designs for learning with vles tutors designs and creations in their vle areas. mira vogel,...
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Designs for learning with VLEs
Tutors’ designs Tutors’ designs and creations in and creations in their VLE areas.their VLE areas.
Mira Vogel, Goldsmiths, University of London Martin Oliver, Institute of
Education
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Mira Vogel, 24 May 06 2
Overview of the next 10 minutes
1. Project background2. Putting a VLE in place3. Articulating designs4. Integrating VLE and non-VLE designs5. Selection and use of different tools6. Conclusions and implications
Mira Vogel, 24 May 06 3
Blended / f2f10 UK institutions• HE• FE• ACL
Focus on 3 VLEs• Moodle (6)• Blackboard (2)• WebCT (2)
Background: scope and focus
support
The institutions
learning
teaching
VLE
Mira Vogel, 24 May 06 4
Background: participants
Hill College (Moodle)
Brett
Fred
LucaOlly
PeteZoe
Ozzy
Rachel Lake University (Moodle)
Downs College (Moodle)
Kurt
JedIan
IkeBen
Bart
Laurie
Bay College (Moodle)
Chris
Cliff College (Blackboard)
Ina
Tim
Rick
Lila
KathyKitty
PetraDella
Babak
Uplands University (Blackboard)
Colin
Island College (WebCT)
Luke
Paul
Forest College (Moodle)
Mike
River University (WebCT)
Bill
Valley College (Moodle)
Dave
Learner
Tutor
E-learning lead
E-learning lead & tutor
KEY
Studying with
Interview participants
Mira Vogel, 24 May 06 5
Findings: learning technology contacts
Putting a VLE in place
Mira Vogel, 24 May 06 6
An overview of VLE adoption
Deciding on a VLE
Procurement
Replacement
Stages of adoption
FlexibilityControl
CostRisk
PedagogyPeers
UsabilityAwareness
Playtime
Piloting
Formalisation
Status quo
Mira Vogel, 24 May 06 7
Summary of putting a VLE in place
• Overall, concerns focused on institutional, technical and administrative issues» Classified into two categories» 40 Organisational, 26 Educational
• Grappling with organisational issues diverts attention from designing for learning
• Slightly more than 1/3 were directly to do with designing for learning» Still unclear how organisational issues affect this process
Mira Vogel, 24 May 06 8
Findings: learning technology contacts
Articulating designs
Mira Vogel, 24 May 06 9
Whether and how
• All teachers design for learning• Designs are rarely fully articulated on the VLE• Even designs for VLE-based learning is not
represented on the VLE itself» Stuff without rationale
• Course areas are usually inscrutable if viewed in isolation
• Designs can only be observed in the connections between elements of learning and teaching» On a VLE: order, timing, layout, formatting, commentary
flagging of gaps
Mira Vogel, 24 May 06 10
Findings: learning technology contacts
Integrating VLE and non-VLE designs
Mira Vogel, 24 May 06 11
Integrating practices within the study
• Some very creative manoeuvring» To keep students participating in all areas
• Design adapted ‘on the fly’» Flexibility was an original selling point of VLEs» … they encourage an open-ended design process
• Tutors talked about running designs, not about designs or the process of designing
• So what is “the” design we should be studying?» A process, not a single artefact
Mira Vogel, 24 May 06 12
Design blindness
• Technocentricity v. learner centricity divided the tutors» Should new tools suggest new ways to teach? » … or should an expert teacher select the tools needed to
meet learners’ requirements?
• Tutors were unable to think of ways to preserve new practice if the VLE were withdrawn» Changes in practice associated with the tool itself rather
than a new way of doing things» Integration a strength, but pedagogy ‘hidden’ by VLE
Mira Vogel, 24 May 06 13
Findings: learning technology contacts
Selection and use of
different VLE tools
Mira Vogel, 24 May 06 14
VLE features used by tutors (2nd questionnaire)
High take-up of•Content presentation
•Forums•Groups•Self-test•Selective release
Distinctively(social)constructivisttools less used
Oz Lu Ina T4 T5 Br R T8 T9 Bar La F BaFile uploadLinkingTutor elements*Learner elements*Chat L-to-LForum L-to-LChat L-to-TForum L-to-TSelf testAssignmentsGroupsSelective release* eg wikis, web pages, glossaries, blogsNamed tutors were also interviewed
Mira Vogel, 24 May 06 15
Why are some Moodle’s most distinctive tools underused?
• E.g.Wiki, Glossary, Workshop• There is little time available for innovation
» Tutors have little protected time to design, police, scaffold and assess online activities
» Diverting learners’ self-study time into highly interactive online learning has implications
• Institutions are built round traditional learning» No frameworks exist for assessing new forms, » Participation is notoriously low for unassessed activities
• Complexity of the tools can put people off• The tools emphasise process but blended courses
offer ample f2f opportunities to acquire these skills
Mira Vogel, 24 May 06 16
Conclusions and
implications
Case studies
Mira Vogel, 24 May 06 17
Overview of design for learning in VLEs
Tutors design but m
ay not make
that design explicit
straight into VLE (a representation)
Content & activities
Relationships
eg sequence,order, explanation
because of context
and maybe
as
eg time, maintenance, complexity, keeping flexible, infrastructure, simply no need
Mira Vogel, 24 May 06 18
Implications
• Realising creativity on a VLE requires considerable institutional» Flexibility» Support for experiments» Support for networks to share ideas and inspiration
• If it is considered desirable that designs are fully articulated in VLEs (eg for audit or sharing)» Incentivisation required» A maintenance burden must be anticipated
• Eliciting design practice» Access to logs would be helpful – ‘interview-plus’» A more naturalistic approach?
Mira Vogel, 24 May 06 19
Acknowledgements & further info
• Helen Beetham, JISC (consultant)• Martin Oliver, IoE (consultant)• Liz Masterman, University of Oxford• Sarah Knight, JISC (kind and patient project
manager)• All the participants.
• The report:» http://www.jisc.ac.uk/uploaded_documents/
D4L_VLE_report_final.pdf
• Email Martin or me:» m.vogel@gold.ac.uk, m.oliver@ioe.ac.uk
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