Engaging Students in Technical Modules:

The Quest to Promote Student Identification of Problematic Knowledge.

Dr William Lyons, School of Engineering,Dr Bernadette Brereton, School of Business and Humanities,

Dundalk Institute of Technology

william.lyons@dkit.ie

NDLR Symposium 2012

Presentation Outline:

• Background / Motivation

• Reusable Learning Objects

• M-Learning

• Methodology

• Results / Discussion

• Questionnaire

• Focus group

• Key Learning Points

• Conclusion / Future work

• Acknowledgements

Background / Motivation:

Engineering – traditional approaches rely heavily on lectures and standard reading.

Use of digital reusable learning objects (RLOs) in parallel with traditional approaches

• tutorial questions / key topics

• 1st year students, BEng EESE, Analog.

• M-learning approach

Background / Motivation:

1st year Electronics - diverse mix of student ability.

Standard delivery methods – limited success.

Large amount of additional independent student effort required away from formal learning environment.

Develop RLO’s to electronically review material prior to tutorials:

• improve reflection

• increased engagement

• foster peer learning

• improved integration of new ideas

Module Delivery Methods

LecturingLecturing MaterialMaterialSample

Questions / Solutions

Sample

Questions / Solutions

TutorialTutorial QuestionsQuestions Solutions

Discussions

Solutions

Discussions

Standard Tutorial Approach??

Reusable Learning Objects:

“an independent and self-standing unit of learning content that is predisposed to reuse in multiple instructional contexts”

Design of RLO not embedded within a particular type of delivery.

Relationship between visual and audio content – reduce potential cognitive loading

Pithamber and Polsani, 2003

M-Learning:

Mobile learning – not bounded by traditional standard learning environments, e.g. classroom

• Accessibility – on demand solution

• Blended – extension of e-learning, complementing other modes of content delivery

In this study:

Provide students with the ability to view selected video based RLOs prior to scheduled tutorial sessions

Methodology:

Quantitative and Qualitative methodologies for data collection

Mixed methods approach

• Numerical and verbal data from a questionnaire

• Focus group

• Formative assessments before and after RLOs intervention.

Methodology:

Quantitative and Qualitative methodologies for data collection

Mixed methods approach

• Numerical and verbal data from a questionnaire• 12 questions covering 3 main areas (mobile, digital footprint, Module

content accessed digitally)

• 40 participants – 34 responses (85%)

• Focus group• 12 students – one sitting lasting 1 hour

• Formative assessments before and after RLOs intervention.

Results:

Questionnaire (34 respondents):

32 have access to a mobile phone

26 capable of viewing multimedia

Important RLOs accessible on devices available to all participants

31 view streaming video over web

Moodle access mainly through PC

RLOs uploaded to YouTube and embedded within Moodle

Results:

Access of Module Material:

• 66% view course material or email on cell phones

• Screen size main factor for avoiding access via cell phones

• 32 respondents interested in having video related course material available

• 68% indicating 3 to 5 min duration would be ideal

Strong emphasis on face to face communication and timetabled contact hours

Results:

Focus Group:

Towards the end of the semester

After 4 weeks access to video tutorial based RLOs

Topics discussed:

•Relevance of RLOs to material within lectures

•Access and ease of use of the RLOs

•RLOs replacing elements of formal lecturing/tutorials

•Mobility and size of viewing device

•Duration of RLOs

Key Learning Points:

Timing and content:

Duration – proved not a concern

Key Learning point clearly illustrated within video

Clear signpost to subject area within video

RLOs regularly signposted within lecture or tutorial

Dissemination of RLO material:

Users expectations are met with respect to Accessibility and Usability

Equal access of the resources within the target group

Key Learning Points:

Attitudes to technology and material:

•Excellent supplement to established delivery material

•Accessible on various platforms and downloadable

•Screen size – reduced preference for cell phones

Conclusion / Future work:

Approach encouraged greater engagement with material, and identification of individual problematic knowledge.

Excellent tool to facilitate identification of problem areas requiring further assistance or explanation.

Expansion of this approach within modules consisting of large amounts of student effort away from traditional learning environments.

Acknowledgements:

National Digital Learning Resources (NDLR)

• Learning Innovation Projects (LIPS) Fund

Centre for Learning and Teaching (CELT) at Dundalk Institute of Technology