I embarked on an experiment at the start of last term to introduce my Leadership students to collaborative working using Google Sites.
My reasoning was that the students would this way have a forum for synchronous collaboration which didn't involve sending round emails of PowerPoint slides; they would learn a new transferable skill in setting up and designing a website. They would produce a revision tool about the key leadership theories and how they can be applied in practice and along the way they would experience the highs and lows of team working which they could then reflect on.
The task was to produce a site which elaborated/ illustrated key leadership theories as applied to a specific setting. As they are mainly undergraduates with little direct work experience I offered them the opportunity of using the film Avatar or the TV series The Apprentice as their "case studies".
Assessment for this part of the module took the form of a reflective piece focusing on the team dynamics which were operating whilst producing the finished site. In addition they would be given individual credit for evidence which demonstrated their participation in the finished site.
In the first few weeks of the module I doubted that I had designed the task appropriately and was unsure whether they would take to the idea, but in fact they readily formed into groups and began assigning roles and sub-tasks with great enthusiasm.
Over the next 6 weeks or so that enthusiasm waxed and waned and there were the usual grumbles about people not pulling their weight. This culminated in a class discussion where it was decided that each team should nominate a "leader" who would take responsibility for "motivating" everyone else to complete their work by the deadline.
After this Team A seemed to make steady progress and, as I had access to their sites, I could see the work being developed and completed in good time for the final presentation. Team A asked me for some technical input early on but then got on with the task and added some really lovely innovative touches like an introductory video and a quiz to finish off.
Team B seemed to struggle to get together, to round up all the members and to get their contributions in to the right place. I made quite a significant technical input to get the site into some sort of order and a week before the deadline I was still showing them how to edit it. Three days before the deadline the contributions were starting to form but the site was a mess. I feared for the group presenting this in public on the due date. However, as their turn came round, the site displayed was unrecognisable. One group member had taken it upon herself to spend hours - the night before - editing, adding images, unifying colours and fonts, uploading YouTube videos all of which combined to produce a really high quality result.
So.... in the end everyone felt they had indeed learned to feel a little more comfortable with the technology and they were justifiably proud of the end results. Moreover, I think they recognised that although the presentation wasn't assessed, it had taught them/helped them revise a great many relevant leadership theories which would feature in their final exam. And finally they had all learned a great deal about effective (and less effective teams) and about their roles in them.
This Module is part of a pilot which is looking at e-assessment/e-submission of assessment. Next week they will upload their reflections via the drop box and I will give them online feedback via Grademark (part of the Turnitin process).
By incorporating Google Sites into the group task I have added another "e" element to the module which, although it is not being directly evaluated as part of this pilot, merits further reflection and research as the University looks at how we can increase the use of technology enhanced learning to develop students' "digital capabilities and information literacy".
And now for phase two - next week I introduce the same exercise to 60 Social Work students - it'll be interesting to watch how this "scales up" from my guinea pig group of 10!
Thursday, 20 January 2011
Friday, 31 December 2010
About those podcasts.....
I have had a horrid cold this last week and so, confined to my sofa with lemsip and laptop, I have been catching up on some reading (well, browsing Twitter).
An article about the growing interest in podcasting in HE took me to a video presentation from Gilly Salmon on the subject, and eventually to ipadio.
Gilly's talk about pedagogical podcasting ended by convincing me of two things: 1)that "podcast" does not have to mean lecture capture and 2) that there is value in the human voice supplementing written or visual material to encourage and support even on-campus students.
I have long been averse to podcasting precisely because I didn't want to offer recordings of lectures. I don't really DO lectures, so maybe that's why. I HAVE however used audio instructions to supplement written ones for students - on preparing assignments, for example - and I have had positive feedback from students about how they do indeed value that "human touch".
I am a big fan of screencapture and I still intend to do more of this - particularly in giving students feedback on assignments. There are times when the audio and the visual need to come together - to (literally) illustrate a key point, perhaps - but Gilly had evidence to show that pedagogical audio podcasting also has a place.
Where audio wins out over screencapture/video is in file size, downloadability, speed and simplicity. The almost universal provision of voicerecorders and mp3 players in mobile phones makes audio podcasting a very efficient way of getting information to students on the move.
So now we come to ipadio (rhyming with i-radio). This is a website hosting "phlogs" - voice based blogs that you phone in. It is also an iphone (and android) app that allows you to record high quality audio using "voice memo" and upload it to your phlog. You can also download the phlog post for editing or upload an mp3 file you have already created. There are one-click links to Facebook, Twitter, and many other blogging sites, codes to allow you to embed the phlog on your own website, upload it to iTunes or provide an RSS feed. One absolutely astounding feature is the incorporation of Spinvox speech to text software which provides a transcript of the phlog. This really adds to the application's accessibility. And you can add images and location data if needed. In fact there is so much going on here that the possibilities are endless.
My own modest ambition is to embed a regular phlog within the VLE Learning Room (I have already successfully done this in a test) as a means of supplementing the module I am teaching. As I have already abandoned the lecture format, my aim is to give the students online and printable material together with audio podcasts which direct them in key activities such as discussion board topics and further self-organised study. Our face to face time can then be used for more in depth discussion of the material and work on group projects.
I have embedded a phlog below, with a photo for illustrative purposes. Enjoy!
Thursday, 28 October 2010
Accessible Learning
I foolishly volunteered to present a workshop at our School Teaching and Learning Conference on the theme of accessible learning. I am thinking about doing some sort of show and tell about the way I have set up my learning rooms. It's not world changing stuff and its not rocket science, but I am trying to make the material more accessible.
Firstly I have written all my notes in Wimba Create so that the material can be accessed via the learning room, read on screen and with links to other material and sites live and instantly available. I like Wimba create and certainly prefer it to endless copies of Powerpoint slides which have to be downloaded. More information can be given on a page than is possible or even desirable on a single slide and illustrations can be included where this would increase the size of a Powerpoint file to several Mb.
Reading on screen isn't everyone's favourite activity so I keep the pages short, include illustrations and focus an key points and, importantly, links to more interactive or audio/visual sites.
Like I said, this isn't rocket science (Wimba Create is a Word add on that is pretty easy to learn), but I already see benefits for the students.
Many of them are off on placement at the moment and unable to make every lecture; some mature students have children and so have been missing this week (which is the schools' half term but not our university's) and ill health, physical disabilities, family bereavements and a variety of other issues do sometimes prevent students attending in person. But I have evidence from the Learning Room usage reports that many of them are looking at the material and even reading ahead to the next week's lectures.
Having the material available to read ahead is particularly useful for students with specific learning difficulties who often find it difficult to keep up with note taking during live lectures.
Firstly I have written all my notes in Wimba Create so that the material can be accessed via the learning room, read on screen and with links to other material and sites live and instantly available. I like Wimba create and certainly prefer it to endless copies of Powerpoint slides which have to be downloaded. More information can be given on a page than is possible or even desirable on a single slide and illustrations can be included where this would increase the size of a Powerpoint file to several Mb.
Reading on screen isn't everyone's favourite activity so I keep the pages short, include illustrations and focus an key points and, importantly, links to more interactive or audio/visual sites.
Like I said, this isn't rocket science (Wimba Create is a Word add on that is pretty easy to learn), but I already see benefits for the students.
Many of them are off on placement at the moment and unable to make every lecture; some mature students have children and so have been missing this week (which is the schools' half term but not our university's) and ill health, physical disabilities, family bereavements and a variety of other issues do sometimes prevent students attending in person. But I have evidence from the Learning Room usage reports that many of them are looking at the material and even reading ahead to the next week's lectures.
Having the material available to read ahead is particularly useful for students with specific learning difficulties who often find it difficult to keep up with note taking during live lectures.
In addition, for those who do not want to keep on accessing the Learning Rooms via the Internet, I have reproduced the material as a PDF document which the student can download - to their own PC, laptop or smart phone - or even, heaven forfend! - print off. A document in this format can be easier and cheaper for the student to print - my "lectures" are on average 5 or 6 pages long compared to the, say, 50 or more slides that would be needed to give the same amount of information.
OK - I confess, my approach to producing materials has been influenced by my early training in e-learning and a personal dislike of actually standing up and lecturing people. By having the materials, a variety of links and reading recommendations already set up on the Learning Room, my "lectures" can instead be places for discussion, group work, exercises, watching clips from "Avatar" (yes really) and Q&As about important issues (like the next assignment - *sigh*).
Finally, I also base my approach on a desire to provide not only a variety but also a multiplicity of formats in order to make it accessible to an audience potentially comprising a variety of learning styles. I suppose I should add audio podcasts to be wholly consistent ... but that's a project for another day.
Saturday, 2 October 2010
New beginnings
I am actually quite excited about the start of the new term. For me as Programme Leader and Lecturer this is a new University, new programme, new VLE - and all the students are new to me too.
I should also mention that I am simultaneously beginning as a student of the University myself as I have just enrolled on a language programme. This has already given me a great insight into the student view of the VLE, how it is used to support learning and simple stuff like how student email works, which as a tutor, I couldn't have known.
As for the VLE, well, from the tutor's perspective, I can say that like all VLEs it has its clunky aspects and its bugs but on the whole I think it has a pleasing element of "customisability" and I quite like the ability to use colour and images - even a Twitter feed and some YouTube videos - to brighten up the Home Page.
It still functions largely as a depository - of announcements, documents, web links, assignments,
module guides - and of course has no option for the student to really interact with it or customise it to their tastes and needs. But there are a couple of useful tools which I hope might encourage some student involvement.
I am going to be promoting the blog tool, for one thing - as reflection will be a large part of all the modules I am teaching. I also plan to use the Discussion Boards, though I have had mixed success with these in the past with distance learning students.
But along side these "institutional" elements, we will also be exploring Twitter, Blogger, Google sites and Facebook as arenas for student collaboration and communication - not just for the sake of it, but because these tools and others like them - are a key part of any organisation's communications strategy these days. Learning to use them is as much about enhancing "employability" as it is about developing general information literacy skills.
With my dual identities as new lecturer and new student at this university, I expect it to be an interesting few months ahead - watch this space.....
I should also mention that I am simultaneously beginning as a student of the University myself as I have just enrolled on a language programme. This has already given me a great insight into the student view of the VLE, how it is used to support learning and simple stuff like how student email works, which as a tutor, I couldn't have known.
As for the VLE, well, from the tutor's perspective, I can say that like all VLEs it has its clunky aspects and its bugs but on the whole I think it has a pleasing element of "customisability" and I quite like the ability to use colour and images - even a Twitter feed and some YouTube videos - to brighten up the Home Page.
It still functions largely as a depository - of announcements, documents, web links, assignments,
module guides - and of course has no option for the student to really interact with it or customise it to their tastes and needs. But there are a couple of useful tools which I hope might encourage some student involvement.
I am going to be promoting the blog tool, for one thing - as reflection will be a large part of all the modules I am teaching. I also plan to use the Discussion Boards, though I have had mixed success with these in the past with distance learning students.
But along side these "institutional" elements, we will also be exploring Twitter, Blogger, Google sites and Facebook as arenas for student collaboration and communication - not just for the sake of it, but because these tools and others like them - are a key part of any organisation's communications strategy these days. Learning to use them is as much about enhancing "employability" as it is about developing general information literacy skills.
With my dual identities as new lecturer and new student at this university, I expect it to be an interesting few months ahead - watch this space.....
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