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Warren Barr & Robert Stokes: Implementing E-Learning in Blended Learning: Experiences and Practice in Law. Slides from the University of Liverpool Learning and Teaching Conference 2009. To consider and reflect on integrating e-learning into module delivery in a 'traditional', professionally accredited subject, and to share examples of good practice and consider some of the enablers and risks involved in integrating e-learning methods into delivery.

TRANSCRIPT

  • 1. Implementing E-Learning in Blended Learning:Experiences and Practice in Law
    Mr Warren Barr
    &
    Dr Robert Stokes

2. Overview
Background:
Teaching Delivery:Familiarity vs Innovation
Existing Good Practice in E-Learning
E-Support Materials
Future Development in Teach Smarter
Blended Approach, E-Skills
Enablers and Disablers
Issues, Challenges and Possible Solutions
3. Background:
Teaching Delivery:
Familiarity vs Innovation
4. Traditional Teaching Methods
Professional Subject
Required Modules 7 subjects (225 credits)
250+ students per module
Traditional Delivery & Assessment
24 Lectures
5 Small Group Teaching Tutorials/Seminars (12 per group)
Unseen Examination or Coursework
If mixed, usually 75%/25%
Normal Delivery Hours: 129 hours (15 credit)
5. Teach Smarter Initiative 2009
It is necessary to rethink the way in which teaching is delivered, so that an effective balance is achieved between delivery hours and research time.
Necessary given new University Strategic Plan
Improve Student Experience
Free up research time
6. Teach Smarter Initiative 2009
Savings for Staff
22 Lectures (and support materials)
3x2 hour seminars (30 students per group)
Delivery Hours: 76 hours
Improvements for students
Structured and more engaging learning
E-support and e-tasks, including group work
7. Existing Good Practice in E-Learning
E-Support Materials
8. Effective Use of VITAL
E-Lectures
Full interactive lecture transcripts
Available for browsing, not download or printing
e.g. Equity & Trusts
Repository of Information
Lecture Materials, Handouts, etc.
Minimum standard for all modules
9. Podcast Feedback
Equity & Trusts
Example Podcast
Podcast
Audio File
Written transcript
Benefits
Provides feedback on performance and ways to improve
Helps students see group sessions as part of the process of learning, not the end of the cycle
10. MCQs Formative Skills
e.g. Commercial Real Property
Problem Solving Scenarios
Improvement in Student Engagement
Better understanding through doing
Instantaneous feedback
Improvement in Student Attainment
Used in Land Law (5% of attainment)
42% improvement in grades
11. Video
Even in traditional, non-clinical subjects
English Legal System and Skills
Mooting Exercise
12. Future Development in Teach Smarter
New Delivery Methods
13. E-Learning:Support & Delivery
Use of Wikis to structure preparatory group work
Webcast lecture materials
Audio and visual lectures and updates
Increased of Podcasts and MCQs
Summative and formative assessment
14. Moving Forward:E-Learning Development
ELLS II (first year, compulsory 15 credits)
Online simulated legal case (legal disputes)
Use of shared resources
e.g. UKCLE materials, at Liverpool
Entirely online delivery, supported by 12 single hour drop in sessions
Uses examples from other compulsory modules studied alongside
Evolution, not revolution in support
Revolution is moving from teachers to learning facilitators
15. Enablers and Disablers:
Issues, Challenges and
Possible Solutions
16. Internal Enablers
Engagement
Student Engagement in Learning Process
Maximising Student Attainment
Degree classification relevant to entry grades
Improved Module Delivery
Better Quality Modules, Focused on Student Learning Needs
Colleagues: Diminishing the tension between teaching delivery and research outputs
Reacting to Student Opinion
Module Surveys, N.S.S
(New) Staff Interest in Learning Excellence
Fostered by University initiatives e.g. HE Training by Ed Dev
Improved Teaching Experience For Staff
Avoids repetitive cycles of teaching
17. University Drivers
University Strategic Statements
Significantly Improve Research Performance
Research-Led Teaching
The Liverpool Graduate Initiative
University Policies
E-Learning and Employability Policies
Blended Learning
18. Disablers: Process
Time Sensitive
Current TQSD and ASC deadlines
Bureaucracy
Other Calls on Departmental Time
Issues With Procedure
Module Specifications Do Not Encourage Innovation
Procedure Designed For Audit Purposes
19. Disablers: Internal
Staff Consensus/Participation
Staff Resistance and Issues of Engagement
Sharing Good Learning and Teaching Practice
Establishing an Effective Forum
Varying Skill/Knowledge Levels of Pedagogy
Time
Implementing Change
Addressing Student Perceptions
Engaging Students In Process
Selling Outcomes
20. Possible Solutions
Identify Enablers
Need Motivated Individuals Within Level 1 structures
Resources for Enablers
Resource Bank
Need For Evidence
Examples of Good Practice
Engaging Staff
Presentations To Departments About Opportunities and Process
21. Shared Online Resource Bank
VOCAL Repositories
Examples of Good Practice
Literature Review
Summarised Resource Bank
Camtasia/Webcast Presentations
Learning Delivery Wizards
Input Outcomes/Aims Suggests Possibilities
Provides Clickable Examples of Practice
Provides Contact Details of Staff Members Using the Resource in Teaching Delivery
22. E-Learning Development Officers
Law has dedicated IT Unit
Enables staff to utilise resources they would not have access to, due to:
Time
Lack of IT skills
Poor understanding of facilities available to support e-learning
Consider E-Learning Officers for all Level 2 structures
Resourced champions, leading the process and assisting the Level 1 enablers