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Sarra Saffron PowellUniversity of Liverpool
“From Institutional Policy to Individual Practice: Using Learning Technologies to Develop and Assess Essential Learning Skills”
Learning technologies
Rationale and drivers
Functionality - overview
Grade It – overview
New iLearn
Articulate
Questions and comments
Learning technologies:
‘Learning technology is the broad range of communication, information and related technologies that can be used to support learning, teaching, and assessment’ (ALT, 2011)
Digital Literacies
‘a blend of ICT, media and information skills and knowledge situated within academic practice contexts while influenced by a wide range of techno-social practices involving communication, collaboration and participation in networks’ (JISC Design Studio, 2011)
image from GregFalken.com
Rationale and drivers
“iLearn is a collaborative response to a range of key internal and external drivers, most notably, the enhancement of the student experience and extending Widening Participation provision” (iLearn Working Document) Strategic Plan 2009-2012
Rationale and drivers
Relevance/usability-’in house’ resources HEA inclusivity
Programme
Provide evidence for Access Agreement
Accessibility/Inclusivity
Improved interactivity
Guild/student collaboration
Provide Feedback
Synergise with existing University
systems
Sound pedagogical principles
Track student progression
(alert system)
Research purposes
Digital Literacies
iLearn Working Document
Rationale and drivers
Accessibility/Inclusivity:
UoL a top Russell Group WP provisionHEA Inclusive Cultures Programme
Relevance/usability of resources ‘in-house’Subject specific activities (
Functionality - overview
SPIDERdatabase
iLearn database
Data output
iLearn (website)
Skills Diagnostic
Demographics dataSkills profilesIndividualDegree pathwayNew data relationships
Google analytics= workshops
GradeMark - overview
VITALOnline
comments pallets(UoL)
iLearn
GradeMark
Google analytics
Staff
Timely, quality and relevant feedback enhanced student experience (Gibbs and Simpson, 2004) articulated at a level that matches the students’ sophistication and understanding (Glover and Brown, 2004)
The new iLearnUoL identity, specific Access level resources(no skills diagnostic)
Skills Diagnostic Automated marking and immediate feed back
Aligns to Online module planner
Language of learning
WorkshopsOnline booking form (tracking)
Feedback Search function iLearn resources
Recommend a resource
Password protected (ID)
NB:offscreen
Access/Edu Apps
Bespoke UoL
resources
Skills Diagnostic
Formative assessment for all students entering UoL at undergraduate level 1
Automated marking instant feedback for students
iLearn system
student
Personal Tutor (Academic Advisor)
Feedback
iLearn website
Workshops option
iLearn website
“Extended Induction Programme”
workshops
Concept testing – if footfall relates to workshop attendance later development of individual tracking system alerts to student need.
“needs responsive”
Google analytics
Booking system
All students complete Skills Diagnostic in iLearn during Induction Gateway mechanism (needs thinking about)
Subject specific resources – authentic and relevant routes for students
Yet to come
Potentiality
Useful for PDP/HEARWorkshops + iLearn useful basis for extra/co-curricula developmentUseful resource for teaching staff
Timelines
26th September 2011 iLearn goes Live
November 2011 Evaluations of pilot
December 2011Extended Grade It comments
bank
February 2012Humanities and Social
Sciences Resources
April 2012 Health and Life Sciences Resources
June 2012Science and Engineering
Faculty Resources
July 2012Evaluation of subject specific
resources
August 2012Potential development Tracking/Alert system
Articulate package can be troublesomeProblems with functionality in networked computer systems Personal incompetence: overwriting files
Problems of identifying where data is held Accessing UoL databasesData protection and confidentiality issues
Volume of resources required
Maintenance/updatingCopy write and permissions take time
Compatibility Articulate and mac systems (flash issues)
Challenges
Conclusions
ALT (2011), http://www.alt.ac.uk/ [accessed 11/11/11]
Allen J and Clarke K, (2007) Nurturing supportive learning environments in Higher Education through the teaching of study skills: to embed or not to embed? International Journal of Teaching and Learning in Higher Education, 19 (1), pp.64-67, http://www.isetl.org/ijtlhe [accessed 21/01/2011]
Beetham H, McGill L, and LittleJohn A, (2009) Thriving in the 21st Century: Learning Literacies and the Digital Age (LLiDA project), The Caledonian Academy, Glasgow Caledonian University, http://www.jisc.ac.uk/media/documents/projects/llidareportjune2009.pdf [accessed 10/02/2011]
Biggs J, (2006) Teaching for Quality Learning at University, OUP, Berkshire
Cable V, and Willetts D, (2011) Guidance to the Director of Fair Access, Issued by Secretary of State for Business, Innovation and Skills and Minister for Universities and Science http://www.bis.gov.uk/assets/biscore/higher-education/docs/g/11-728-guidance-to-director-fair-access [accessed 4/03/2011]
Glover C, and Brown E, (2006) Written Feedback for Students: too much, too detailed or too incomprehensible to be effective? http://www.bioscience.heacademy.ac.uk/journal/vol7/beej-7-3.pdf [accessed 23/02/2011]
Gassler G, Hug T, and Glahn T (2004) Integrated Micro Learning - An outline of the basic method and first results, http://www.ro.feri.uni-mb.si/razno/icl2004/pdf/gassler.pdf [accessed 21/02/2011]
Reference List
Hughes S, (2011) Simon Hughes MP, Advocate for Access to Education and Liberal Democrat Deputy Leader, http://www.simonhughes.org.uk/en/article/2011/455211/simon-hughes-oxford-cambridge-must-widen-access-to-charge-higher-fees [accessed 23/02/2011]
JISC Design Studio (2011) Digital Literacies Anatomy http://jiscdesignstudio.pbworks.com/w/file/40474828/Digital%20literacies%20anatomy.pdf [accessed 28/09/11] Reeves T. C, Herrington J, and Oliver R, (2002) Authentic activities and online learning, http://elrond.scam.ecu.edu.au/oliver/2002/Reeves.pdf [accessed 25/02/2011]
Wingate U, (2006) Doing away with Study Skills, Teaching in Higher Education, Vol 11 (4) pp. 417-469 http://basicskills.edublogs.org/files/2008/06/doing-20away-20with-20-27study-20skills-27.pdf [accessed 23/02/2011]
Yorke M, and Longden B, (2008) The first year experience of Higher Education in the UK: Final Report, Higher Education Academy
