The Education in a Changing Environment 6th International Conference – Creativity and Engagement in Higher Education #ECE11 at The University of Salford 6th – 8th July 2011.

and The Open University’s “Researching Learning in Immersive Virtual Environments 2011 – 21st – 22nd September 2011 (#relive11)

ABSTRACT

This small study explored the experiences of a sample of young people aged 14 – 16 (Year 10 and 11 secondary school students at Key Stage 4 in England) excluded from other forms of education and using technology to learn at a distance. The research explored what they identify as the positives and negatives involved in the use of the internet and digital technology for learning and the use of social network technologies of Web 2.0 (Selwyn, 2008) as a substitute for face-to-face study which they no longer have access to and how they make use of digital technology at home for an integrated flow of activities that support both school work and informal learning.

All the young people involved in the research use Wigan Online Learning which is part of the Alternative and Complementary Education’s range of Alternative Education options to young people who are withdrawn from school.

The small-scale project thematically synthesises findings utilising 31 out of 35 responses received from voluntarily submitted survey questionnaires querying students regarding their experiences with online learning and applies qualitative analysis to a form of data collection that might typically be regarded as quantitative.

The key features are reported that support or impede young people’s learning and identify in broad terms, the determinants of positive and negative experiences for young people using technology enhanced learning. 

The results provide a directional method of measuring intensity towards the young people’s thoughts on online learning. Key themes that materialised from the data analysis were around how young people improved their interpersonal skills and matured in their interactions with their peers and adults in and out of the learning environment; the freedom that online learning provides was highlighted by respondents and the overarching theme was around the benefits of pastoral care provided by the online tutors.

Conclusions showed that carefully constructed online learning can replace traditional classroom schooling in some cases and provide richer experiences; offering a bridge into adulthood for those young people excluded from school. This study does not advocate online learning as a replacement for face-to-face schooling but instead should be a serious consideration as an alternative wherever young people are unable to access ‘traditional’ education.

There’s lots of useful information on the website and you can submit your own video here.

I’ve really enjoyed the course and sorry it is coming to an end. I hope I can continue through a PhD.

Helpful assessment has included feedback on tutor marked assignments and work done online (forums, wikis, blogs, e-portfolios and so on).  A helpful approach has been through the Tutor’s encouragement for students to develop their own criteria for the assessment, apply reflective frameworks to discussions and provide peer-to-peer feedback. It is helpful when the tutor facilitates an element of peer review.  Students  need encouragement to provide feedback to their peers and are likely to need guidance on what kind of comments and approach to use. Learners may initially be reluctant to provide feedback so the tutor’s role in motivating such dialogue is critical.

Tutors have also provided innovative ways of assessment. One such example is the use of self-assessment online quizzes and questionnaires which have been highly effective with students contributing regularly in a structured environment and then having their overall contribution to the group assessed as part of the module. Quiz assessments serve as a formative, as well as, summative role. The assessment activities, such as, the quizzes are tailored to focus on the key course objectives – the competences that students aim to develop. The feedback provided at each assessment stage is vital to reassure students that they are making worthwhile progress.

Formal assessment through the form of a detailed commentary on assessment works well, these commentaries have both a summative and formative focus.  If care is taken to relate comments about the work to the definitions of learning outcomes given in the module specification then it makes it clear to the student about the award of credit for their work. Comments that have a strong developmental focus and foreground issues for improvement in future work allow students to experience the degree module as a process of continual development rather than a series of formal assessments to be completed in isolation.

It is helpful when Tutors appreciate the view of Students and Tutors being partners in sharing the challenge of learning and that the great benefit is that instead of two eyes, there are four to share ideas. A sharing of learning contributes to both a Tutor’s and Student’s development and is key to supporting reflective learning; it encourages both to explore different ways of helping and encouraging, to write and think through their ideas and inquiries in a collaborative way.

One of innovative design features of a course studied at The Open University was the inclusion of two peer-reviewed assignments.  The first of these assignments was the students’ proposals for their examinable component and the second was the draft of the students’ project.  These two assignments provided an opportunity for learners to receive feedback and guidance from other practitioners regarding their proposal, but it was also an opportunity for learners to develop their meta-skills. In the course, learners set the criteria for feedback by setting out the specific aspects of the proposal they wanted comments on. The course was designed to include student support that was appropriate to the needs of its learners. The key to the tutor support design was moderation in mind and facilitation of forum discussions, assignment feedback and maintaining motivation. The media used was also appropriate and enabled collaboration and constructivist learning. The course approach was to go a step further by giving learner-learner support an even more important role. This is achieved through the introduction of formal peer review for some assignments and more learner involvement in forum moderation facilitated by the Tutor.

In summary, the Tutor has an important role in providing constructive feedback on assessment. Such feedback is vital for student learning, motivation and continual improvement and development throughout the course, particularly as it is one of the key contact points between the learner and their tutor. It is important that tutor feedback is positive, as well as critical, as some learners may lack confidence when approaching academic work. Assessment also enables the tutor to identify whether students are understanding the course materials and meeting the learning objectives of the module and then provide the appropriate help and support.

 References

Black, P. & Wiliam, D. (1998) ‘Assessment and classroom learning’, Assessment in Education: Principles, Policy and Practice, 5(1), pp. 7-74

Rowntree, D. (2002) Preparing Materials for Open, Distance and Flexible Learning, London: Routledge

Fingers crossed!

The Master of Arts in Online and Distance Education (MAODE) facilities a better understanding of both the opportunities and constraints of Technology Enhanced Learning (TEL) to its wide network of Students, Staff and Associate Lecturers connected to the degree programme; which as a result, leads to TEL being utilised more effectively in robust and stimulating ways. The MAODE informs good practice that benefits a whole host of establishments through its creation of a community of knowledge sharing, testing of methodologies, contributions to current debates and the development of policy and research.

As a Management Consultant, Trainer and University Lecturer; the MAODE widened my support network amongst both Students and Lecturers from a range of work places who I continue to collaboratively work alongside. We share literature and theories, develop work practices and discuss new ideas, as well as, working together to solve issues.  One of the key advantages for me from working in collaborative ways is the opportunity to learn from others and tap into that individual knowledge for my own personal development and lifelong learning. Distributed knowledge is an example of the diversity and complexity that are an important part of our lives. The diversity of experience and knowledge among people involved in the MAODE is a unique strength. 

Reading widely around subjects, the study material, sharing theoretical perspectives and networking during the MAODE had direct relevance to my career development. I have implemented much of my learning into the workplace – carrying out research, creating online courses and supporting disabled students through accessible online learning.

The MAODE has been the start of a journey for me in developing my knowledge, reflective practice and skills in TEL and continually evaluating its use in a variety of education and workplace settings. With hands on experience of TEL and the testing of new concepts using a virtual learning environment the MAODE provided me with a toolbox of resources and technologies. It paved the way for me to study the MSc in Research Methods for Educational Technology with the Open University and I’m currently applying for a PhD place. Two of my lecturers from the MAODE have agreed to be my PhD Supervisors.

I have recently completed a small study as part of my research degree which built upon work from the MAODE and explores the experiences of young people aged 14 – 16 (Year 10 and 11 secondary school students at Key Stage 4 in England) regarded as disaffected by or excluded from other forms of education and using online learning. The research explores what they identify as the positives and negatives involved in TEL. All the young people involved in the research use Wigan Online Learning which is part of the Alternative and Complementary Education’s range of Alternative Education options to young people who are withdrawn from school. The key features are reported that support or impede young people’s learning and identify in broad terms, the determinants of positive and negative experiences for young people using technology enhanced learning.