using a vle to manage a large class peter chalk dept of comp, comm tech & maths london met...
TRANSCRIPT
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Using a VLE to manage a large class
Peter ChalkDept of Comp, Comm Tech & Maths
London Met (North Campus)
Learning Technologies Workshop 8/11/02 (City Campus)
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Introduction
• “This year a large first year BSc Computing module (over 300 students) has been re-organised for delivery using a VLE. Student record management, course content and all assessment is now on-line. Nearly 30 teaching assistants are involved. Find out how things are progressing!” (my email, Oct 02)
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The reality
• 443 students ‘doing’ IM110 (Intro to Java)
• Peak (physical) = 315 (week 3 lecture)
• Peak (virtual) = 323 (weeks 4-6 quiz)
• 29 Tutorial Groups (23 tutors, FT, PT & PhD) a week to manage
• 4 lectures (3 lecturers) a week
• WebCT used to organise, track, assess etc
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Last Year (Pass %ages)
Yr Passed Finished % Started %99-00 183 292 63 347 5300-01 175 277 63 391 4501-02 207 371 56 529 39
39% of the intake in 0102a passed
56% of the students who took the exam etc (‘finished’) passed
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So far this year (0203a)
• ‘Finishing’ = 323 out of 443 (ie took assignment 1 quiz)
• 37 failed quiz (level same as UEL, SBU & Bolton)
• Pass rate so far– (323-37) / 323 finishers = 88.5%– (323 - 37) / 443 intake = 64.6%
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SIMT Response
• One language (Java) over 2 semesters
• Small tutor groups (15)
• Constructivism (Piaget)
• Graphics library (Papert’s Logo)
• Web-based Multimedia Learning Objects
• VLE - WebCT (well supported at North Campus)
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Learning Objects - Text
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Learning Objects - Animation
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Learning Objects - Situated
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Learning Objects - Interactive
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VLE - WebCT
• Scaffold students (Woods) by:– variety of on-line support– graphical feedback & visualisation– learning aids (learning objects)– discussion & email– feedback on assignments– Weekly assessed exercises in log & VLE
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VLE course content
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Assessment using the VLE
• Continuous, feedback-driven
• Apprenticeship-style (Lave, Wenger)
• On-line quiz question bank (2 MCQs & exam)
• All marks viewable by ID, profile data
• Assignment grades/comments on-line
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Research benefits of VLE
• Tracking student visits to content pages & content page hits:– Insight into use of learning aids & how students
learn
• Qualitative data in discussion and chat logs
• Also using:– Server log stats, evaluation questionnaires &
interviews
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Tracking Hits on Learning Aids
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Sample Students’ Hit Summary
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One Student’s Record of Hits
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Conclusion – the industrialisation of education
• Economies of scale, team building• Reusable resources: learning aids, quiz questions
and VLE area (cf Bolton)• Requires ultra-reliable, well supported servers &
mirrors plus staff training• Verifiable resources (eg on-line marks confirmed
by students, randomised MCQ)• As far as possible, paperless• Community of learning in VLE? (Wenger)
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Thanks to
• Learning object team: Tom Boyle, Claire Bradley and Richard Haynes
• Teaching team, too numerous to mention!• Module leaders & lecturers: Ray Jones (&
for graphics library), Ken Fisher, Nasrin Karim & Shanyu Tang
• Collaboration & Academic Leadership: Poppy Pickard (Bolton) & Nancy Johnson