school of information systems, computing and mathematics brunel university encouraging deep learning...
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School of Information Systems, Computing and Mathematics
Brunel University
Encouraging Deep Learning with E-Learning
Willem-Paul Brinkman & Andrew Rae
The 6th Annual Symposium on Learning and Teaching
School of Information Systems, Computing and Mathematics
Brunel University
Overview
- Framework and Key elements
- Developing Video-Based VLE
- Evaluation
School of Information Systems, Computing and Mathematics
Brunel University
Framework and Key elements
Student Factor
Teaching Context
Learning-Focused Activities
Learning Outcome
s
The 3P model of teaching and learning [1]
Presage Process Product
School of Information Systems, Computing and Mathematics
Brunel University
Framework and Key elementsLearning Approach: Deep versus Surface Learning
Keller Plan (Personalised System of Instruction)
Video Based Instructions
Self Tests
Online Discussion Board
Teaching
Deep Approach motivated by intrinsic interest and strategy is to maximise meaning.
Surface Approach motivated by fear of failure and strategy is to narrow targeted and rote learning.
Deep
Surface
School of Information Systems, Computing and Mathematics
Brunel University
Framework and Key elementsLearning Approach: Deep versus Surface Learning
Keller Plan (Personalised System of Instruction)
Video Based Instructions
Self Tests
Online Discussion Board
Teaching
Original description [2]• Students work on their
own pace• Demonstrate mastering
before proceeding• Mainly text based
teaching material• Instructors give tutorial
support• Motivational lectures
School of Information Systems, Computing and Mathematics
Brunel University
Framework and Key elementsLearning Approach: Deep versus Surface Learning
Keller Plan (Personalised System of Instruction)
Video Based Instructions
Self Tests
Online Discussion Board
Teaching
Video to support the text based material– Introduction videos– Question and Answer
videos– Summary videos
School of Information Systems, Computing and Mathematics
Brunel University
Framework and Key elementsLearning Approach: Deep versus Surface Learning
Keller Plan (Personalised System of Instruction)
Video Based Instructions
Self Tests
Online Discussion Board
Teaching
1. Paper based self test in the seminars with feedback from instructors
2. Online self tests within WebCT, with automatic feedback (and also tracking)
School of Information Systems, Computing and Mathematics
Brunel University
Framework and Key elementsLearning Approach: Deep versus Surface Learning
Keller Plan (Personalised System of Instruction)
Video Based Instructions
Self Tests
Online Discussion Board
Teaching
1. Increase student engagement
2. Daily monitoring3. Weekly
lecture/exam question
School of Information Systems, Computing and Mathematics
Brunel University
Framework and Key elementsLearning Approach: Deep versus Surface Learning
Keller Plan (Personalised System of Instruction)
Video Based Instructions
Self Tests
Online Discussion Board
Teaching
Lecture• Intent to motivate students • Place material in a context• Give study advice
Seminar• Written self test, individual support
Labs• WebCT and coursework, individual support
Monitor progress• Inform personal tutor if student falls
behind
School of Information Systems, Computing and Mathematics
Brunel University
Overview
- Framework and Key elements
- Developing Video-Based VLE
- Evaluation
School of Information Systems, Computing and Mathematics
Brunel University
Developing Video-Based VLEText based material
Introduction video
Question and answer video
Summary video
Self test
CS1022B first term• Module 1 (5 Units)• Module 2 (5 Units)• Module 3 (5 Units)• Module 4 (5 Units)
Special written text, with references to video clips and book sections
exercisevideo
suggestedreading
School of Information Systems, Computing and Mathematics
Brunel University
Developing Video-Based VLEText based material
Introduction video
Question and answer video
Summary video
Self test
For each unit• Structure• Learning outcomes• Main Questions
Example video clip Module 2 unit 5
School of Information Systems, Computing and Mathematics
Brunel University
Developing Video-Based VLEText based material
Introduction video
Question and answer video
Summary video
Self test
For each question• The question• The answer and
explanation
Example video clip Module 1 unit 5 question 5
School of Information Systems, Computing and Mathematics
Brunel University
Developing Video-Based VLEText based material
Introduction video
Question and answer video
Summary video
Self test
For each unit• 10-20 minutes• Summarising each topic
with examples• Especially for revision
Example video clip Module 2 unit 5
School of Information Systems, Computing and Mathematics
Brunel University
Developing Video-Based VLEText based material
Introduction video
Question and answer video
Summary video
Self test
CS1022B first term• Module 1 (5 Units)• Module 2 (5 Units)• Module 3 (5 Units)• Module 4 (5 Units)
WebCT Self Tests for each unit. Students only get access to next material after they have taken the unit tests of previous material
School of Information Systems, Computing and Mathematics
Brunel University
Overview
- Framework and Key elements
- Developing Video-Based VLE
- Evaluation
School of Information Systems, Computing and Mathematics
Brunel University
EvaluationMethod
Preliminary Results
-Teaching approach
-Learning Approach
-WebCT
-Discussion Board
1. Online surveys
– Questions about the module
– Learning approach test (R-SPQ-2F) [1]
– Self-consciousness test (RRQ) [3]
2. In depth interview
3. Lab observation
4. Diary study
5. Tracking behaviour
School of Information Systems, Computing and Mathematics
Brunel University
EvaluationMethod
Preliminary Results
-Teaching approach
-Learning Approach
-WebCT
-Discussion Board
Teaching approach not clear to all students, as they need to take responsibility for their own learning in this teaching approach.
Solution
• Overall instruction video on how to study this module
• WebCT demonstration in lecture
School of Information Systems, Computing and Mathematics
Brunel University
EvaluationMethod
Preliminary Results
-Teaching approach
-Learning Approach
-WebCT
-Discussion Board
Deep Approach correlates with
- higher marks
- perceived usefulness of discussion board, introduction videos, written material.
Surface Approach correlates with
- lower marks
- perceived usefulness of discussion board, and introduction videos.
- perceived un-usefulness written material.
School of Information Systems, Computing and Mathematics
Brunel University
EvaluationMethod
Preliminary Results
-Teaching approach
-Learning Approach
-WebCT
-Discussion Board
Usability of the WebCT site
• Look at the Navigation structure (navigation bar, but also the links within organizer Pages)
No video access off campus
• Currently need DVD
School of Information Systems, Computing and Mathematics
Brunel University
EvaluationMethod
Preliminary Results
-Teaching approach
-Learning Approach
-WebCT
-Discussion Board
2003-04: 347 messages, 66 out of 196 students posted messages.
2004-05: 597 messages , 43 out of 179 students posted messages.
Most students only read messages, instead of posting them.
Student are afraid to embarrass themselves or receive rude feedback.
School of Information Systems, Computing and Mathematics
Brunel University
Questions
Thanks for your attention For more information see
http://people.brunel.ac.uk/~csstwpb/LDTUproject.htm
School of Information Systems, Computing and Mathematics
Brunel University
References[1] Biggs, J., Kember, D., and Leung, D.Y.P. (2001) The revised
two-factor study process questionnaire: R-SPQ-2F. British Journal of Educational Psychology, 71, 148-149.
[2] Hambleton, I.R., Foster, W.H., and Richardson, J.T.E. (1998). Improving student learning using the personalised system of instruction. Higher Education, 35, 187-203.
[3] Trapnell, P.D., and Campbell, J.D. (1999). Private self-consciousness and the Five-Factor Model of Personality: Distinguishing rumination from reflection. Journal of Personality and Social Psychology, 76, 284-304.