the role of learning guides in multi-modal learning at the ... · in 1998, the mml unit has...

The Role of Learning Guides in Multi-Modal Learning at the Lilydale Campus of Swinburne University of Technology.

Peter L. Jeffery, Roslyn N. Smith and Stephen E. Weal

Division of Swinburne at Lilydale

Swinburne University of Technology.

Abstract

Multi-Modal Learning (MML) commenced in 1992 at the Mooroolbark Campus of Swinburne University of Technology, Victoria, Australia as a pilot project for the introduction of educational technological approaches to the provision of degree courses offered at the Lilydale Campus from 1996. The project introduced strategies and facilities to enable learner focussed use of educational techniques similar to those more frequently described as "flexible learning".

This paper will present an overview of the range of different teaching and learning strategies that are employed as part of the Multi-Modal Learning approach at Swinburne at Lilydale. The paper will focus on the role and use of Learning Guides as roadmaps to facilitate each student's progress along their educational journey. Data will be presented on student perceptions of the value of Learning Guides and student reactions to specific Learning Guides in various disciplines. An evaluation of Learning Guides is also being conducted by external consultants and the paper will include a discussion of preliminary results.

The paper will describe the process used to establish a culture change in provision of higher education and the procedures built into MML to ensure that continuous quality improvement is achieved.

1. Overview

As detailed in papers presented at AARE Conferences in the past three years [Jeffery 1995, 1996, 1997] and at an AAIR Conference [Weal and Jeffery 1994], the Multi-Modal Learning Project (MML) commenced in 1992 at Mooroolbark Campus of Swinburne University of Technology, Victoria, Australia. It was a pilot project for the introduction of educational technological approaches to the provision of degree courses offered at the Lilydale Campus from 1996 and in the wider context of the whole University. MML is now an accepted strategy for operations at the Lilydale Campus where it has been practiced since 1996.

The project introduced strategies and facilities to encourage use, both on and off-campus, of educational technologically enhanced teaching and learning techniques similar to those more frequently used by distance education. These teaching and learning enhancements are in addition to traditional procedures for use with students who attend campus frequently for classes of one sort or another. MML is a project to facilitate change in the educational practices of academic staff teaching at Swinburne and to facilitate student learning. During the period of implementation the terms "flexible learning", "open learning" and "flexible delivery" have come into widespread use in the professional education literature. Of these, "flexible or open learning" are more applicable to MML because a principal aim in MML is to create Learning Guides which allow students to undertake a large measure of independent learning with a reduced "delivery" role for teaching staff.

MML is the provision of learning opportunities utilising many modes and strategies that cater for individual learner needs and capacities, placing the responsibility for achievement with the learner. This provision is arranged and managed by teams of academics who document the resources and multiple modes of learning for the benefit of the learners in Learning Guides, which are the specific focus of this paper. A graphical display of the over-all model of Multi-Modal Learning, which shows that it encompasses all traditional teaching and learning modes coordinated and integrated by a Learning Guide, is provided as Appendix 1 and is also available on the Web at http://www.ld.swin.edu.au/sal/mml/mmlflip.htm. The MML model is learner centred and resource based learning with learning facilitation and guidance from lecturers, peers and tutors. The overall status of the MML Project is detailed on the flipside of the graphic (see Appendix 2).

The introduction of subject Learning Guides available to students permits and facilitates flexible resource based learning and the appropriate use of multi-media or enhanced learning materials. In 1998, the MML Unit has facilitated publication of sixty Learning Guides, twenty-three of which were also published on the WWW (Swinburne student access only). This paper reports research into student perceptions and opinions regarding Learning Guides after two years of full scale implementation of MML at Swinburne at Lilydale (SaL).

2. Role and Functions of Learning Guides

An important catalyst for actions leading to implementation of flexible multi-modal learning in higher education is the provision of Learning Guides for students. Learning Guides "map the route that students should follow in order to complete their studies successfully" [Jeffery et al 1998].

The preparation and publication of subject Learning Guides is a key device/strategy to motivate students and inform them of:

• what it is they have to learn (objectives and outcomes); • when they must learn it (prerequisites and structure of subject); • what resources are available to learn (including all human and material resources in

all media); and • how the learning can and will be assessed (formatively and summatively).

Furthermore, the provision of Learning Guides has a positive effect on teaching behaviour including subject development and preparation, particularly as it focusses on alternative resource based learning, flexibility of learning styles, variable access to materials and current content. For students, the Learning Guides present an opportunity to take control of their learning situation, including the issues of time and location of study.

Flexible Locations and Times

The Learning Guides give to students who study primarily on-campus advantages similar to those provided to off-campus students engaged in some form of distance education. It is common in Australia to refer to a "tyranny of distance" which has to be overcome to teach students located far from any traditional institution. The provision of similar study materials for "on-campus" students has been called overcoming "...the tyranny of proximity" [Taylor 1995]. On-campus students enjoy many advantages over students who must study at a distance from their subject provider, but often they lack the means of knowing what would be expected of them or presented to them in a course or "lecture" before they actually experience it by attending some class meeting. By publishing Learning Guides the University also makes it possible for students who have flexible attendance requirements to study when and where they want. Thus students who are working or have domestic arrangements that make it difficult to attend the institution for all classes are enabled to more readily undertake study.

Learning Styles and Resources

In addition to the above advantages stemming from the publication of Learning Guides, any student preferences for particular learning styles can be accommodated by the resource based learning model which is encouraged by Learning Guides referencing to more than just lecturers and textbooks.

Assessment

Students are greatly assisted by clear documentation of all assessment requirements in Learning Guides and/or their corresponding Subject Outlines (a Subject Outline is a factual document, provided free of charge, to all students enrolled in the subject). Formative assessment tasks are imbedded in the Learning Guides for various forms of self-assessment. Some of these self-assessment tasks are made available using proprietary software in computer managed learning and some are quizzes and similar test type tasks contained in the Learning Guide itself. The mode of presentation matters little so long as it facilitates student feedback more or less continuously during a subject and hence allows students to self-assess their own progress towards mastery of stated objectives. The

formulation of assessments bound closely to subject outcomes is a major professional task for Learning Guide authors and a powerful mechanism for subject improvement.

Motivation

Learning Guides demonstrate the professional expertise of the academic teaching team and when published in quality style (either print or non-print), begin or continue the process of encouraging student motivation to study. Motivation is also enhanced by Learning Guides empowering the students with information on objectives and resources, assisting them to feel that "they own the learning task".

For Teachers

The task of creating Learning Guides is substantial but rewarding professionally. It transfers much subject preparation into a period before the teaching presentation or offering of the subject. It also ensures a built-in quality control mechanism as it exposes a substantial part of a subject to scrutiny by students and peers. In return for the exacting additional work and demands, staff are rewarded by some sense of pride in ownership of the documentation and teachers are able to benefit from some more self-motivated and "informed" students who may be able to work on higher level tasks and be involved in subject discussions having "done the work". The intervention of specialist staff is aided by the existence of Learning Guides which may be likened to the academic "script" of a subject, allowing team approaches to subject development in contrast to the traditionally personal private "lecture" from an individual teacher to a class.

The process of preparing and publishing a Learning Guide also develops some understanding of publishing processes and may lead to other publishing electronically or in print. Included in the process of subject preparation with Learning Guides, is a detailed consideration of all infrastructure needs for the delivery of the subject, which in turn leads to institutional support services from library and network services being provided appropriately and in time. Teaching staff are assisted in their time management requirements by the need to prepare and publish Learning Guides in advance of the presentation period for a subject. Some teachers have made use of the ability to prepare in advance to publish Learning Guides at one point of time for several presentation periods and they have used the time thus released for other aspects of their work such as research. The format of Swinburne University Learning Guides is designed to allow up-dating modules and sections without a complete re-publication effort. Electronically published materials can be up-dated even more readily.

For the University

Learning Guides also contribute to pride in ownership and a sense of belonging, especially to the new Division within the University. In a competitive environment it is also useful to have a mechanism to parade the style and details of subjects offered by a university that attaches great importance to high quality teaching and learning facilitation as part of its positioning within the global education marketplace.

Creation of Learning Guides facilitates intervention in the educational program by specialists who may suggest inclusion of devices and aspects which will enhance the learning of a subject. For example a "Memory Jogger" notepad was devised and included in economics Learning Guides. The package format facilitates orderly distribution of additional resources to students if required or advisable. For example, a floppy disk of financial spreadsheets was included in a pack for an accounting subject and bulk purchased supplementary texts were included in some core subjects. Several of the Learning Guides contain separator tab sheets for self-collation by students into ring binders. The self-collation is a deliberate educational feature requiring every student to assemble the subject in sections in a ring binder of their own choosing (re-cycle if they wish). Thus "readings" and "lecture overhead projector slides" or supplementary handouts may be inserted in the Learning Guide at the appropriate location whilst manufacture of these items is economical in the un-collated sets. Physical distribution of the printed versions of Learning Guides is facilitated by packing flat in shrink-wrapped packs which can contain CDs, floppy disks, adjunct materials or up-dates from the teaching staff.

Some Learning Guides are published on the University network for electronic access. As a first step, the guides are loaded with minimal html features and appear to be dominated by text modalities and thinking. However, these Learning Guides are the academic content and structure "script" of the subject and can be enhanced with multi-media aspects where appropriate as soon as desired. Even as "essentially text" the electronically published Learning Guides facilitate student access and use of the materials.

3. Methodology

Learning Guides have been produced since 1992. Prior to the current study, the Learning Guides had not been evaluated except by the inclusion of a limited number of questions on more general student evaluation questionnaires. The inclusion of such questions has been at the discretion of each Subject Convenor. In addition, the questions were quite often different and so there was no consistency in the evaluation across subjects. This study is the first attempt at a much broader approach to evaluate all Learning Guides.

A three pronged approach was used to obtain information. This involved the use of a common student survey, an email based survey and an evaluation conducted by an external consultant. This section describes the process used in each case.

3.1. Student Survey

The Convenor of each subject offered in Semester 2, 1998 was asked if they would agree to have students in their subject participate in a survey about the subject's Learning Guide. Convenors of some subjects declined, citing a variety of reasons, including that there was no printed Learning Guide for that subject, that the subject Learning Guide was being progressively published, that students were already over-surveyed, and that the timing of the survey was inappropriate for that subject, due, for example, to the fact that students were currently undertaking a major piece of assessment.

Twenty-five out of the fifty subjects running in second semester were surveyed, with the questionnaire distributed, completed and collected in class during either Week 9 or Week 10, depending on which was more suitable for the particular subject's schedule. The number of students completing the questionnaire varied from 19 (in a stage 3 Tourism subject) to 112 (in a Stage 1 Economics subject). Students were assured that their individual responses would remain confidential and not be identified, but they were asked to volunteer their student number to enable possible cross classification of responses between subjects as well as between responses and results in any subject. As the survey related to specific subjects, some students will have responded separately about more than one Learning Guide, with the maximum possible response for any individual student being four subjects.

A copy of the questionnaire is attached, as Appendix 3. Students were asked to respond to each of 14 statements, by choosing "Agree", "Disagree", or "Don't Know", with respect to that subject's Learning Guide. In interpreting these responses, it is important to note that the survey related to student perceptions, rather than actual fact. Further, the statements do not indicate the importance attached to the various statements. Some indication of what students think is important can be obtained from their responses to the two open-ended questions on the reverse side of the questionnaire. These were: "Indicate one thing that you really like about the Learning Guide", and "If you could change one thing about the Learning Guide, what would it be?" While the response to these questions related to the particular subject Learning Guide, compilation of the responses also gives some useful information about features that students consider important about Learning Guides in a more general sense.

The data for questions 1 to 14 was analysed using SAS. The data for questions 15 and 16 were entered into a Word Document and then summarised. Once the data had been entered, the subject Convenor was given a copy of the tabulated responses for their subject (refer to Appendix 4 for an example). In this way, Convenors were informed, without divulging the identity of the students who responded. In some cases, Subject Convenors then contacted the researchers to point out areas where the student perception differed from the reality (for example, supplying pages from the Learning Guide which showed reference to resources available, and examples of provision for self-assessment).

3.2. Email Survey

During semester 2, 1998 a training exercise and demonstration was conducted in which all students were sent a daily broadcast message to do with university business (academic, social, administrative, or training functional). This mechanism was used to seek open-ended responses from students regarding their opinion of Learning Guides. The broadcast message sent to the students about this matter is provided as Appendix 5. A full report on the trial of email broadcasts to students is in preparation.

3.3. External Evaluation

All evaluation work carried out to date has been internal. It was decided that, for the purposes of an independent evaluation, an external consultant should be contracted to conduct a detailed review of each of the published Learning Guides. The purposes of the review were to:

• develop a set of specifications to be used in evaluating the Learning Guides; • evaluate each Learning Guide against these specifications and other criteria

generally employed to evaluate learning materials; and • provide feedback that can be used for quality improvement purposes.

The consultant, working in conjunction with staff of the University, established the criteria against which the Learning Guides were to be assessed as well as developing a checklist to be used during the evaluation process. The Learning Guides were then read twice: firstly, using the general checklist to check against the information content requirements and general style; secondly, taking a university student learning perspective, using the module and topic level checklists (refer Appendix 6 for checklists). A separate report was generated for each of the Learning Guides used in first semester. The evaluation of second semester Learning Guides is currently taking place. An interim report based on the first semester review and some early results from the second semester reviews have been supplied and are discussed below.

4. General Findings

The results of the different phases of the evaluation process are discussed below.

4.1. Student Survey

The results of the survey confirm that Learning Guides are regarded by students as a valuable learning resource. The student responses also provide a wealth of information that can be used for immediate improvement either by direct application to the Learning Guides or through related issues such as improved communication.

4.1.1 Quantitative Data

In evaluating the responses to statements one through to fourteen, thought was given to the percentage of students likely to agree with any one of the statements given that it was actually true. The research team was of the view that it was unlikely to be 100% even in those cases where the statement was clearly true. After much consideration, the team decided that it would be appropriate to assume that 80% of the students were likely to agree with each statement given that it was true. Hypothesis tests were conducted using the alternate hypothesis that the percentage of students agreeing with each statement was not equal to 80%. All tests were conducted at the 5% level of significance. Table 1 summarises the results for each of the statements.

Statement Number of subjects with significantly different and above 80%

Number of subjects with significantly different and below 80%

Minimum % Maximum %

1 6 1 66% 100%

2 5 1 60% 100%

3 1 7 47% 89%

4 21 39% 82%

5 4 5 36% 100%

6 20 19% 84%

7 23 10% 90%

8 4 9 42% 97%

9 3 4 61% 97%

10 7 53% 92%

11 6 18% 96%

12 25 12% 61%

13 25 8% 55%

14 1 3 52% 97%

Table 1: Summary of agreement with statements 1 to 14

More detailed comments in respect of each statement follows.

1. Learning objectives are clearly stated for the subject.

There was an extremely positive response to this statement. Only one of the twenty-five Learning Guides was statistically significant with an agreement level that was less than 80%. The inclusion of clear learning objectives is regarded at Lilydale as an essential feature of an effective Learning Guide. Staff have been provided with a self-paced manual on how to write learning objectives [Paterson and Weal 1995]. Some staff have commented that the formulating and writing of clear objectives is a difficult and time consuming task, but, having undertaken that task, believe the effort was well worthwhile. The student responses indicate that this feature of the Learning Guides is widely recognised. A number of students also commented on the inclusion of clear objectives in their open-ended responses to Learning Guides in various subjects.

2. Learning objectives are clearly stated for each topic.

As expected, the outcome for this statement was similar to that for statement one. However, by contrast the external consultant's findings indicate that, of the fourteen corresponding Learning Guides evaluated to date, five have not clearly indicated learning objectives at the topic level.

3. The Learning Guide helped me to understand what I was expected to achieve.

This is considered to be another very important quality of a good Learning Guide. It is disappointing that seven Learning Guides were statistically significant and had an agreement level below 80%. The Subject Convenors of most of these subjects were already planning significant changes to their Learning Guides and the implementation of the

recommendations from the consultant's report should assist all staff to further improve in respect of this aspect.

4. The Learning Guide helped me to feel confident about undertaking this subject.

The survey was conducted at a time when students had just returned from the mid-semester break and were very aware of the closeness of the final examination period. It was certainly not the time when student confidence is at a peak, and this may have influenced the responses to this statement. The percentage of students choosing the "Don't Know" response was higher for this statement than for most of the other statements. Perhaps it would have been more realistic to choose a lower benchmark (than 80%) for this statement, given that student confidence is influenced by so many factors other than the quality of the Learning Guide.

5. The material in the Learning Guide is well organised.

Student comments to the open-ended questions illustrate that there is considerable difference of opinion about the organisation of the Learning Guides, even within a single subject. It is important to note that the guides which were significant and had agreement levels below 80% for this statement were for subjects being run for the first time, or being taught by new members of staff who had not previously written Learning Guides.

6. The Learning Guide allows me to undertake self-assessment of my progress.

Since opportunities for students to undertake self-assessment of their progress are important for effective learning, the large number of guides with a significant result and lower than 80% level of agreement is disappointing. However, there is evidence to suggest that students may have not agreed, not because opportunities are not provided, but because they would like more opportunities, or perhaps they do not recognise all the opportunities that are provided. In some cases, detailed reference is made to questions available on computer or in the textbook, although the actual questions are not reproduced in the Learning Guide. Thus, there is opportunity for self assessment and the Learning Guide points to it - but it would appear that many students do not recognise this as grounds for agreeing that "the Learning Guide allows me to undertake self assessment of my progress". This was one of the areas which prompted some Subject Convenors to approach the researchers to clarify the student response. It should be noted that the external consultant's findings support those of the student survey in respect of this statement.

In the case of LBE100 Microeconomics, the Learning Guide includes 100 multiple choice questions (with answers, on a separate page), module review questions for each module, specific reference to approximately ten textbook "checkpoints" and end of chapter questions for each topic, and reference to the self-assessment questions available on the computer network. For this Learning Guide, 78% of students agreed with statement 6 and 69% agreed with statement 7. In the open-ended questions, 56 comments related to self-assessment (30 for question 15, and 26 for question 16).

7. The Learning Guide contains answers to self-assessment exercises.

Except for two cases, the "Agree" response was less than 80%. Of course, where self assessment questions are not provided, answers would not be provided either. Even where questions are included, Subject Convenors may deliberately choose not to include some, or all, answers. In addition to the issue of perception versus reality discussed in regard to statement 6, there is a significant educational and philosophical issue here which is discussed in section 4.1.2 below.

8. On average I use my Learning Guide at least once per week.

For seven subject Learning Guides, the percentage agreeing with this statement was over 90%; in only one case was the figure less than 50%. It would be interesting to examine the relationship between the response to this question and student performance, given the emphasis on the Learning Guide as a guide to student learning at Swinburne at Lilydale.

9. The Learning Guide makes it clear that there are various learning resources for use in this subject; and

10. The Learning Guide clearly identifies the resources to assist my learning in this subject.

These are considered to be an important attributes of a good Learning Guide. It is somewhat disappointing to find that, in both cases, some Learning Guides had a significant result with agreement levels below 80% and significant. It is important to note that the findings of the external consultant tend to support the findings of the student survey in respect of these statements.

11. I like the Learning Guide in loose leaf format.

While some students commented that they would prefer to have the Learning Guide bound, the majority agreed that it was better to make it available in loose leaf form, and, as some commented, "we can always get it bound at the student union if we wish". A useful suggestion was that the guides have four holes rather than two, so students could easily use either a four ring or a two ring binder. Several students commented that this would overcome the problem of pages coming out too easily. An advantage of the loose leaf format is that it enables students to rearrange the order of the material so that it suits their preferred learning style and insert their own supplementary material from reading and other work thus having all their notes in the one place.

12. The Learning Guide is available on the web.

There was a much higher percentage of respondents choosing "Don't Know" for this statement than for any other (over 50% in all except five subjects). This may reflect poor communication about which guides are available on the web; or it may simply reflect that students who have purchased the Learning Guide are not interested in whether or not it is on the web. This does not reflect a lack of interest in the web more generally - indeed, there is considerable effort being put in to making more use of interactive learning materials through this media (rather than simply putting resources designed for the print medium onto it).

13. The Learning Guide indicates relationships with other subjects.

With one exception, the "Don't Know" response rate for this question ranged from 21% to 49% (higher than for any statement except 12). This may reflect ambiguity in the statement and uncertainty about the extent to which a subject Learning Guide "should" indicate relationships with other subjects (and what subjects, in a context where students are given a high degree of flexibility in their choice of subject combinations).

14. The Learning Guide provides information about formal assessment.

As expected, there was a high degree of agreement with this statement. It is worth noting that the full details about formal assessment are included in the Subject Outline. Some respondents would have regarded the question as being inclusive of the Subject Outline, while others would have distinguished between the Subject Outline and the Learning Guide.

4.1.2 Qualitative Data

The major issues arising out of question 15 relate to:

• the inclusion of information about the subject ("It outlines the whole subject so that the student is not reliant on the tutor from week to week.");

• the provision of lecture overheads ("The overheads for the lectures are excellent & because we already have them, it is easier to understand what is being said in the lectures as you don't have to concentrate on writing everything, you can listen.");

• self-assessment ("The exercises to do. Helps understand."); • structural/organisational ("The layout of the Learning Guide is easy to follow &

understand. The headings, subheadings & context make it easy to find what you're looking for.");

• clarity ("Clear, concise able to know what is required & where help can be obtained if I don't understand anything."); and

• the way the Learning Guide outlines work requirements and allows planning of work ("The format is well set out. Shows easily what you need to learn for each week, giving good examples & answers.").

The major issues arising out of question 16 relate to:

• the inclusion of lecture overheads ("Add copies of lecture presentations so we can really listen at lectures instead of writing madly try to get it all down and try and listen at the same time.");

• self-assessment questions and answers ("Adding chapter questions in there - thing we can test ourselves with or an indication on q's we should do to help us."); and

• structural/organisational ("Make it so there was no need to flip backwards & forwards all the time.").

A number of significant philosophical and educational issues are raised by the responses to the student survey. These include issues relating to the inclusion of lecture outlines or overheads, self assessment questions and answers, and general structural issues that will assist students to take greater control of their learning and to become more independent learners. It is interesting to note that each of these issues features prominently in the responses to both questions.

Lecture Overheads

The advantages of the inclusion of lecture overheads are clearly indicated in student responses to both questions 15 and 16. The provision of overheads allows students to concentrate in the lecture on explanations and understanding, rather than "trying to get it all down". Where there is significant use of diagrams or formulae, students are not left wondering if they "got it right" and saved the problems that arise from mis-information in these aspects. Having the overheads already distributed also makes it easier for the lecturer to engage in dialogue and interaction as the lecture is no longer primarily driven by "content". Inclusion of the overheads in the Learning Guide is more cost-effective than making them available in some other form, such as on the Intranet or in the library, which students individually print or photocopy.

On the other hand, the inclusion of the overheads is regarded by some academics as depriving the student of the experience of developing their own skills in notetaking. Others label the practice "spoon feeding" and argue it promotes dependence on the part of the student. A further claim is that the provision of overheads unnecessarily restricts the lecturer, as students expect all the overheads to be used in the same sequence as that in which they are provided to the student. Certainly, the responses of some students suggest that the provision of overheads in some Leading Guides has led to an expectation (and, in some instances demand) that they be provided in others.

This issue is one which stimulates considerable on-going debate at Swinburne at Lilydale.

Self-Assessment

Opinion is divided about the desirability/effectiveness of including answers to questions. Some staff argue that for the self assessment to be an aid to learning, students need to make a genuine attempt at the self assessment tasks, and that the provision of ready answers discourages students from making a proper attempt at the questions: "It is all too easy to have a quick look at the question, then look at the answer, and decide 'yes, I know that' without really testing oneself." Those who subscribe to this belief deliberately choose not to give the answer in the Learning Guide (though they may well choose to ensure that the answer is readily available in another place - eg on library reserve, or accessible via computer, as well as being discussed in a subsequent class).

Others would suggest that the provision of answers encourages a surface learning approach, lulling students into a false belief that if they learn the answer off by heart, they will do well in the summative assessment, whereas what the summative assessment will be testing is ability to understand and apply and integrate their learning. Again, what is perceived by some (including some students) as "failure to provide the answer" would be defended as "being responsible about facilitating student learning" by others.

A contrary view is that unless students have immediate access to a way of checking their responses, the learning will be impeded. A further view is that encouraging students to be self-directed learners requires giving the student the freedom to choose how they use the self assessment. As one student commented: "Put the answers to the module review questions in. If you check, it's your own fault".

Given the evidence from the surveys that the provision of some answers leads to increasing demands for the answers to everything to be provided, two questions arise:

• what level of answers, in terms of both quantity and detail, should be provided in order to allow meaningful self-assessment to take place?; and

• to what extent is it desirable, ethical, or indeed legal, to include in the Learning Guide answers to questions from the textbook when the textbook is not published by the University?

A separate, but related, issue, is the request by students for the inclusion of past examination papers in the Learning Guide. While some sample examination questions may well be included as part of the review/self-assessment material, to what extent is it

appropriate to include whole examination papers? Further, if they are included, should answers also be included? Does this encourage students to adopt an attitude in which "learning" is seen as totally content driven, where it is "measured" by one's ability to regurgitate memorised material, and where "education" and "passing exams" that have set answers are synonymous.

Structure and Organisation

Overall the Learning Guides were considered to be well structured and organised in a way that facilitated learning. Generally the guides are organised into modules and then, where appropriate, into topics. Most guides contain some combination of learning objectives, references, exercises, examples, lecture overheads and readings (though not necessarily all of these) at the module and topic level. Icons are a feature of the Learning Guides. These are placed in the margin to clearly indicate items of interest or importance. A number contain section dividers for ease of use. Others use colour coding to clearly indicate different learning resources such as videos. These features have been well received by the students.

Different Learning Guides incorporate different learning materials in different ways. Some incorporate readings, exercises and/or lecture overheads with the other material for a topic. Others segregate these materials into separate sections. Most of the negative comments relating to structure and organisation relate to this latter arrangement. It is clear that students prefer to have all the materials for a topic collected together and this will need to be borne in mind during the current round of revisions.

4.2. Email Survey

Twenty-one responses were received and analysed by inspection. Table 2 summarises the points made by students in the response essays.

Summary of student comments Notes by research

The Learning Guides cater for student ownership of the learning task.

This is summarised from comments about helping part-time students, self-pacing being possible and similar statements.

Flexible attendance and student differences are catered for by Learning Guides

Comments from part-time and full-time students who have work commitments.

The design and style of Learning Guides assist note taking and study.

Particularly refers to reproduction of lecture OHPs to allow concentration on content and economical notetaking.

Students with disabilities are catered for by the provision of published Learning Guides.

One comment was the provision "on disk" also assists those with poor eyesight by allowing enlarging print.

The quality of the subject content explanations needs to be checked.

This alludes to some criticisms of authors' explanations in the text and the structuring of those explanations and the Learning Guide.

There is a miss-match between the content of the Learning Guide and what is presented in lectures and textbook.

This is possibly due to changes in staff presenting a subject or to texts going out of print or new versions being adopted. Elements of "not invented here by me" may also be involved.

There is a need for quality control on manufacturing and publishing.

This alludes to less than perfect proof-reading and some subjects including illegible readings collections.

Table 2: Summary of responses to the email survey

4.3. External Evaluation

The consultant found that, in general, the Learning Guides are of a "consistently high standard" with some being outstanding. However, a small number of Learning Guides were found to need further development. Other key findings include:

• the Learning Guides are a valuable educational resource which enable students with varying learning styles to engage in the learning experience;

• the educational style used in preparing the Learning Guides encourages students to take responsibility for their own learning;

• the Learning Guides provide a clear framework for the learning experience as well as study guidance and support;

• the general standard of the academic input to the Learning Guides is outstanding; and

• there is evidence of a changed approach to teaching and learning embedded in the Learning Guides.

Since 1996, staff authoring Learning Guides have been supplied with a copy of Learning Materials Specifications [Jeffery et al 1998]. The interim report from the external consultant stated that "The specification manual explains the design of a cutting-edge development in

Australian tertiary education." [Heartland Consulting 1998]. The consultant found that some staff appeared to be using older versions of the specifications manual while others were introducing their own variations to the style. The former is of concern. It is recognised that the Learning Guides will vary across different disciplines in order to reflect the different nature of the disciplines. These variations are acceptable as long as the overall purpose and spirit of the Learning Guide concept is not compromised as a result. The consultant found that this had happened in some cases. It is clear that the manual needs to be reissued to all staff in a way that ensures everyone is operating on the same basis and that a procedure must be established to approve variations to the recommended style to ensure that proposed variations to the style are acceptable. The consultant has now been engaged to help with this task.

The majority of the recommendations arising from the report relate back to style and will be addressed by the above. These relate to matters such as the table of contents, pagination, standardising the fonts used and the use of the Swinburne logo. Other key recommendations arising from the consultant's report include the following.

• The Learning Guides use icons to highlight important aspects of the text or to indicate tasks to be completed. The consultant found that these were generally well used but not in all cases. It has been recommended that the icons be used in a deliberate and consistent fashion throughout all Learning Guides and that the section of the specifications manual referring to the use of icons be reviewed and updated.

• The University requires each subject to have a Subject Outline which contains factual information about the subject including teaching staff details, weekly schedule, assessment details and references (the consultant also reviewed these and found them to be of a high standard). These are required to be issued free of charge to each student attending classes in any given subject. The Learning Guide for each subject needs to be read in conjunction with the corresponding Subject Outline. Given the close relationship between the Learning Guide and the Subject Outline, it was recommended that provision be made in the Learning Guide for the insertion of the Subject Outline and this be clearly indicated.

• Revisions of Learning Guides have been left to the relevant authors to conduct. Major revisions and updates have been completed as and when appropriate. However, it appears that a limited number of minor errors continue to slip through the net during such revisions. These include spelling or typographical errors and incorrect answers to exercises. The presence of these clearly detracts from the overall quality of the Learning Guide and it is clear that a procedure needs to be established to ensure that all required corrections are made.

5. Further Research

The information arising from the responses to the surveys and the consultant's report have indicated several interesting areas for research. Some of these, which will be pursued further, have been introduced in this paper. Other areas for possible further research include:

• to what extent did individual respondents discriminate in their responses between subjects and within subjects?;

• to what extent does the information obtained from each of the three components of the study match?;

• what is the correlation, if any, between responses and academic results?; • how important are the features surveyed

to students? to academics?;

• how well do student perceptions match reality?; • is there a difference between the perceptions of students who regularly attend

classes and those who adopt a more independent learning approach?; • to what extent "should" the style and format of a Learning Guide depend upon the

Discipline and level of the subject?; • to what extent do the student perceptions of what constitutes a good Learning Guide

vary throughout the duration of their course?; and • how do future student responses match changes made to Learning Guides in

response to the outcomes of this study?

6. Conclusion

Generally, Learning Guides are well received and viewed as a distinct advantage in helping students to:

• engage meaningfully in the learning process in a way that matches their preferred learning style;

• do so at a time and place of their own choosing (this is still dependent on the availability of other resources); and

• take responsibility for their own learning.

Swinburne at Lilydale has made significant progress towards the publication of high quality Learning Guides in all subjects. Clearly, current Learning Guides need varying amounts of further refinement. In addition, some subjects need to have Learning Guides published for the first time.

A number of revisions to aspects of Learning Guide preparation and publication will be undertaken in response to the comments from students derived from the research reported in this paper, together with the Consultant's report. However, the research has shown overall satisfaction with the process and is a vindication of the University's investment in MML.

References

Jeffery, P. 1995, A Review of a Project to Introduce Educational Technological Approaches to the Provision of Higher Education - Both On and Off Campus. Paper presented at the Australian Association for Research in Education Conference, Hobart, 26 - 30 November.

Jeffery, P. 1996, 'Growing Change': A Second Review of a Project to Introduce Educational Technological Approaches to the Provision of Higher Education - Both On and Off-campus at Swinburne University of Technology. Paper presented at the Australian Association for Research and the Educational Research Association, Singapore Joint Conference, Singapore, 25 - 29 November.

Jeffery, P. 1997, 'Establishing Change': Third Review of the Project to Introduce Educational Technological Approaches to the Provision of Higher Education at Swinburne at Lilydale. Paper presented at the Australian Association for Research in Education Conference, Brisbane, 30 November - 4 December.

Jeffery, P. et al 1998, Learning Materials Specifications, Swinburne University of Technology, Lilydale.

Paterson, H. and Weal, S. 1995, Writing Learning Objectives, Swinburne University of Technology, Hawthorn

Taylor, J. C. 1995, Distance Education Technologies: The Fourth Generation, The University of Southern Queensland, Toowoomba

Weal, S. and Jeffery, P. 1994, "What is Multi-Modal Learning?" In Proceedings of the Fifth International Conference of the Australasian Association For Institutional Research, Dunedin, 30 November - 2 December, pp 99-105.

Appendix 1

Multi-Modal Learning Model Showing Central Role Of Learning Guides

Appendix 2

MULTI-MODAL LEARNING Swinburne University of Technology

Aspects of the success of MML have been summarised in a recent independent international consultants' report as the two quotations following show.

"Multi-Modal Learning - MML has been successful in establishing a learner centred culture at Lilydale." "MML has a particular strength in its learning design model and this should be adopted in all future development of flexible learning material." [Deloitte, Touche Tohmatsu 1998].

Project Summary:

MML commenced at Swinburne's Mooroolbark Campus in late 1992 for the commencement of teaching of one degree in 1993. The 3-year pilot project at Mooroolbark was followed by adoption of MML for the Lilydale Higher Education Division of Swinburne commencing in 1996. MML has now been in use at Swinburne Lilydale Division for four degrees for two and one half years. The Lilydale Division has approximately 1700 students.

Definition of MML:

MML is defined as provision of learning opportunities utilising many modes and strategies that cater for individual learner needs and capacities placing the responsibility for achievement with the learner. These provisions are arranged and managed by teams of academics who document the resources and multiple modes of learning for the benefit of the learners. [A diagram illustrating the concept of MML is printed on the reverse of this sheet].

Implementation Conditions:

Critical factors in the continuing successful implementation of MML include:

• Teaching staff committed to innovation and new or revised courses. • Catering for individual differences in teaching staff readiness and capacity. • Providing for differing discipline positions and ethos. • Developmental assistance in learning design for staff.

• Assistance with electronic and print publishing needs as required. • Systematic staff development through dissemination of education discipline literature. • Divisional support for required documentation of learning materials. • Provision of viable electronic infrastructure. • Funding for educational leadership personnel and administrative assistance. • Budget for acquisition of exemplar equipment and software.

Achievements 1998:

• Publication of 60 Learning Guides. • 23 Learning Guides published on the WWW [student access only]. • 4 Learning Guides published for more than one semester use. • Conduct of 13 SLLLS seminars for staff development. • Distribution of MML Literature documents for professional reading. • Preparation and publication of several research papers and speeches on MML. • Conduct of campus wide email broadcasts to students and staff. • Encouragement of electronic communications with students in several subjects. • Provision of support for external evaluation of subject materials. • Research on various aspects of MML.

MML Unit Staff:

Peter Jeffery Manager

[vacant] Resources Coord.

Jenny Austen Administrative Assistant

+ outsourced designer & other producers.

MML Costs Summary:

Pilot Project [3-years]: $300,000

SaL implementation [2-years]: $300,000 plus publishing [cost recovered] and grants.

Peter Jeffery

Director

Multi-Modal Learning

Information Resources and Learning Services, Swinburne University. [email protected]

+61 3 9215 7140 phone/fax.

Appendix 3

Questionnaire on Learning Guides for Swinburne at Lilydale Students September 1998.

QUESTIONNAIRE ON LEARNING GUIDES

This questionnaire is to collect information and opinions from students regarding the Learning Guides which are published for nearly all subjects taught at Swinburne at Lilydale.

Your responses will be treated confidentially so that no individual will be able to be identified in the compiled data to be published as an Australian Association for Research in Education 1998 Conference paper.

Male: g

Female: g

Part-time: g

Full-time: g

Subject Code: .......................................

I.D. No: ...............................................

QUESTIONNAIRE

#

Statement

Agree

Disagree

Don't

know

1. Learning objectives are clearly stated for the subject.

2 Learning objectives are clearly stated for each topic.

3 The Learning Guide helped me to understand what I was expected to achieve.

4 The Learning Guide helped me to feel confident about undertaking this subject.

5 The material in the Learning Guide is well organised.

6 The Learning Guide allows me to undertake self-assessment of my progress.

7 The Learning Guide contains answers to self-assessment exercises.

8 On average I use my Learning Guide at least once per week.

9 The Learning Guide makes it clear that there are various learning resources for use in this subject.

10 The Learning Guide clearly identifies the resources to assist me learning in this subject.

11 I like the Learning Guide in loose leaf format.

12 The Learning Guide is available on the web.

13 The Learning Guide indicates relationships with other subjects.

14 The Learning Guide provides information about formal assessment.

Please turn over for open ended questions: on the other side of this sheet.

Questionnaire on Learning Guides for Swinburne at Lilydale Students September 1998.

Open ended questions. [Please write clearly.]

15. Indicate one thing that you really like about the Learning Guide.

16. If you could change one thing about the Learning Guide what would it be?

Thank you for your time and effort.

The staff involved in this study are:

Mr Steve Weal, Head of Studies, SaL;

Ms Ros Smith, Discipline Leader - Economics, SaL; and

Mr Peter Jeffery, Manager, Multi-Modal Learning,

Information Resources and Learning Services, Swinburne University of Technology.

Appendix 4

LG Survey for lbe100 1

Cumulative Cumulative

GENDER Frequency Percent Frequency Percent

--------------------------------------------------------

Male 72 64.3 72 64.3

Female 40 35.7 112 100.0


STATUS Frequency Percent Frequency Percent

--------------------------------------------------------

Part-time 20 18.9 20 18.9

Full-time 86 81.1 106 100.0

Frequency Missing = 6

Q1 Learn Obj's for subject


Q1 Frequency Percent Frequency Percent

--------------------------------------------------------

Agree 107 95.5 107 95.5

Disagree 4 3.6 111 99.1

Don't know 1 0.9 112 100.0

Q2 Learn Obj's for topic



--------------------------------------------------------

Agree 106 94.6 106 94.6

Disagree 4 3.6 110 98.2

Don't know 2 1.8 112 100.0

Q3 Understand expected to achieve



--------------------------------------------------------

Agree 99 89.2 99 89.2

Disagree 6 5.4 105 94.6

Don't know 6 5.4 111 100.0



Q4 Feel confident



--------------------------------------------------------

Agree 78 70.3 78 70.3

Disagree 14 12.6 92 82.9

Don't know 19 17.1 111 100.0


Q5 Well organised



--------------------------------------------------------

Agree 101 91.0 101 91.0

Disagree 7 6.3 108 97.3

Don't know 3 2.7 111 100.0


Q6 Undertake self-assessment



--------------------------------------------------------

Agree 87 78.4 87 78.4

Disagree 16 14.4 103 92.8

Don't know 8 7.2 111 100.0


Q7 Answers to self-assessment exs



--------------------------------------------------------

Agree 74 69.2 74 69.2

Disagree 26 24.3 100 93.5

Don't know 7 6.5 107 100.0



Q8 Use at least once/week



--------------------------------------------------------

Agree 101 91.8 101 91.8

Disagree 7 6.4 108 98.2

Don't know 2 1.8 110 100.0


Q9 Various learning resources



--------------------------------------------------------

Agree 92 83.6 92 83.6

Disagree 8 7.3 100 90.9

Don't know 10 9.1 110 100.0


Q10 Identifies resources



--------------------------------------------------------

Agree 90 82.6 90 82.6

Disagree 9 8.3 99 90.8

Don't know 10 9.2 109 100.0


Q11 Like loose leaf format



--------------------------------------------------------

Agree 85 76.6 85 76.6

Disagree 19 17.1 104 93.7

Don't know 7 6.3 111 100.0



Q12 Available on web



--------------------------------------------------------

Agree 32 29.4 32 29.4

Disagree 21 19.3 53 48.6

Don't know 56 51.4 109 100.0


Q13 Indicates relationships with subject



--------------------------------------------------------

Agree 24 21.4 24 21.4

Disagree 33 29.5 57 50.9

Don't know 55 49.1 112 100.0

Q14 Info about formal assessment



--------------------------------------------------------

Agree 95 84.8 95 84.8

Disagree 6 5.4 101 90.2

Don't know 11 9.8 112 100.0

Really Like

Change

Mostly easy to follow and not too big.

Lecture notes. Give answers to review questions.

Easy to know where your up to week by week.

The price.

Module break down, lecture notes separate. More self assesment scenarios.

It is clear and precise on the work that is to be done and the learning outcomes.

Have answers to the book work.

Very modular, by topic. More questions with answers (not just multiple choice).

What ever information I need regarding dates, assesments topics etc are included in the guide. The info is easily spelled out in the guide.

More details in the module section of the paper. Didn't find the modules all that useful.

The fact that it indicates the weekly tasks necessary to keep up to date, including reading, questions + tests.

I would associate the powerpoint notes at the back to page numbers in text book, for further reading.

It has a lecture slides, review questions. I don't know.

It included the lecture notes. It was clear and precise.

Include a the answers to revision & or maybe ???

It helps you keep up to the trade. It's size :- too big.

The fact that almost all the info needed for the subject is in it. The lecture overheads being in it.

The lecture notes. Nothing (possibly binded when purchased).

The review problems at back of modules. Provide answers to review problems.

The way it's set out & the multi q in it. Put the answers to mod review in. If you check own fault & perhaps a formula page.

The LEC outlines. More content about the subject def's etc.

Self assessment questions. Review Make it so it fits into a 4 ring folder (4 holes).

questions.

Multi choice questions & answers. Ass answers for module review.

Allows me to write my own notes - rather than spoil the text book/s.

More self-assessment questions - with answers (not just multiple choice).

Overheads included. Less computer - harder to get to school more to use if working full time.

It's well put together. Answers to the end of module problems. Include a few short-answer question & answers.

Set out clearly, feeling confident with the information about each lecture note and information in each module. Provide lecture note therefore no need to copying during lecture.

Bind it when we purchases.

It has multiply choice solution.

Lecture notes included with space provided to write notes.

More assessment (self) questions.

Simple, organized easy to understand.

It is clear and easy to read. Change the two holes to four holes so pages don't tear out as easily.

Self-assessment questions (multiple choice). Review problems. Learning modes & resources.

Nothing, but I really would like to have a drop-in to attend!!

It is very small. Overheads are supplied so you can just add your own notes them.

There wasn't so much work?! Nothing really it's pretty good.

Is that you are able to take notes down during the lecture instead trying writing the lecture notes.

Nothing.

Clearly set out - letting you know study requirements. Past exam questions - in format of assessments.

Clear, concise able to know what is required & where help can be obtained if I don't understand anything.

More problems, possibly better work on net (WARD Good but could be better). Answers to Ward available.

The lecture outlines for this subject have been great it allows time to listen to what is being explained and make extra notes if required instead of writing the whole time.

That it could be available earlier at the start of the semester.

It has the lecture notes inside and also multiple choice questions and answers.

The price. It is very good Learning Guide all subjects should be the same.

If you miss a lecture you don't fall completely behind.

Cheaper! More examples.

The lectures notes already in the guide. Saves printing and messing around.

Lecture notes included in it. Put it in a better sequence.

Multiple choice answers and questions. Review questions.

Make it easier. Put exam papers in the back.

Multiple choice questions + review questions.

Past exam papers at the back.

Multiple choice questions at back & review problem.

Put past exam papers at the back.

Multiple choice questions & review problems.

Past exam papers included.

Multiple choice questions & answers. The all ready placed overheads from powerpoint.

Make it more simple. Put exam papers in it.

Lecture notes are given. It's size.

The lecture overheads. Include the answers to the summary questions at the end of each module.

The overheads for the lectures are excellent & because we already have them, it is easier to understand what is being said in the lectures as you don't have to concentrate on writing everything, you can listen.

Answers to the text book questions involved.

Format. More review questions.

Overhead notes, answers to mulitchoice Qs, topic review questions.

N/A.

The assessment tasks at the end of each module. The multiple choice questions are good & lecture overheads.

It would be bound. Maybe include a definitions page.

Well structured & set out clearly. Review questions.

Cost. The micro-economics Learning Guide is the best one I have used so far. Could the other subjects please use it as a modle?

Self assessment activities. The way it is clearly set out for each topic allows you to prepare for lectures.

It tells you what homework to do, lecture notes included as well as writing in your own notes, multi choice questions available with answers, so you know if you stuffed up. Overall really good set out!

When intro subject in each topic, perhaps should either write more, or don't bother.

Multiple choice Q's. More examples + stuff from TEXT book.

That it has all slides in it, you don't have to print a copy.

Bigger headings for tests.

Let's you know when the test are on. Bigger headings for tests!!

Lecture notes.

The end. To be set out better eg modules with relevat info not here there & everywhere.

Easy to understand. I realy don't know. I find the subject quite hard but the Learning Guide and subject outline quite valuable and easy to use. The book is just a little expensive.

Objectives are clearly stated for each topic.

Multiple choice. N/A.

Very well structured. Makes it easy for people to study on their own.

Slightly more explanatory.

Orderly, easy to follow. Make the questions required for tutorials stand out more.

Clear, brief, give all necessary info. Nothing.

Clear, well organised. Nothing, I think it is very informative.

The tabs so I can put each module into different sections.

Making the wording used simpler.

Organisation.

Having the powerpoint slides in it with room to write notes beside it.

Bind it with plastic binders.

It is easy to follow. Expand on somethings (eg Information).

This economics Learning Guide clearly indicates a learning path. The lecture notes make learning so much easier as only notes need to be taken which enables you to take in what the lecturer is saying.

Nothing.

The review problems give you a good test in regards to the topic learnt.

N/A.

Help you to pass the subject and prepare for final exam.

Give the exam question.

Learning objectives. Multichoice. Answers to WARD questions in guide.

No.

Jotter for notes. Lecture overheads and space for notes. Loose dividers.

The way the lecture overheads are in the back with space for notes. We know what is expected of us each week.

Bind it together.

The lecture power point notes & the way there are very well explained.

Have the Learning Guide binded.

Well organised, best Learning Guide for a subject I've got.

Very well organised. More review questions at end of chapter.

Self-assesment. Answers for the M.C.

The slides included. Loose leaf format.

It is not enormous, fairly easy to work through.

Give more examples of problems.

Organised well set out. Inclusion of lecture slides.

More information on certain topics.

Could be used to study at ones own pace. Easy to use.

Cover some topics in more depth. Use more friendly examples. Format could be improved.

The lecture overhead notes. It should show more information about the particular module especially topics.

Clear and easy to use, has a lot of information.

To have dividers already in place to gain quicker & easier access to individual modules.

Overheads are provide - excellent decision. Put all sections together eg module 1 outline, overheads, multichoice and so on.

The lecture notes. The multiple choice questions are helpful in understanding each topic better.

Easy to follow & understand.

I like that it has the overheads included as you can concentrate on the content of the lecture.

I would like the answers to the text book questions to be included, also explanation of multiple choice questions. There is no way of knowing how the answers are reached.

Multiple choice questions. Outline lecture notes.

Make it cheaper.

Lecture overheads. That it should be bind into a book and more information in it.

Very straight forward and easy to understand.

Nil.

Lecture notes are great. It's too big and complicated.

The whole set up. Self assessment. Lecture notes ü ü ü very useful.

? Nothing. I found it the nest L.G. I have used yet.

Size. More review questions.

Very clear.

Self assesment questions. Put things in order.

Multiple choice questions + text references. Answers to text questions.

It indicates what questions need to be answered in order to participate in group discussions in the tutorial.

An example of the exam.

It had the lecture slides in it with space to write next to them.

Lecture notes included.

Easy to read/understand. Lecture slides included.

Include more graphical examples.

All of the assesment criteria was present. Good how it mentions different ways of assessing your knowledge.

Organise it so that it is in lecture format and not modules and topics. Keeps it easier to follow through.

Good m-choice q's. Answers to review probs.

Lecture notes. Multiple choice. Maybe the set out & answers to review problems.

Lecture slides. Answers to review questions.

Lecture slides. Answers to review/assessment questions.

I like the fact that all the modules are set out clearly and there is room left to comment on various topics.

I would have it binded together and not loose leaf.

It has the lecture slides in it. Put the answers to the review questions in it.

Summary - Really Like

Outlines work requirements/allows planning of work 14

Provides information on what is happening in subject 3

Learning objectives

Summary - Change

Make work requirements clear 1

Provide information on what is happening in subject

Learning objectives

Lecture information &/or overheads 48

Content - general 3

Readings in LG

Indicates support material/resources/readings 2

Structural - well organised 22

Easy to follow/clarity 17

Examples/illustrations

Self-assessment related 30

Subject assessment related 4

Loose leaf format

Size 6

Price

Put on Web/CD-ROM

Complete/error free

Subject outline

Nothing 1

Don't know

Irrelevant 1

Other 2

Lecture information &/or overheads 1

Content - general 13

Readings in LG

Indicate support material/resources/readings

Structural/organisation 10

Make clearer 3

Examples/illustrations 4

Self-assessment questions/answers 26

Subject assessment related 9

Format (Bound vs Loose leaf) 9

Size 4

Price 5

Put on Web/CD-ROM 2

Make sure complete/fix errors

Include subject outline

Nothing 9

Don't know 2

Irrelevant 2

Other 7 (3 N/A, 3 +ve)

Appendix 5

Subject: Official Email Broadcast LEARNING GUIDES

Date sent: Wed, 09 Sep 1998 11:51:14 +1000

From: Peter Jeffery <[email protected]>

Organization: Swinburne University

To: all students

MESSAGE OF THE DAY

This message is a bit different from all the others that have been sent to date, and I want to give everyone plenty of time to respond if they wish.

Now is the start of the lucky draw for the portable computer. We recently sold 10 of these Toshiba 486 SX machines for $200 each and they all sold by noon on the first day. They must be worth $400 at least! Now you can enter the draw for the one I have left [a really good second-hand machine]. The entries for this draw will remain open until Friday 9 October.

Here's what you must do to enter.

Please write 200 - 250 words on 'your opinion of one of your subject learning guides'. In the subject of your email put the two words Learning Guides. Send your email to me and only to me.

Your responses will be analysed in our "learning guide quality improvement effort". Your name will be attached to your email but will not be passed on to anyone. Individual respondents will be only known to me and I will not relay anything that can identify you. You must give the name of the subject in your response because learning guides vary from subject to subject.

Important:

DO NOT comment on the general teaching of the subject. We are seeking your opinions on the subject learning guides NOT on the subject or the general teaching of it.

Appendix 6

LEARNING GUIDES CRITERIA

Subject code: ___________ Subject name: _________________________________________

Checked by: ___________ Date: _________________________________________

Cover o Subject name & code o Logo

Inside Cover o Subject name & code o Author / Convenor

o University and Division names o Development Team

o Copyright o Contributors

o Acknowledgment o Published by

Subject Outline o Page indicated where subject outline to be inserted

Type Style o Text Font - Times New Roman o Quotes - indented TNRoman

o Margins: left 9cm top / bottom 6 lines o Alignment - left justified

o Heading styles - differentiated o Page nos: right odd nos / left even nos.

o Table of contents - Learning Guide o Pagination re modules and topics

o Table of contents - readings o Harvard system referencing

o Appendices o Glossaries

o Consistency of style o Positive general impression

____________________________________

General style o Clarity and readability o Editing / spell-checking

o Well organised o Encouraging and positive

o Tabulated study schedule o Motivational & enthusiastic

____________________________________________________________________________

Special features o "How to" guides (specify areas)

Multi modal o Lectures o Computer based self-assessment

o Tutorials o On line materials

o Drop in class o CD Rom based resources

o Text book o Email / Web based discussions

o Video on demand o Audio tapes

o Other resources (please list)

__________________________________________________________________

__________________________________________________________________

Module Level: Learning Guide

o Modules used o No modules used

Introduction o Module overview o Friendly positive style

o Identify individual topics o Areas of importance in module

o Common theme in topics o Module assessment details

Learning Objectives: o More specific than at subject level o High quality objectives

o Student learning focus o Objectives need improvement

Module Summary: o Focus on key points o Draw module together

o Reminder of what they've done o Lead to self-assessment

Self-assessment: o No self-assessment resource provided o All objectives covered o Self-assessment provided o Assess student basic understanding

o Questions at end of module o Assess student application of learning

o 'Tutorial in print' style o Computer based solutions

o Students to compare their answers o Answers to set questions

Further reading: o References for module

Topic Level: Learning Guide

Introduction o Focus the subject material o Professional or external relevance

o Terminology, definitions, questions, etc o Importance of topic

Learning Objectives: o Student abilities on completion of topic o Distinguishes depth of learning

o Sequenced by degree of difficulty o Vary with different types of content

o Provides scope or boundaries of topic o Reflects topic emphasis or perspective

o Clear basis for moderating assessment

Learning Modes: o Details of multi-modal learning materials

Main content: o Highlight important ideas o List of prescribed readings

o Review questions for self-assessment o Strategy or method of analysis/approach

Preparation for tutorials:

o Reading o Review questions o Exercises for completion o Solutions provided o Tutorial program outlined

Topic Summary: o Remind students what they've learned o List key concepts of topic

o Glossary of terms

General style: o Well-organised and clear o Encouraging and positive

Bibliography: o List of cited references

Overall Comments:

the role of learning guides in multi-modal learning at the ... · in 1998, the mml unit has...

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