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A new blended learning approach is introduced which aims to empower students to be in control of their own learning.The effectiveness of this method is compared with traditional means of delivery.
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'Empowering ALL Learners – Towards an inclusive pedagogy
centred around students learning preferences and needs
'Empowering ALL Learners – Towards an inclusive pedagogy
centred around students learning preferences and needs
Challenging the status quo…Challenging the status quo…
What has changed? Is this the best way?
Challenging the existing practice …
Challenging the existing practice …
Is this the only/the best way?
Are labs really necessary?Are labs really necessary?
Data from Prospects Web-site (200
6)
)
Dealing with disabilities in STEM subjects
Dealing with disabilities in STEM subjects
Accessibility in Science Labs - obtaining an appropriate learning experience
An alternative ‘radical’ approach:
Let students choose their own mode of learning
H. Gardner’s Multiple Intelligences
How do today’s students learn?How do today’s students learn?
Sample size: 323 1st
year students, Harper Adams UC, Oct. 2009
Providing Choice ‘A LA CARTE’ – Pick & Mix …
Providing Choice ‘A LA CARTE’ – Pick & Mix …
Menu 1 -> an element of choice
How many?- with a minimum of two out of a total of six
Dessert -> how many assignments to submit?
The best three assignments submitted determine coursework
mark
Menu 2 -> an element of choice
Type? – free choice of type of assignment
VLE Interface – Assignment 1VLE Interface – Assignment 1
Assignment 2 - BioinformaticsAssignment 2 - Bioinformatics
Assignment 3 - Online MCQs Assignment 3 - Online MCQs
Assignment 4 - Problem solving Assignment 4 - Problem solving
Assignment 5 - On-line discussion Assignment 5 - On-line discussion
Assignment 6 - Group presentations Assignment 6 - Group presentations
Measurement of LearningMeasurement of Learning
Level of engagement?Comparison of academic performance
(marks) with previous yearsFormal/informal feedback
Level of engagementLevel of engagement
The relative frequency of choices made by students taking part in the coursework activities.
Students needed to take a minimum of two elements.
No. of assignments chosen No. of students
1 5
2 11
3 42
4 15
5 1
Students’ preferences and class averages Students’ preferences and class averages
The proportion of students taking part in the coursework activities on offer and
their respective average mark and standard deviations. The group work activities
are highlighted in ochre..
Category % of class participating
Average mark SD
Online MCQs 91 66.5 13.9
Laboratory report 74 47.7 19.6
PowerPoint presentation 43 64.0 7.2
Online discussion 36 77.0 12.5
Bioinformatics 29 66.3 12.6
Problem solving 18 57.3 17.6
Comparisons of marksComparisons of marks
Student performance
0
20
40
60
80
100
120
0 10 20 30 40 50 60 70 80
Student numbers
Mar
ks (
in %
)
Lab report
On-line discussion
PP presentation
Bioinformatics
PBL
MCQ
Coursework overall
Marks for lab reports below averageMarks for lab reports below average
Lab report vs coursework average
0
10
20
30
40
50
60
70
80
90
0 10 20 30 40 50 60 70 80
students
mar
ks (
in %
)
Lab reports were marked consistentlyLab reports were marked consistently
Lab-report profile
0
10
20
30
40
50
60
70
80
90
100
0 10 20 30 40 50 60 70 80 90 100
Student number
Ma
rk (
in %
)
PP presentation – low SDPP presentation – low SD
Powerpoint vs coursework average
0
10
20
30
40
50
60
70
80
90
0 10 20 30 40 50 60 70 80
students
mar
ks (
in %
)
Online discussion – preferred choice of able students
Online discussion – preferred choice of able students
Online discussion vs coursework average
0
20
40
60
80
100
120
0 10 20 30 40 50 60 70 80
students
mar
ks (
in %
)
Online MCQ – marks poorly correlated with overall average, but popular
Online MCQ – marks poorly correlated with overall average, but popular
Online MCQ vs coursework average
0
10
20
30
40
50
60
70
80
90
100
0 10 20 30 40 50 60 70 80
students
mar
ks (
in %
)
Comparison with previous yearComparison with previous year
Data from this study are highlighted in ochre
Year of assessment 2003 2004 2005 2006
Overall coursework ave 50.0 50.5 47.1 56.1
Failed coursework (%) 23 21 28 9
Choice depending onChoice depending on
BLOOM’S REVISED TAXONOMY
CreatingCreatingGenerating new ideas, products, or ways of viewing thingsDesigning, constructing, planning, producing, inventing.
EvaluatingEvaluatingJustifying a decision or course of action
Checking, hypothesising, critiquing, experimenting, judging
AnalysingAnalysingBreaking information into parts to explore understandings and relationships
Comparing, organising, deconstructing, interrogating, finding
ApplyingApplyingUsing information in another familiar situationImplementing, carrying out, using, executing
UnderstandingUnderstandingExplaining ideas or concepts
Interpreting, summarising, paraphrasing, classifying, explaining
RememberingRememberingRecalling information
Recognising, listing, describing, retrieving, naming, finding MCQ
PP-pres.
Discuss.
Lab-work
PBL,
Bioinfo
PP-pres.
Discuss.
The of ‘A La Carte’ ProvisionThe of ‘A La Carte’ Provision
Putting students in control of their learning Increased flexibility in delivery and learning Improvement in average mark profile Fewer re-assessments Marking process more interesting (less boring)
The of ‘A La Carte’ ProvisionThe of ‘A La Carte’ Provision
Comparability of assessment?Students may opt for the ‘easy’
options (low level ‘Bloom’) – restrict choice?
Extra time required to create additional and appropriate assignment types
Good organisational skills required to keep track of activities
The next step – extending choice further The next step – extending choice further
The Visual Bloom and
Web2.0
SummarySummary The element of choice was exercised by a vast majority
of students Choice helps to cater for students different learning
preferences such as minimalists, strategic learners and able students
Choice helps students to learn according to their preferred learning modality
Choice should help to cater for students with learning difficulties/disabilities
Supports differentiated learning (see online discussion)
Number of failed assignments halved Marking does not involve more but more varied work
