London

Table of Contents

CDE Teaching Templates ProjectCDE Teaching Templates Project..................................................................................1Table of Contents...........................................................................................................21.0 Teaching Activity Templates...................................................................................3

1.1 Introduction..........................................................................................................31.1.1 Aims and objectives.......................................................................................31.1.2 Background and context................................................................................4

1.2 Action Research Approach..................................................................................51.2.1 Teaching Activities Templates system design...............................................51.2.2 3Ps Sub-folder template variations...............................................................6

1.3 Project and website evaluation...........................................................................111.4 Summary discussion...........................................................................................17

1.4.1 Reflections and follow-up............................................................................18References................................................................................................................20Appendix..................................................................................................................22

Appendix 1- Microsoft PowerPoint Templates....................................................22Appendix 2- Microsoft PowerPoint Classroom Assistant....................................22Appendix 3- Templates Project – home web page...............................................23Appendix 4- Templates Project – Core templates and sub-categories................24Appendix 5- Templates Project – Fill-in template sample...................................25Appendix 6- Templates Project – Case study samples.........................................26Appendix 7- Templates Project – online survey data...........................................27Appendix 8 – Garrison’s Distance Learning Generations..................................28

1.0 Teaching Activity Templates

1.1 IntroductionIn this paper we critically discuss Teaching Activity Templates project. The Centre for Distance Education (CDE), part of the University of London (U of L) and linked to the Institute of Education (IoE), funded the study for £20,000.

I did a research presentation on eLearning at Middlesex University in 2005. A member of the CDE team approached me afterwards to do a similar presentation (Basiel A. 2005a). As a result of this successful talk I was invited back to the CDE summer conference as a presenter and conference partner (through the Centre for Excellence in Work Based Learning). It was there that the call for bids was announced. I realised this would be an ideal situation to put forward and refine some ideas about online teaching templates (Basiel A. 2005b).

I met Anita Pincas through her Online Education and Training (OET) course (Pincas A. 2002). I was involved in a European Funded project at the time called the Superior STELLA Consortium (Basiel A. 2002), but assisted Anita as an online tutor for the course to compare eTutor styles. Anita agreed to be the Director for this project. Additionally, Raphael Commins assisted as a Research Assistant and technical designer of the project website (CDET 2006). Professor Karen Evans agreed to consult the project from the work based learning perspective (Evans K. 2006). Adobe (formerly Macromedia) came in as corporate partners through my involvement with them in the Adobe Education Leadership Programme (Adobe 2006).

The initial motivation of the study was to explore ways to address the problem of supporting Higher Education (HE) academics with the dilemma of finding a way to support learning through a virtual learning environment (VLE).

1.1.1 Aims and objectives‘The project intends to develop a series of teaching and learning templates for use by academic staff. These will contribute to their understanding of educational issues pertaining to eLearning, especially the use of ICT in distance or blended education within the University. The templates will guide them towards good practice in teaching (online).

Use of templates as guides to a variety of activities, especially in the business field, is seen as feasible and effective, but has not been seriously attempted in an educational context. Provision of such aids is intended to facilitate practical advances in teaching and learning in the distance programmes. In the light of continuing uncertainty among staff about eLearning and generally about methods of incorporating ICT into their courses, this project addresses a very relevant educational issue.

Specific courses were selected to identify target groups and the templates created for them are the teaching and learning outcomes of the project. The development of the templates is based upon a professional understanding of current approaches to learning and teaching and awareness of current research and development in the field of distance education.

The templates themselves are built using up-to-date technology, such as Adobe Connect, Captivate and Microsoft PowerPoint, in such a way as to simplify the use of ICT aids for the presentation of content and the organisation of learning in the distance education context (though it will be relevant to traditional on-site teaching as well.). The project includes among the aids to teaching the use of real-time web video conferencing (WVC), Flash recordings of these WVC events, audio conferencing and online collaborative text-based discussion. The templates present possible but flexible ways to integrate ICT into a variety of teaching and learning processes so as to create with less effort by the academic teaching plans and course curricula (WLE 2006).’

An extended objective of this project is to encourage the growth and development of an online eLearning community through the open exchange of case study exemplars generated by using the Templates and posting them to the website.

A set of recommendations is a deliverable of this study. These guidelines will impact on Phase 2 – Learning Activity Templates project that has been accepted by CDE which has been funded for £20,000 in the 2006/8 academic calendar.

1.1.2 Background and contextThe concept of templates or reusable frameworks has been around in field of distance learning for some time. In the paper-based correspondence model it would take the form of a ‘style guide’ for writing the course handbook. Through this structured design there would be continuity in the activity of learning from unit-to-unit or module-to-module.

Templates have also been adapted and applied to software in a learning context. An example of this is the Microsoft Office PowerPoint templates illustrated in Appendix 1 (Microsoft 2006). Going through the menu: New / General Templates / Presentations / Training – provides you with a set of 9 pre-made generic slides with headings for you to add your content. The Microsoft PowerPoint Learning Essentials for Teachers tools offer some classroom teaching resources (Appendix 2). Bersin & Associates (2003) along with Clothier (2003) explored PowerPoint and Macromedia Connect as ‘rapid eLearning authoring tools’. But in each of these examples the tools have led the pedagogy. Pedagogy, not technology, should be driving the learning event design according to Thorp (1998).

Thomas (THES 2006) said, “The mere presence of computers in the classroom would, advocates argued, increase students’ motivation to learn and improve results. The same argument was rolled out to make the case for wiring classes to the internets and, most recently, for course management systems (VLEs) and blogging. However, a student sitting in front of a computer with access to millions of internet pages of material of greatly variable quality will never learn as effectively as one who follows a highly structured series of tasks that are clearly articulated and are set at the appropriate level of competence.” “Educational technology requires a rationale that predates and guides its use in the classroom. Although successful approaches can be developed after the introduction of technology, educators must have the pedagogical discussion before formulating the

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[lesson and]1 marketing strategy. Otherwise, they could end up with just another version of the UK’s failed eUniversity project.” This project offers a structured guide to that discussion in the form of pedagogic templates.

This study offers a different approach to examine how templates can be used as pedagogic models or exemplars. This innovative investigation fills the gap in current research by providing theoretically sound pedagogic models that have a practical application.

1.2 Action Research ApproachThis study applies an Action Research Approach (McNiff J. 1988 &92, O’Leary Z. 2004). A cycle of data collection, analysis and evaluation informed the on-going design of the Templates and supporting website system. The outputs of this investigation will impact on the Phase 2 – Learning Activity Templates project.

Data collection was done using three methodologies. First, several case study interviews were done producing multimedia exemplars (accessible on the website or CD-ROM). Next, an online questionnaire was conducted to gather both quantitative and qualitative data. The over 100 respondents were from the IoE’s Masters course Online Education and Training (OET). Finally, an expert review was done by external examiners. Data from these sources was then triangulated to generate emerging issues related to the design, development and evaluation of Teaching Activity Templates and website. Recommendations are offered at the end of the report to guide the Phase 2 project.

1.2.1 Teaching Activities Templates system designA deliverable of this project is a dynamic website containing many eLearning pedagogical templates for teachers (Templates Website 2006). This site is still in draft form pending user feedback in Phase 2 of the project. In this section of the report we go through the navigation of use for the site while detailing the educational rationale for its design. Visual links are provided in Appendices 3 & 4. Alternatively, you may wish to open the accompanying CD-ROM which contains the local version of the website.Introduction to the 3Ps model:The 6 main sample guidelines-only templates, seen in Adobe Connect Presenter format on the website, demonstrate a way of helping teachers/academics prepare some teaching material and follow teaching plans suggested in the 3Ps structure (see Table 1, Pincas 2006).

The 3Ps concept is well established in the field of learning English as a sound as a second language (ESOL). From the ‘conventional model’ Six variations have evolved.

An aim of the website is to support teachers and academics that want to use new technology for either distance or blended learning, but are not confident or sure where to start. Appendix 3 provides a screen grab of the website home page.

We start by explaining our basic approach to this teacher, and then take them through one or more templates. The explanation could be face-to-face, or as a voice-over

1 My addition to adapt the quote.

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Flash PowerPoint while the teacher is looking at the template academics might omit the explanation and let the templates stand alone. This flexibility of choice is built into the design of the website. Users are encouraged to provide feedback in the templates themselves, through submitting case studies to the website or by entering critical commentary into the website discussion area.

Chart 8 - from OET Talk 21 Conventional PRESENTATION PRACTICE PERFORMANCE

The default sequence: Give the knowledge first, arrange activities, then test.2 Follow feedback PRESENTATION PERFORMANCE PRACTICE

Give the knowledge first, test to see what further practice is needed, arrange activities.

3 Resource based PRACTICE PRESENTATION PERFORMANCE Ask learners to look for sources of the knowledge, summarise the knowledge for

them, test.

4 Discovery learning PRACTICE PERFORMANCE PRESENTATION

Arrange activities through which learners to discover the knowledge, test, summarise the knowledge for them.

5 Problem based ‘A’ PERFORMANCE PRESENTATION PRACTICE

Set a problem for the learners to solve, present the solution, arrange further practice.

6 Problem based ‘B’ PERFORMANCE PRACTICE PRESENTATION

Set a problem for the learners to solve, ask them to apply it, summarise the solution.

Table 1 Core samples of the 3Ps templates

EvaluationThe original 3Ps model did not have feedback-evaluation built into the design. Although it could be argued that this may be a quality of Performance/Assessment. Appendix 4 (slide #5) shows that an additional component was added to the Template model. The purpose of this feature is two-fold. First, it is intended to ensure that a feedback methodology is in place for the academic/teacher to gauge the appropriateness of the eLearning pedagogic design. Secondly, the evaluation is for the academic/teacher to give us feedback on the Template model and website system itself. Through every use more formative data can be collected and analysed to help refine the learning event for the student and the Template system for the instructor.

1.2.2 3Ps Sub-folder template variationsEach of the six core 3Ps models seen in table 11 has its own set of sub-folders of related templates. Figure 2 presents a tree hierarchy of the related templates in Appendix 4.

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Figure 1 File path of the templates

The following are further templates based on the 3Ps model:

Core Templates and sub-level examplesCore Templates and sub-level examples22

1) ConventionalMODELS-1-0 [P]:

ConventionalMODELS-1-1 Web-cast [H]

ConventionalMODELS-1-2 Sequenced Explanations [H]

ConventionalMODELS-1-3 Drill & Practice[H]

ConventionalMODELS-1-4 Case Study-History[H]

ConventionalMODELS-1-5 Reflective Practice [W]

ConventionalMODELS-1-2-1 Project Presentations[W]

2) FeedbackResponsivelMODELS-2-0 [P]:

FeedbackResponsivelMODELS-2-1 Critical Peer Review

3) ResourceBasedlMODELS-3-0 [P]:

ResourceBasedlMODELS-3-1 Scavenger Hunt [H]

ResourceBasedlMODELS-3-2 Guided Research [W]

ResourceBasedlMODELS-3-3 Literature Review[H]

ResourceBasedlMODELS-3-4 Guided Analysis [H]

ResourceBasedlMODELS-3-5 Virtual Laboratory [H]

ResourceBasedlMODELS-3-6 Hands-on-activity [H]

4) DiscoveryLearningMODELS-4-0 [P]:

DiscoveryLearningMODELS-4-1 Games Approach

5) ProblemBased-A-MODELS-5-0 [P]:

Problem Based-A-MODELS-5-1 Team Design [H]

Problem Based-A-MODELS-5-2 Brainstorming [H]

Problem Based-A-MODELS-5-3 Mind mapping

2 Add par. 1 from page 57.

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Problem Based-A-MODELS-5-4 Critical Discourse [J]

Problem Based-A-MODELS-5-5 One Minute Essay [J]

6) ProblemBased-B-MODELS-6-0 [P]:

Problem Based-B-MODELS-6-1 Student Generated Content [B]

Problem Based-B-MODELS-6-2 Modelling Solutions

Problem Based-B-MODELS-6-3 Coaching-Mentoring [B]

Problem Based-B-MODELS-6-4 Knowledge-based Tutorials [H]

Problem Based-B-MODELS-6-5 Virtual Community Discussion [G]3

Table 2 Core Templates and sub-level examples

The models are aimed at two general teaching approaches. First, classroom-style teaching conducted face-to-face is the ‘default’ situation. The second approach is a learner-managed-learning situation (Stephenson 2004). Several of the templates can be used in a work based learning (WBL) context (Costley 2006 et al.) which promotes a shift from a teacher-led to a personalised model.

Whichever approach the academic/teacher is using, the Templates provide suggestions as to selecting appropriate technologic support for the learning event.

Details of the sub-level examplesThe Conventional Model templates have a wide range of variation. A web-cast (1.1) is a traditional face-to-face style lecture distributed by multimedia technologies over the web. A ‘Sequenced Explanation’ template (1.2) offers a set of explanations provided in a specific order of events. This may be due to the need for the content to be presented in a specific order. A ‘drill & practice’ (1.3) template is the more traditional Computer Aided Learning (CAL) design with a small task to do online as an immediate follow-up activity. In a case study/history (1.4) there is more of a ‘medical history’ sequence of steps as a Doctor may ask in the diagnosis of an illness. This sequential series of branching questions takes the student through the learning event in a guided path approach.

In template 1.5 steps are taken to promote reflection in your teaching design practice. Finally, for teaching that requires learners to do presentations to discuss the projects they are doing template 1.2.1 offers a set of steps to help organise the talk.

The second core 3P design is a Feedback Responsive design (2.0). A sub-variation of this approach is to promote the opportunity for the learners to have a critical peer

3 These sub-group models have been informed by literature. This list is annotated to show where the models were influenced by Pincas (2006) as [P], Horton (2000) as [H], Jackson (1996) as [J], Garrison (2004) as [G] and Bonk (2006) as [B]. Templates that relate to a WBL context are annotated above as [W].

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review. This allows the student to give critical comments to colleagues and promote argument.

Template 3 is a resource-based approach. One variation is a ‘scavenger hunt’ approach (3.1). In this way the learner must seek out the information needed to solve the problem. A guided research (3.2) approach is similar to the ‘hunt metaphor’ but the tutor provides direction to the learner about which research path to follow. In a literature review (3.3) approach the student is taken through some stages that are common in a literature review. In a virtual laboratory (3.5) the student has the opportunity to use an online simulation of a ‘real experiment’. Interactivity may vary depending on the sophistication of the virtual environment. For a ‘hands-on’ activity the lesson takes place in a face-to-face classroom setting (3.6). The online system is used to support the related tasks for the lesson.

In discovery learning model (4.0) a popular approach is to nest the learning in the context of a game (4.1). A wide range of technology may be used including Artificial Intelligence. Games may be done individually or as collaborative online events. This is a growing area of eLearning research.

There are two main variations on problem-based template models (5.0). One variation (5.1) focuses on the team-work needed to solve the problem and less on the solution. In a ‘brainstorming’ approach the learners are encouraged to think ‘laterally’ to promote creative solutions (5.2). This approach is also seen in ‘mind mapping’ (5.3) which is a graphical way of representing the problem solving activity. In a ‘critical discourse’ approach (5.4) the focus is on the dialogue. A specific sequence of steps is followed to direct the problem activity towards a solution. The ‘one minute essay’ is a condensed variation of this approach by limiting the learner to only 1 minute to post a text solution (Jackson 1996).

The second strand of the problem-based templates contains these variations. In a ‘student-generated’ approach (6.1) the focus is on the learner producing the ‘course content’ through the problem solving activity. This is a growing trend on the web. The ‘user-as-author’ metaphor is increasing with the current surge in ‘social networking’ websites using Web 2.0 (Downs 2006).

Modelling solutions (6.2) is an approach where the learners generalise their solutions into exemplars for use in different contexts. A coaching / mentoring approach (6.3) sees the learner taking on the role of peer-tutor. This relates to the online networking which is encouraged in the virtual community discussion (6.5).

A knowledge-based tutorial approach (6.4) takes an artificial intelligence or ITS (intelligent tutoring system) perspective to provide a template that would encourage an expert system design. In this template a branching yes-no logic path is offered to the learner in this teacher-led approach.

The related project website (www.ncwblp.org/cdet/ ) provides more detail on each of the template variations. Teachers using the website are encouraged to personalise templates for their context. We hope to see the templates approach continuing to develop in this way.

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‘Trans-application’ of TemplatesThese models are intended to be ‘trans-discipline’, meaning that they can be adapted and applied to any subject matter or knowledge domain. Of course, each subject expert may wish (and is encouraged) to tweak the Template to meet the idiosyncrasies of the topic.

The nature of the Templates is also to be ‘trans-level’. For this pilot project UK Higher Education Institutions (HEIs) were the focus as it was aimed at and funded by the University of London (U of L). Supporting case studies, detailed later in the report, come from U of L and Middlesex University (MU). However, it is the intent of the Templates design to be adapted by the educators using them. Further studies could explore their use with Further Education (FE) and Secondary Schools.

There is also a ‘trans-cultural’ characteristic of the Templates. The models are not intended for use only in the UK or Europe, although this version is only produced in English. It is foreseen that different cultures could apply their use. In fact, in the review section of this study, the respondents of the survey were from several continents as members of the OET course. Another interpretation of this ‘trans-cultural’ quality could be seen in its use outside the academic sector and placed in the corporate context. Sutton (2005) sees one change that is taking place in corporate education is, “a desire to base the process of learning on discovery and problem solving”. Both of these pedagogic models are addressed in this study. Future investigations could include applying the Templates to a staff training or continuing professional development (CPD) context.

Fill-in templatesNext, the teacher/academic is prompted to take an appropriate pedagogic model (3 Ps template) and adapt/adopt and apply it through the fill-in templates option on the menu (see Appendix 5).

Figure 2 File path for fill-in-the-blanks templates

This can be done through several approaches. First, the teacher/academic can read through the Course Planning Overview and Teaching Choices documents (Pincas 2006a) to get an overview of how to apply the Model Templates descriptions previously introduced. They may then convert, or ‘fill-in’ their materials (i.e. Word files, handbooks, etc.) into digital format for use in an online setting.

If the academic/teacher is not confident with this process they may choose to download the PowerPoint (Fillin-models.pot) as seen in Figure 2. This online resource is like the PowerPoint presentation templates introduced in Appendix 1. The

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academic/teacher takes their existing digital materials and copies-and-pastes them into the Fillin-models.pot file.

Once uploaded to the VLE web server it can be accessed by the learner as a download file (.ppt), converted into an HTML file for viewing via a web browser or as we can see in the Templates website, converted through Adobe Connect Presenter into a Flash format (.swf). As a Flash file the academic/teacher can add voice over to the PowerPoint slides that have the new content and activity directions. This audio commentary can: (a) be aimed at the student as induction directions and/or (b) feedback commentary on the value of the Template model system and software.

User testimonials As the use of the website increases from the current pilot stage we will be able to organise samples or exemplars of use by subject domain and academic level. For now, as figure 3 shows there are three main resources; a commentary by Anita Pincas on the 1.0 Conventional Template, two multimedia Connect Presenter case studies and the results of the IoE’s Open Education and Training online survey. The results of these analyses are detailed later in this paper.

Figure 3 User Testimonials

DiscussionWith the expected growth of the website as a teaching and learning resource we have added online communication tools to promote discourse (Appendix 5). Since the growth and development of an online eLearning community through the open exchange of case study exemplars is an objective of the study, we need to provide up-to-date a/synchronous online tools for the stakeholders.

Some of the communication systems that may be developed in the next phase of the study could include; text-based discussion boards, Wikis, web video conferencing and other new emerging mobile devices which converge with these technologies.

1.3 Project and website evaluationThe next section of the project report contains a critical discussion towards validation of the 3Ps design. It contains both an internal and external expert review. First, Anita’s commentary is a reflective self-assessment of the project and processes in the design, development and evaluation of the website. Next, two multimedia case studies are provided with a critical analysis of the discourse. This is followed by a questionnaire analysis conducted by the members of the Institute of Education’s OET course. Finally, the project and website were evaluated from a work based learning (learner managed learning) perspective. Two professors gave their expert review.

Multimedia case study exemplars

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At this stage of the pilot project there are two Connect Presenter Flash case studies (Appendix 6) as seen in figure 4; Pauline Armsby and Sheila Blankfield. The actual Connect Presenter files can be accessed on the CD-ROM for the audio and PowerPoint presentation. Both respondents have consented to the following summary transcripts generated from VHS recorded interviews:

Pauline Armsby:This case study is for a Work Based Learning Doctoral level course (DPS4520). It is the Recognition and Accreditation of Learning (RAL) level 5 portfolio module. Students are at a distance, but have the option of attending sessions in person. The ConventionalMODELS-1-0 from Table 2.0’s summary was chosen for this analysis. The commentary is from the perspective of moving from a paper-based (Correspondence Model) to an eLearning model. There is a text with voice-over Introduction, Agenda and Overview section. Main support for the learner is intended to be done through online communication tools. ‘Draft RAL claims from the Doctorial candidates are aimed at promoting reflection and discussion as part of the learning process in doing the portfolio.’ Two main ‘interventions are offered for the student. First, a video of a face-to-face ‘Questions-and-Answer session’ is provided. Next, sample materials are provided to the learner prompting them to post comments on the text discussion board.

In reviewing the process of using the Template Dr. Armsby said that, ‘the summary feels a bit redundant, but it does compile all the elements. It allows me to critique the whole process of the RAL 5 procedure. The induction system works overall at a ‘macro level’ but at a micro level only with some flexibility concerning Support.’ Further she felt the Template addressed more the process, not the content of the module. ‘The content is covered in the module (handbook). I could have added (web)4

links to the induction materials such as advisors’ profiles, videos, screen grabs, etc.’

In summary she said, ‘The main question is – with the time available, is it worth doing? Compared to the payoff I need further investigation of the interventions put in place.’

Sheila Blankfield: Supporting the Adult Dyslexic Learner in FE and HE (EDX4010) was the case study presented by Sheila. A blended-learning design was used with a face-to-face introduction day followed by online activities. The ConventionalMODELS-1-0 from Table 2.0’s summary was chosen for this analysis.

She felt there was a, ‘difficulty in delivery of this topic as a whole and this topic in particular – while the template represents the conventional approach (#1) of the chart of approaches – I’m not convinced that it matches the What, How and Why approach used by the EDX module.’ A research note is the issue of how to portrait the variations of the 6 Core templates are highlighted by this comment.

The introduction slide of the Template opened the next issue. ‘I have a problem with using PowerPoint in this way. I regard it as a tool for presenting visual aid for spoken presentations.’ How the content is loaded and presented on the Template is left to the academic’s choice. But the option of using the text as bullet points with audio voice-4 My additions for clarification.

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over needs to be made more explicit in the induction. This is confirmed in the next part of the Fill-in Template as there is a problem presenting a complex image. Technical solutions could be to add small ‘thumbnail images’ to hyper link to larger, more detailed image files. Alternatively, the student can be prompted to use the web browser Full Screen View option from the menu.

The next section of the Template is entitled ‘Agenda’, but Sheila felt that this, ‘implies an order of the material that needs to be learned. There is an understanding of adult learning. No matter how the teacher organises the learning sequence, there is no guarantee that the students will do (the learning activity) in that order. ’ The issue emerging from this analysis relates to teacher control.

What is the pedagogic design of the learning event? Is it intended to be teacher-led or a more learner managed learning (work based learning) approach. This thread of the analysis is expanded in the summary discussion. Some VLEs offer a technical feature to consider as a time-controlled release which can be added to online content or tools, thus giving the eTutor control as to when the student gets access to resources through the process of the learning event.

Learning activities were the next part of Shelia’s Template based on Salmon’s (2002) e-tivity design. She felt that there could be, ‘problems with too much text on one slide – but may be useful to have it all in one place.’ A false assumption about Fill-in PowerPoint design has emerged. Use of the Templates is not limited to only one slide per topic. Templates are intended to be a guide by topic heading to aid in structure for the pedagogy. Users can replicate any slides or put as much content as needed in each heading, or as stated before in the previous case study, use hyper links to other resources.

OET questionnaire analysisThe participants in the IoE’s Online Education and Training course contributed 115 responses to our questionnaire by selecting any two templates to evaluate. The raw data is accessible through our Surveyshare.com account and summarised by the charts in Appendix 8. Table 4 presents a brief analysis by each question:

4) Would these PowerPoint files + examples + Word charts be helpful as they stand?% Response Yes – 60% Discussion 4: The templates proved to be useful as pedagogic guides for early stages of development, but not (at this stage of development) as an overall framework. The templates would be better if supported (illustrated)5 by subject specific examples and linked to tools and multimedia resources. There was some concern about being overly text-based. The instruction for the 3Ps was good, but a more developed multimedia induction is needed. PowerPoint was seen better as a visual aid to spoken presentation and needed to be linked to more interactivity. One reviewer felt that, ‘once the links are inserted the PowerPoint files may be helpful. Personally, I find it much easier to learn by looking at examples rather than following theoretical/practical guidelines. ‘5) Would you like a voice-over with them to explain what each one means?% Response Yes – 70%

5 Comments added for clarification

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Discussion 5: One respondent said, ’Audio input could expand some of the rather cryptic statements but need not be always played once heard and understood.’ Adobe Connect has a ‘mute’ feature.6) Would you like to take anything out? If yes, What?% Response No – 62%Discussion 6:There was a general desire to simplify the content in the slides and navigation between them. ‘I don't really like many repetitions because that makes me confused. I wonder if there’s any way to better organize the site.’ But a core design principle of the project was recognised, ‘The teacher should adapt the templates according to his or her needs and circumstances.’  7) Would you like to add anything? If yes, What?% Response About 50% Yes and 50% NoDiscussion 7:Several useful suggestions were made such as, ‘an initial needs analysis template to start the process.’ And to provide, ‘a manual with a critical component that discusses why teachers should be using Ps in different sequences and why different tools should be used.’ Some felt there was a need for more illustrations. A way to track your navigation and progress through the system was noted, ‘it would be useful if tic-boxes can be made next to each tool; one for "I have", the other for "I want to use".’8) If you don’t like this method of helping a teacher, what alternative method would you prefer [other than traditional classroom teaching – we are looking for something that could stand alone].% Response Majority (over 30%) don’t knowDiscussion 8:The importance for peer teacher interactivity was reinforced. The Templates system should be, ’supported with collaborative/cooperative learning in order to sustain commitment, interest and confidence in learners for whom this is a very new medium.’ Another innovation to the site was offer: ‘Personally I'd like to have a form (Word or Excel) in which I could write down my choices. This form could be additional to the templates.’ And, ‘A practical hands on activity where teachers could mix and match the various options - tools, methods, actions - under the Ps. A drag and drop activity might be effective so teachers could change scenarios.’Distribution should not be limited to the web, but include a DVD version of the site. The user would go online for the communication features but access resources locally.9) The method we have shown you is generic, i.e. - intended for any subject teacher. Imagine now that you are helping a teacher of a specific subject [e.g. language teaching]. Are there any fundamental changes you feel would be necessary?% Response Majority (over 40%) - NoDiscussion 9: Some comments on how to migrate from a ‘generic-to-specific domain’ model were; ‘Somehow incorporating course background information and learner profiles into the decision making rubric might help tailor the template to more specific courses without losing their general usefulness.’ And, ‘I have considered this question in the past and have found it quite complex. The variation in common and subject specific across all of the disciplines is large and would be an interesting piece of research to undertake. This question can be partially answered by providing examples relevant to different disciplines.’  

Table 4 IoE - OTE Survey summary

External expert review

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There are two key critical reviews done by ‘external’ experts as a means of validating the Template design principles which are evolving from this pilot project. The first is from Professor Karen Evans of the IoE. The second is done with Professor (emeritus) John Stephenson, formerly Head of the International Centre for Learner Managed Learning (ICLML 2006).

Karen Evans6

The focus of the interview was on theoretical teaching models as related to the Teaching Templates project. Five models of learning are related to this project which helps strengthen its theoretical foundation. These approaches also take into consideration the issue of formal (i.e. – a taught lesson from an academic or corporate training institution) and informal (i.e. – improvised or unplanned instructional efforts that are part of everyday work operations) (Sutton 2005).

The Transmission Model is teacher-led and content-driven. This approach to teaching is most closely linked to the Conventional Template set [1.0]. Within the 3Ps the term ‘Presentation’ can be interpreted several ways. It seems to pre-suppose some pre-packed content given to learners. But, in some of the variations of the Conventional Template set ‘Presentation’ may be done after the learners have attempted to discover the content for themselves. It is important, therefore, to make these options explicit at the induction phase of using the Templates website system.

In an Experiential Model tacit knowledge may be gained through everyday activities. As the focus of this approach is on the ‘practitioner researcher’ directing the path of the learning event, it is addressed in the follow-up Phase 2 project – ‘Learner Activity Templates’.

With a Social Model communities of practice and partnerships are addressed. Several of the sub-templates provide an opportunity for this approach to be used in our system. For example, the 2.1 Critical Peer Review template encourages analytic discourse between the learners, while the templates 5.1- 5.5 (Team Design, Brainstorming, Mind mapping, Critical Discourse, One Minute Essay) all require a strong peer/expert engagement. Finally, Template 6.5 the Virtual Community Discussion approach seeks to establish an online network of like-minded researchers.

A Competence-based Model has a focus on the learning outcomes in relation to the prior knowledge and experience of the student. Again, the Conventional Template set [1.0] is equipped to support this teaching approach.

Activity Theory Model is currently a dominant teaching approach, according to Professor Evans, especially with respect to a work based learning context (Vygotsky L. 1962, Bruner J. 1966). With respect to the 3Ps, this strategy takes a dynamic interpretation of ‘Presentation’. In this context there is no (static) content as such, because the goal is to deal with procedural issues (e.g. team work, strategies, etc.) and/or affective processes (e.g. developing appropriate attitudes). However, these are by no means to be imposed by any teacher, coach or mentor – rather, they are to be elicited and developed through some kind of critical peer discussion among participants so that a ‘collective artefact’ is created, although, it might be a cluster of individual artefacts that have been created during group interactions. The model can 6 Transcript generated from emailed notes provided by and interview with Anita Pincas

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be captured as an open series of Practice activities followed by Performance activities, including formative assessment from peers and/or mentors, coaches, consultants, etc. with optional summative assessment (when certification is required). As seen in the Social Model, Templates 2.1, 5.1-55 and 6.5 can support this approach to teaching.

There is a set of planning stages related to the Activity Theory Model which can be applied to the context of our Templates system:

1. Decide the learning goals: ‘What needs to change’ – This may be done through a needs analysis activity. The decisions may be made by the instructor, in consultation with learners, teams, managers, etc.

2. Plan a variety of activities.3. Decide on the desired outcomes: (e.g. performance, change in team

efficiency, morale, etc.).4. Accreditation: Decide if educational outcomes are wanted.5. Evaluation: The process should loop back to continually evolve.

These planning stages are integrated into the induction materials designs for the Phase 2 project refinements.

John Stephenson7

The 3Ps are a useful ‘tried and tested’ set of models for learning in that context. There is nothing wrong with the 6 core models. They pretty well cover what happens in a classroom-based situation. I want to start with the basics. Those six models are features of conventional classroom teaching. When you talk about a work based learning model (WBL), you talk about the individuals, you talk about dispersal…a highly personalised type of learning. As soon as you talk about computers and online learning – you reinforce that individualism.

If the web is a medium that has almost universal materials, access to online experts, and tools that are beyond most conventional classrooms – then it seems to me that it would be appropriate to look at the problem afresh. It is as McLuhan (1967) says, ‘the medium is the message’. If you want to move towards a use of new media – it will be most successful to examine, not what teachers do – how they structure things, but the aspirations, needs and interests of individual learners. In a classroom (university or school) the students are a group with similar backgrounds and working towards a test. This approach will not achieve a WBL design. There must be a distinctive approach by building on the individual’s background, knowledge, experience and employment needs. This is why the ‘medium is the message’ – because the new media allows you to do things that you would not otherwise have been able to do (in the classroom).

This is not to say that many schools and universities would not be interested in the models you have shown me, because they want to ‘convert their learning’ to a computer-based environment, which I’m sure works in some situations. Where this will be less likely to be effective is a work based learning situation. Although there is some recognition of the individual [in Template 3.2 Guided Research]8 and, in the final part, there is encouragement to develop self-reliance.

The distinctive feature of WBL is not so much the learning, but the work. It is the work that individuals or teams are doing. It is how an individual person is engaging

7 Transcript generated from an Adobe Connect recording.8 My added comments for clarification.

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with the work and progress their career that makes it individual. It is also how a person sees an employer and the business benefiting. This is how we have developed the UfI (University for Industry) Learning Through Work model. Most of the other UfI materials are based on your ‘good practice’ classroom designs which is then individualised within a generic framework.

1.4 Summary discussionThis pilot project is working towards a set of design principles that can be applied to Teaching Activity Templates and, in particular, the evolution of the system applied to the website. Through triangulation of the issues emerging from the case study, questionnaire and expert interviews several key issues have emerged.

An initial proposition of the Templates design is their ‘generic quality’. The use of the Template process does not intend to hinder the academic/teacher’s innovation or creativity. On the contrary, it aims to provide a clear overview of the pedagogic options available. It is from this structured starting point that variation in the Template themes that more variations may evolve. In this way the system can encourage online pedagogic design growth through scholarly exchange on the website. With the addition of more case study exemplars this aim can be realised.

This pilot project was HE specific. As the website and templates become more ‘trans-application’, we will need to make navigation pathways for level and subject domain. HE, FE, and Schools navigation will need to be catered for as well as accessing examples by topic.

Along with the evolution of the website design will be research into appropriate software tools to promote and represent the Template models. Currently, Word, PowerPoint, Flash (Connect Presenter and Captivate) and PDF formats are being supported by voice-overs. Increased interactive induction materials and activities can be designed, implemented and tested.

Critical discussion about the ‘transmission nature’ of the Templates design was re-occurring. Linked to this topic was the issue of teacher control. Although there are clear advantages to the Activity Theory Model, it may not be appropriate to all pedagogic designs offered in this study. Pincas (2006b) emphasises the difference between HE (Lecture / seminar / 1-2-1 tutorial) and schools class room (one teacher does all- whole class lecture, small group discussion and private help) models.

Although a pedagogic design may be teacher-led in approach, the tutor may not completely control all the variables in a learning event. This is even more complicated when learning technology is introduced to the system. Thus, a ‘transmission model’ may best describe the flow of data than a true online pedagogy.

Due to the ‘trans-application’ quality of the project presented earlier, it may be safe to say that the Templates system is not aligned to any one theory or model at this nascent stage of its development.

Recommendations

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As per the project objectives this set of recommendations is a deliverable of the study. These guidelines may influence the design considerations of the Phase 2 project:

Establish a user profile / needs analysis to establish possible problems before using the system (such as ICT capability, learning preference to use sound inductions, etc.),

Revise induction materials - planning stages can be integrated into the induction materials for the Phase 2 project refinements,

Improve examples/case studies through critical online discussion, A site map should be added with a progress tracking option to show

where you are in the process of using the system (e.g. – a step-by-step procedure ‘wizard tool’),

Add a print manual for support (possibly as a downloadable .pdf file), To promote a common language as more levels and subject disciplines

join the website add a Wiki glossary.PredictionsBased upon the themes and emerging issues from this study a set of predictions can be made that may be realised in the Phase 2 project:

3P exemplar collection - a wider range of selection will grow as the system gets more exposure through dissemination events,

Links to online tools will grow – a stronger correlation between the pedagogic models and the appropriate support tools will change with new media and online community environments,

Discourse around the Templates changes – as people become more aware of the ‘how-to’ level of the system, they will grow to critically reflect on higher level concerns related to the pedagogic designs,

A staff training and CPD model to match evolution of the website will emerge – if new academics/teachers are to embrace this system and toolset the stakeholders must become confident and capable,

Make the site more database driven – a move to provide forms that allow the users to mix-and-match P’s and build their own variations will develop through pro-active needs of the site membership,

Add engaging interactivity - DHTML ‘drag-and-drop’ activities to make the site more ‘hands-on’ will provide ‘sticky content’ that will bring users back to the site,

Finally, the base of users will continue to grow – the ‘web ring’ of membership will progress from the UK – HE sector to embrace FE, Schools and international cohorts.

1.4.1 Reflections and follow-upIn response to Professor Stephenson’s expert review, an email response from Professor Evans reinforced the different starting points between a classroom approach and a work based learning situation. She stresses that, ‘rather than the traditional approach of ‘learning-as-getting-the-right-answer’, learning in a work context starts with the work activity which is embedded in doing it and developing competencies.’ Collins (1988) believes that, ‘these competencies are not learnt, but are acquired through sufficient practice. Competencies, along with their constituent knowledge, skills and attitudes are best acquired through rich learning environments (Boshuizen

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H. 2004).’ This study postulates that VLE’s designed by appropriate pedagogic models may serve as examples of such rich settings.

Current research, according to Evans, into the training practice in companies shows that much of the learning/training is actually conducted through the ‘old transmission model’ (as is detailed in Appendix 8 - Garrison’s VLE Generations). And, she concludes, ‘There is therefore, a place for offering teaching templates that help improve this, and in this respect the ones developed so far are probably an advance on much of what is currently on offer. The templates should be tried in the workplace to be compared and evaluated against what is currently in use in their organisations.’ This concern is addressed in Phase 2 of the project.

‘The [epistemology]9 linked to a work based learning context naturally informs the development of ‘Learning Templates’ in the Phase 2 project.’ Evans continues, ‘There are eleven ways in which people learn at work which include: making mistakes, correcting them and learning not to make them again; testing theory against real work problems, practising skills, solving problems that arise in day-to-day work practices, interacting with others through teamwork – quality assurance – offering leadership to others or helping through explaining to others by demonstration or by finding new/more effective ways to do things in their particular context.’

‘An emphasis should be placed on designing and developing more/new templates that focus on collaborative knowledge construction (including knowing how, what, and why) with attention on how this can be facilitated by coaches, mentors and teamwork.’ she concludes.

In light of this critical review future work on the teaching and learning templates activity approach will factor into the design the ‘grain of these ways of learning at work’. An intent of the project is not to ‘superimpose approaches based on assumptions of classroom learning and traditional accreditation’, but to create a dynamic online collection of teaching resources that provide a virtual space for critical discourse.

It is recognised in this project that learning can be looked upon as a process and not only a fixed product. The value of the learning event may be in the journey to the solution (i.e. building teamwork and communication skills) and not necessarily the outcome (i.e. – a result that only partially fixes a problem). The templates design will need to become more ‘organic’ in their use as there is a greater take-up from the eLearning community. This ‘build-your-own’ template strategy should support the system’s ability to deal with ‘open-ended solution’ situations, where the problem resolution is not known in advance. Based on the evidence of this paper, we conclude that the current project is a pedagogically sound foundation from which to build further research in pedagogical templates for teaching and learning.

9 My comments added for clarification.

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References<web sites seen in 2006> Adobe 2006, Adobe Education Leadership Program: www.adobe.com/resources/education/ <seen ‘06>

Basiel A. 2002 – Online EDUCA Berlin Conference: www.elearning.mdx.ac.uk/research/EDUCA-BERLIN%2702-SuperiorSTELLA.htm <visited 2006>

Basiel A. 2005a – CLD Mini Conference, Oak Hill Park – ‘Supporting the eLearner through Web Video conferencing’ www.elearning.mdx.ac.uk/research/UofL-STUDENTsupport.ppt <visited 2006>

Basiel A. 2005b – Teaching Templates Project proposal: http://www.elearning.mdx.ac.uk/research/UofL-grant/UofL-CDEgrant-v2.doc <visited in July 2006>

Bersin & Associates 2003, “Is PowerPoint an E-Learning Tool? Enter Rapid E-Learning: Macromedia Breeze” Bersin & Associates, June 2003 version 1.0 – www.bersin.com/research/content_development.htm <visited in July 06>

Bonk C. 2006, “Blended Learning Handbook” – http://php.indiana.edu/~cjbonk <seen ‘06>

Boshuizen H. 2004 ‘Coaching and training in integrated electronic learning environments’ Edited by Jochems W. 2004, ‘Integrated E-learning: Implications for Pedagogy, Technology and Organisation’ , Chapter 12 – Routledge Falmer, London

Bruner, J. 1966, "Toward a Theory of Instruction" Harvard Uni Press www.gwu.edu/~tip/theories.html <visited 1998>

CDET 2006 – Teaching Templates Website: http://www.ncwblp.org/cdet/ <visited in July 2006>

Clothier P. 2003, “Developing Instructionally Sound Content with PowerPoint and Breeze’ http://www.adobe.com/ <seen ‘06>

Collins A 1988, ‘Cognitive Apprenticeship and Instructional Technology’ – Technical Report No. 6899, BBN Labs Inc. – Cambridge, MA

Costley C. 2006 et al. www.ncwblp.org/publish/ <seen’06>

Downs S. 2006, ‘E-Learning 2.0’ – National Research Council of Canada www.elearningmag.org/subpage.cmf?section=articles&article=29-1<seen’06>

Evans K. 2006 – Project WBL Consultant: http://ioewebserver.ioe.ac.uk/ioe/cms/get.asp?cid=4458&4458_0=5228 <visited in July 2006>

Garrison D. 2004, “E-Learning in the 21st Century” Routledge-Falmer, London

Horton W. 2000, “Web-based Training”, Wiley Press, London

ICLML 2006 – International Centre for Learner Managed Learning www.lle.mdx.ac.uk/iclml/

Jackson, S. 1996 http://star.ucc.nau.edu/~nauweb97/papers/jackson1.html <visited:21/08/98>

McLuhan M. 1967, ‘The Medium is the Massage’ - Bantam Books / Random House

McNiff J. 1988, Action Research: Principles and practice, Routledge Press

McNiff J. 1992, Teaching as Learning: an action research approach, Routledge Press

Microsoft 2006 – http://office.microsoft.com/en-us/templates/default.aspx <visited in July 2006>

O’Leary Z 2004 – ‘The Essential Guide to Doing Action Research’ – London Sage

Pincas A 2006 – <seen ‘06>www.wlecentre.ac.uk/cms/index.php?option=com_content&task=blogcategory&id=4&Itemid=11

Pincas A. 2002 – Online Education and Training: www.ioe.ac.uk/english/OET2.htm <visited 2006>

Pincas A. 2006a – Fill-in Templates documentations: http://ncwblp.org/cdet/Chart_1___CoursePlanningOverview.doc &Chart_2___TeachingChoices.doc

Pincas A. 2006b – Focus Group Interview (25 July 2006 meeting at Kings College)

Salmon G. 2002, ‘E-tivities: the key to active only learning’ Sterling, VA : Stylus Publishing Inc. ISSN 0 7494 3686 7

Stephenson J. 2004 - Adapted from: http://www.johnstephenson.net/jsdownloads.htm

Super STELLA Consortium 2000, www.lle.mdx.ac.uk/iclml/SuStFull.pdf <seen ‘06>

Sutton B. 2005, ‘Adopting a holistic approach to the valuation of learning programmes deployed in corporate environments’ – NCWBLP & Middlesex University Professional Doctorate Report

Templates Website 2006, http://www.ncwblp.org/CDET/ <visited 2006> & CD-ROM appendix

THES 2006 – ICT in Higher Education, Michael ThomasThe Times Higher Education Supplement, 5 May 2006 – Issue 7, ‘Just how tempting is an Apple?’

Thorp M. 1998 – TLTP Conference keynote: www.icbl.hw.ac.uk/tltp/ <visited in Dec.1998>

Vygotsky, L. V. 1962 - "Thought and Language", Cambridge - Ma.-USA, MIT Press

WLE 2006 – Centre for Excellence in Work Based Learning for Education Professionalswww.wlecentre.ac.uk/cms/files/E-learning%20and%20teaching.pdf <visited in July 2006>

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Appendix

Appendix 1- Microsoft PowerPoint Templates

Appendix 2- Microsoft PowerPoint Classroom Assistant

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Appendix 3- Templates Project – home web page

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Appendix 4- Templates Project – Core templates and sub-categories

1.0 Conventional Model – sub-categories (model variations)

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Appendix 5- Templates Project – Fill-in template sample

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Appendix 6- Templates Project – Case study samples

Figure 2 Case Study - Dr. Pauline Armsby

Figure 3 Case Study - Sheila Blankfield

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Appendix 7- Templates Project – online survey data

Key to following charts

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Figure 4 - Survey question 4

Figure 5 Survey question 5

Figure 6 Survey question 6

Figure 7 Survey question 7

Key to following charts

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Figure 8 Survey question 8

Figure 9 Survey Question 9

Raphael Commins, the project Research Assistant contributed to the collection and analysis of this data.

Appendix 8 – Garrison’s Distance Learning Generations1st Generation

Correspondence /Transmission Model

(Industrial)

2nd GenerationBroadcast model (OU – BBC TV)

3rd GenerationComputer Mediated

Conferencing(CMC)

4th GenerationBlending Learning(Generations 1 – 3)

5th GenerationArtificial Intelligence

Managed Learning Environments

> Behaviourist Learning Theory: scaffolding> Mass production / high quality content> Course team (instructional designer, graphic artist, editors, manager, etc.)> Personal self-paced> Sense of isolation> Screen for Paper / email for post> Stand-alone: not taking advantage of web communication

> Cognitive learning theory> CD-ROM resources> Limited interaction with tutorLibraries of digital learning objects

> Constructivist learning theory> Individuals as members of online learning groups> Networked communities of practice

> Various pedagogical designs> VLEs: - provide retrieval of web content- CMC (ie – text, audio &/or video),- Locally distributed processes (ie – face-to-face inductions digitally recorded)

> Personalised> Intelligent flexible design (e.g. work based learning model)> Automated FAQs> Integrated systems (ie database, VLE, web conferencing)> Semantic web searching: Web 2.0 > Student generated content, citizen journalism

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