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Learning Centre Activities Learning Centre Activities and Virtual Learning and Virtual Learning Projects Projects at Åbo Akademi Universityat Åbo Akademi University

Visit by Mary Stott, IT Services, University of Warwick

10 June, 2009Tove Forslund, Learning Centre

tove.forslund@abo.fi, www.abo.fi/lc/

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Today’s programmeToday’s programme What is the Learning Centre and the “Virtual

University” of ÅAU Support for educational and course development

at ÅAU Production of e-learning courses

– Why– Support– Technology

• Group work and facilitation using a web-conference tool: creating a synchronous learning environment

• Producing video and audio material Staff training Written support material Other IT-related projects

– Software for plagiarism– Electronic exam system– Web forms

Student support (for efficient academic studies)

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The Learning Centre in ÅboThe Learning Centre in Åbo Learning Centre in Åbo started as a Virtual Learning Centre

– opened on 1 September, 2003– All support & services from one place: one contact

person, one e-mail address larcentret@abo.fi, one web-site www.abo.fi/lc/

Permanent offices: head of the Learning Centre, student councelor, AV-assistant

Part-time personnel (8): IT systems developer, librarians and planning officers

A ‘physical’ centre is being planned: – facilities and modern technical equipment for teachers

and students Background: Finnish Virtual University-project 2001-2006 Main activities:

– Taking initiatives for new routines, methods and software for teaching and learning

– Supporting staff in developing their teaching– Supporting students in developing their

general/transferable skills and competences for working life and for academic studies as well as supporting their study planning

The Organisation of the “Virtual University” of The Organisation of the “Virtual University” of

Åbo Akademi UniversityÅbo Akademi University 2001-2006 2001-2006

Steering sommittee for development of webbased teaching at ÅA (Vice Rector)

Steering Committee for the Learning Centre in Åbo/Turku

Steering Committee of the Virtual University activities in Vasa

Faculty based reference groups

Lear-ning Centre

Coordinator Faculty based reference groups

Learning Centre

Head of Learning Centre

Faculty, student & support unitrepresentation

Learning Centre

Representation of all teaching units (faculties, adult education, language centre) + students

Production of e-learningcoursesProduction of e-learningcourses

Supportservices

Indiv.support

Facilities

Technology&software

Financing

Training

Webbased support material

Development ofservicesDevelopment ofservices

CooperationProject coordinationInformationEvaluation

Improved information

Staff trainingStaff training

IT

Informationmanagement

University pedagogics

E-learning & -teaching

Student supportStudent support

General student councelling Courses

(IT etc)

indiv e-study plans

Pro gradu guidance

Support foracademic writing

Learning Centrewww.abo.fi/lc/

PC-rooms, equipment

Initiatives for new methods, routines & applications

Initiatives for new methods, routines & applications

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Support for educational/course Support for educational/course developmentdevelopment

1. Access to software and equipment2. Multimedia room > studio3. Production of multimedia4. One-to-one support5. Staff training6. Written support material:

pedagogical guides, user guides for software etc.

7. Special financing for course development projects

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Production of eLearning Production of eLearning courses at Åbo Akademi courses at Åbo Akademi University in ÅboUniversity in Åbo

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Strategies & numbersStrategies & numbers Strategies for web-based teaching

– Since 2001, now the third strategy for web-based teaching at ÅAU

– Most faculties incl. language centre have their own strategies for web-based teaching (2007-2010)

Statistics– around 900 ECTS eLearning courses were

produced with special funding in 2001-2006 (a large number enabled distance studies)

• Today eLearning is becoming an integrated part of ’ordinary’ teaching

– Around 3500 ECTS (650 courses) can be offered as eLearning courses at the moment

• 18 % of the courses can be taken as distance courses

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Added value of web-based Added value of web-based teaching and teaching and learninglearning

The courses are more accessible for students and teachers– Multi-campus university– Adult students, open university students,

students doing e.g. field practice– Teachers from outside the university,

teachers living outside the university city– Less overlapping of courses, when students

from several faculties– Less problems with students not attending

classes

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Added value of web-based Added value of web-based teaching teaching and learningand learning

More effective course administration– Course material more transparent (for

students, for all teachers on a course, for new teacher taking over a course)

– Cheaper and quicker distribution of course material

– Easier to update course material– Continuous grading during the course

available for each individual student

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Added value of web-based Added value of web-based teaching and teaching and learninglearning Improved learning

– Activating learning methods• application of knowledge during the course• new forms of examination, from final exams to

continuous examination• support reflection

– Support different learning styles– More interactivity > more feedback and guidance

• students < > teachers• students < > students

– Authentic and problem-based activities– Support collaboration– The students can easily take part of each others’

texts– Better structure of the learning process– No free-riders

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What contributes to a What contributes to a successful/less successful web-successful/less successful web-based course?based course? Success

Simple and clear instructions Varied, proceeds in suitable

steps Discussions feel useful and

inspiring All courses don’t have to be

”pakko social”! Taking special features of

students and subject into consideration

Individual feedback, the students feel that the teacher is present

Course participants get to know each other

Suitable group size Participants’ motivation and

study experience Audio and video material

Failure Teaching / course

structure is dull and monotonous

Learning platform/course environment is difficult to navigate, hard to find material you’re looking for

Too much content/too many activities

In discussions you must comment self-evident things or things somebody else has already said

Cf various course evaluations + ”Verkkokurssin suunnittelu” /TY/Kulttuurituotannon ja maisemantuktimuksen laitoshttp://beta.wikiversity.org/wiki/Verkkokurssin_suunnittelu

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1. Available technology for 1. Available technology for elearning courses,elearning courses,

Course structure/’scaffolding’– Moodle (Blackboard)

For communication och facilitation/web conferencing– Adobe ConnectPro

For production of audio and video material– Adobe Presenter (sound and video to

PowerPoint)– Adobe Captivate (sound and video to

’moving’ screenshots)– Adobe ConnectPro (video to PowerPoint,

web-sites)– Video cameras och digital dictaphones (for

video och audio recording)

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Learning platformsLearning platforms

Lotus Learning Space (Centre for Continuing Education) 2000-around 2005

Blackboard 2001-2009 Moodle around 2005-

– Complement to lecture-based courses

– Distance education

-No blocks you don’t need-Pictures that illustrate and makes it look nicer

Clear headings – you know what you get!

- Very ’short’ modules (i.e. only headings) to give a good overview of the course on this first page in moodle- Very similar layout for each module- Descriptive topics for each assignment: what kind of task (”plan a guided tour”), on what topic (”around paintings from the early Renaissance”)

Identical structure of instructions in all assignments in this course / for all courses within basis studies

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Adobe ConnctPro for…Adobe ConnctPro for…

group work and facilitation using :creating a synchronous learning environment

video meetings

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Adobe Connect ProAdobe Connect Pro

Enables– meetings– Online lectures– Online facilitation and guidance– Online group work– The recording of lectures/meeting

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Purpose of ACP on this course:– This course should give participants experiences of

various ways of online studies– Oral activity, practice presentation skills– Variation to text-based activities, opportunity for

students to talk to/meet each other Acitvity

– Web lecture + reading material > written activity (time schedule in Word) > Presentation of time schedule & discussion on time management skills in small groups (2-6 students) in ACP

– Following pods were used by participants: Camera&Voice, Chat, Share.

– Oral feedback by course tutor (and other participants)

– 40-75 min./group

Case: ACP for group presentations Case: ACP for group presentations and discussions on ”Academic Study and discussions on ”Academic Study Skills” courseSkills” course

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PreparationPreparation When course started

– Poll in Moodle about web cameras and headsets– Information on where students can use web cams&headsets

on ÅA computers– Doodle (www.doodle.com) for choosing suitable times for

group meeting

A few days before meetings: e-mail about where to log in, group formations, ”don’t worry”!

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During the session...During the session...

the students were asked to log in 10 min. before session (or previously that week)

We checked that everyone managed to log in and that their cameras&headsets worked

Participants introduces themselves Everyone preseted their assignment via

Share-pod (My Computer Screen/Windows or Documents/Ppt)

Chance to comment on each other’s presentations

Evaluation/”debriefing”

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Support for participants in e-Support for participants in e-meeting learning sessionsmeeting learning sessions

Short written guide Audio Setup Wizard Testing session Chat (Teacher’s phone number)

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Producing video and audio Producing video and audio materialmaterial

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Why audio/video material?Why audio/video material?

Variation Supporting auditory learners Giving the teacher a face Repetition Distance education

– Lectures – ”Rests” (”jämät”) from class room lectures– Oral feedback on web-courses – Correct math assignments

Saving guest lectures for future use Illustrating processes, demo etc

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Adobe ConnctProAdobe ConnctPro

Video (or only sound) to Ppt or webpages or other documents

One take – i.e. you cannot edit the lectures much

Purposes• ”Welcome to this course”• Lectures• Oral feedback

Editing function: parts can be cropped

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Adobe PresenterAdobe Presenter Sound or video to Ppt Example:

http://web.abo.fi/lc/natforelasning/korpostrom/unipid14May09/

License to Adobe ConnectPro

Add-on to PowerPoint Easy to use

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Recording audio or video with Recording audio or video with digital recordersdigital recorders

Dictaphones– Time efficient

Video cameras– A camera man is usually needed– Help with editing

4. Support and4. Support and teamwork teamwork

Technology(Computer Centre, Learning Centre)

•software•hardware•staff training•individual guidance•multimedia production

Contents(Departments)

Pedagogical support(LearningCentre ,Centres for Continuing Education, Library)

•staff training•written material•pedagogical support•library services

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5. Training for teaching staff5. Training for teaching staff Training programmes

– University pedagogic 12 ECTS (Fac. of Pedadgogics)– ”LIN 1 – Learning in Networks” 8-25 ECTS (Learning

Centre Tritonia in Vasa) – online course + video seminars

Short courses A number of places on national conferences and

seminar Introductions for new staff (+ new teaching staff + new

teacher tutors Lunch seminars

– Demo of IT applications – Current topics among teachers (introductory

presentations + ”problem solving” in group) Yearly mini conference on teaching projects – teachers

present for their colleagues One-to-one tuition (introduciton or advanced tuition in

softwares, problem-solving sessions) Ope.fi-portfolio 2-10 ECTS

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””Ope.fi”Ope.fi”

Ministry of Education: three levels of ”Ope.fi” – general IT-skills skills in using IT in teaching expert skills

Training programmes, e.g. ”TieVie” 8-15 ECTS – arranged by national network 2001-2006

At ÅAU: Ope.fi-portfolio 2-10 ECTS – portfolio of short courses + products + self evaluation

Yearly mini conferences since 2001 – presentations of best practices

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Short courses Productions Self evaluation

Module 1 Planning web-based coursesModule 2 Content productionModule 3 Carrying out web-based courses

Each module consists of a number of differens short courses

Examples of the use of different technologies in your own teaching

Survey of skills and needs for staff training.

+ Reflective report on your own skills

Requirements:For each study point participation in 12 h of face-to-face teaching is required. Courses from each course module should be included.

Requirements:Examples of the use of 2-3 technologies for each sp

Requirements:Survey + report of around 500 words

Ope.fi-portfolio 2-10 sp

Planning Production Start Carrying out Evaluation & documentation

Administrative questions

Production of course material

Handbook for production of digital material

Registration of students on the course

Introduction into the learning environment

Course finishesCourse evaluation

Pedagogical planning

Planning of activating methods and assignments

Registration of students in learning platform(User names for course participants)

Face-to-face teaching

Choice of media Planning of course facilitation and feedback 

Test of facilities, software and hardware

Facilitation Documentation, updating of material and further development of course

Information about the course

Learning environment & layout

Course start Examination    

Evaluation of the course design

6. Written support materialamong others: Handbook for production of web-based courses

2. STARTING POINTS FORPLANNING- what is good learning?- why e-learning?

1. PRACTICAL QUESTIONS-financing-team -time-planning-support systems-technology and software

3. TARGET GROUPANALYSIS

5. CONTENTS- aims- modules

4. COURSE DESIGN- medium- material- examination

6. DESIGNING ACTIVITIES

7.E-MODERATING

9.EVALUATION-work process-course

8. LEARNING PLATFORM /WEB ENVIRONMENT

Process for coursedesign

Based on Hely Lahtinen, TY 2001 9

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Three stages in the lifecycle Three stages in the lifecycle of a web-courseof a web-course

Planning– Administrative

questions– Pedagogical

planning– Planning of course

material– Choice of medium– Creating tasks and

assignments– Planning

moderation– Technical

production

Teaching– Face-to-face /

group meetings– Moderation and

feedback Updating the

course material, documentation of the course, storage

Payment

Module 1 Module 2 Module 3etc

Contents/subjectLiterature /Course materialActivity 1

Activity 2EtcFeedback

Hours of workforstudent /teacher

Tool for planning

Check-up of course plan + workload

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Module 1 Introduction:basic concepts of intercultural communication Group meeting 29 september 2003 29.9. P

Assignment 1: Describe your own identity 5.10. I A Pcomment to whole group 1 2

Assignment 2: Definitions I P Gradecorrect answer/model respons knowledge

Assignment 3: Online discussion on X 29.9-5.10 G A P application first comment .10 next comments 5.10.

Gilly Salmon: “The 5 stage model”

http://www.e-tivities.com/5stage.asp

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Other IT-based projects for Other IT-based projects for teachingteaching

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Software for plagiariasm: Software for plagiariasm: UrkundUrkund Software for plagiarism in 2009

– Swedish software Urkund www.urkund.se – Available for all teachers this year: testing &

evaluation > purchase of licenses for 2010-? Why a software:

– Quality assurance: ÅAU needs to be able to show a system for detecting plagiarism

• A software enables systematic plagiarism detection• A software makes the teachers’ work easier• A software makes plagiarism detection more equal

and fair• University perspective – student perspective

– A general belief that plagierism is increasing

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Procedures for handling cases Procedures for handling cases of plagiarism in of plagiarism in undergraduate studiesundergraduate studies ÅAU Senate approved of the procedures 5.6.2008

”Incautious use” – ”plagiarism”– Incautious use of material:

Incautious use of material refers to a situation where a student unintentionally presents material produced by another person as his/her own work. The criteria for incautious use of material is met in cases of misunderstanding the nature of the work task, negligence or perceptible inexperience in the correct use of quotations and/or other referencing techniques by the student.

– Plagiarism:Plagiarism refers to a situation where a student intentionally presents material produced by another person as his/her own work. The criteria for plagiarism is met in cases where a student knows or should know that the reproduced material has been created by another person, or where the student has neglected to follow the teacher’s instructions for avoiding incautious use of material

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See interactive demo on the Urkund website: www.urkund.se >

Information in English on the ÅA-web: www.abo.fi/student/en/etik_plagiat

More information on More information on UrkundUrkund

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System for electronic System for electronic examsexams Electronic exams/exam aquarium – a room

where the students gets exam questions through a computer and write the exam answers on the computer, while being supervised by a video camera

Student initiative> now a cooperation project with the other

universities in Turku – There are systems for electronic exams in quite

a few other universitites in Finland Electronic exams suitable for

– individual exams of different type – summer exams – book exams– exams with quizzes/self-correcting questions – for students with certain forms of handicap

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Advantages with electronic Advantages with electronic examsexamsFor students:

More flexibility in time

Improves access to exam books

Can write exam answers on computer

For teachers The teacher/department

would not have to make the practical arrangements for various kinds of individual exams

Computer-written exam answers

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Room, video supervision, examination Room, video supervision, examination instructions instructions – things to keep in mind when planning – things to keep in mind when planning an electronic exam systeman electronic exam system Computer room No cheating:

– video supervision– computers screened off from each other– no books or similar things into the room– not access to any other software or the Internet from

the computers Identification of those who write exams Potential problems when writing an e-exam: clear

instructions for students how to act, offer new chance to take the exam as soon as possible

Changes probably needed to examination instructions: time span before students get feedback on their exams (now 2 weeks)

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Software (elomake) for Software (elomake) for webformswebforms Since March 2009 Course evaluation

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Student supportStudent support

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”Academic Study Skills” 1-3 ECTS– Optional course once a year (20-50

students) – Web-based course

• Moodle: forum, assignment, quizzes, poll• Introductory ’lectures’ recorded in Adobe

ConnectPro• Recorded lectures in Adobe Presenter• Web conference in Adobe Connect Pro

(presentations in small groups)• Students produce their own blogs (blogger or

wordpress)

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IT-courses for 1st year students

Support for exam papers: ”Gradu Journey” – ”Gradu Road” – ”Gradu Club”

http://www.abo.fi/lc/gradu/

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What does the teacher/department gain What does the teacher/department gain from the Virtual University project?from the Virtual University project?

teacher training– Short courses– Tailor-made courses

for the department– National programme

(TieVie) individual support

– Planning, pedagogical and technical advice

– By e-mail, phone, meetings

extensive web-based material for course development:– Checklists etc

extra pay for those who develop web-based courses

copy-right agreements chance to influence

decision making through ”reference groups” (faculty level)

web-based services for students: pro gradu-guidance, inividual e-study plans etc