Investigating the effectiveness of an ecological approach to learning design in a first year mathematics for engineering unit

Presenter: Iwona Czaplinski [email protected]

Co-­author: Dann Mallet [email protected]

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Investigating the effectiveness of an ecological approach to learning design in a first year mathematics for engineering unit

First, some theoretical considerations

Ecological (holistic) approach to learning design

Holistic approach to learning design, the “design forlearning” (Goodyear and Carvalho, 2013 p. 49), thepedagogical approach applied by people to facilitateother people’s learning by “working with networks ofinteracting digital and non-­digital entities” (Goodyearand Carvalho, 2013, p. 49).

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Networks (Goodyear, 2015)From networked learning (NL) as an educational approach to learning networks (LN) as complex objects of study

• Networked learning: learning with/through others;;interaction through digital (e.g. online) and non-­digital(e.g. physical/ material) entities (e.g. communicationchannels/supports).

• Learning network: as a stable instance of NL (stableenough to warrant/allow analysis).

• Not just the people but also the tools & other artefacts,practices, tasks-­activities, roles, divisions of labour etc:heterogeneous;; complex situated activity;; connections.

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Selection criteriaMAB125 Foundations for Engineering Mathematics

1) Feedback through the University’s learning and teaching evaluation tool (Pulse and Insight):– Dichotomy between progress rates and teaching satisfaction rates.

2) Student data generated by University systems (LA)3) Unit profile: service unit, income generated:

– Greater than one million $/year.

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Challenge areasPre-­intervention

• Large cohorts, diverse abilities/level of preparedness

• Teacher-­centred approach: – Didactic lecturing– Competitive (individualistic) learning

– Limited collaboration– Drill-­focused workshops– Basic use of online tools

Post-­intervention (Intended change)

→ Turn it into an advantage (collaborative learning)

• Student-­centred approach:– Cohesive and coherent L&T environment

– Encouragement of collaborative and individual construction of knowledge

– Interactive teaching(lectorials, interactive workshops)

– Collaborative learning

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Project objectivesSuccessful application for 2014 QUT L&T grant:

Specific objectives of the project:1) To investigate ways of effectively using the online tools WeBWorK

online diagnostics, webinars, Echo360 lecture recording system and GoSoapBox;;

2) To improve the delivery of face-­to-­face (f2f) lectures and tutorials by designing, developing and implementing activities that explicitly link f2f delivery mode with online tools, and

3) To improve 1st year student involvement by embedding and promoting QUT Student Support programs in the unit;; developing a model of close collaboration between academics teaching the unit and QUT Student Success Program and STIMulate (learning support).

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Theoretical background of the project• Learning design principles (probabilistic approach) within e-­learning environments (Kirschner et al., 2004;; Jochems et al. 2004).

Figure 1: Two views on instructional design.

Strijbos, J.W., Martens, R.L., Jochems, W.M.G. (2004). Designing for interaction: Six steps to designing computer-­supported group-­based learning. Computers & Education, 42(4), pp. 403-­424. http://dx.doi.org/10.1016/j.compedu.2003.10.004

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Theoretical background of the project• Blended Learning design (Partridge et al., 2011;; Saliba, et al. 2013),

• …in the context of– mathematics courses (Stevenson & Zweier, 2011;; Calderon, et al., 2012;; Carbonell, et al.,2013),

• …and in accordance with – QUT Manual of Policies and Procedures (MOPP C/6.3)

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Redesign changes (over three years)• Created “world of learning”, cohesive environment encouraging student learning by improved learning flow:1) Redesigned LMS Blackboard site to provide multiple

means of representation (clickable image, interactive unit map).

2) Blended learning approach: modular presentation of the content, “blending” activities (e.g. “challenge questions”) focus on continuity of and connectivity between designed tasks), included “flipped learning” approach.

3) Improved collaboration with QUT Student Supportdivisions:-­ e.g. WeBWorK diagnostic providing usage data to STIMulate;; STIMulate module on Blackboard site.

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Figure 2: Conceptual design of the BB site (top of the page)

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Table 1: Learning and teaching approaches

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Off-­campus environment On-­campus environment In-­class activities Off-­class activities

Problem-­based activities (Challenge questions)

Lectures (more lectorial-­types)

STIMulate sessions

WeBWorK (practice test) Tutorials (solutions to Challenge questions)

Consultations

Flipped classroom (videos) Workshops Peer learning opportunities

Figure 3: Learning and teaching model

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Y

XY = ProgressionX = Weeks

Figure 4: Screenshot of the BB site

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Analysis (Goodyear, 2015)How do we analyse such a complex and multilayered environment?

• Analysis needs to deal with single artefacts and complex assemblages (ecologies of things;; meshworks, etc.)

• Analysis needs to inform the creation of representations that design teams (teachers, designers, analysts) can use to make sense of a complex system/network and commit to action to improve it.

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What evaluation lens?

• How do we evaluate the effectiveness of our approach?

• How can we understand students’ behaviour?• How can we interpret students’ behaviour?• What changes should be made?

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Evaluation lens: the notion of affordance Affordance is a potential for an action created within a particular environment. Good (2007): a unit of analysis that should be seen as being “nested” within the broader concept of functional context.

frame of referencefunctional contextaffordance (opportunity for action)

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Research questions of the current study

1) What were students’ perceptions of achieving unit learning outcomes?

2) To what extent were students satisfied with:a) the unit delivery?b) the unit content?c) the organisation of the unit (including additional support)?

Satisfaction = engagement? (Different levels/ types of engagement, Entwistle, 2009)

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FindingsThe ecological approach to learning, based on probabilistic learning design, overall proved successful in promoting students’ engagement with learning not only through unit content but also effective delivery fostering engagement.

But: • There were differences in the ways students and researchers perceived the opportunities for learning.

• These differences resulted from different frames of reference and the ways functional context was set up to make important affordances salient, assist students with perceiving them and acting on them.

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Research question 2c (N=39)

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• This part of the re-­design was the most challenging. Although salient to students (most students did indicate knowing the location of the STIMulate tutors), it seems that the uptake of this affordance was not fully successful.

• It seems that students ‘frame of reference (student but at the same time, for example an employee, a parent, a sport person, etc.), prevented students from taking up these educational and social affordances.

Out of classroom environment, out of classroom learning

Anecdotal (but important) feedback

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Embarras de choix effect• Too rich environment (too much variety/ too good).

Some students (prominently good, engaged, ambitious) felt anxious because they wanted (and made effort) to act upon all affordances by completing all activities provided to them. • Frame of reference of being a “good student” influenced their perceptions and impacted on their engagement manifested by their behaviour and emotional reaction.

Findings -­ continuedHowever, the continuous reflection allowed researchers to:1) Better understand students’ behaviour. 2) Identify areas for improvement taking holistic (ecological) approach.

3) Consciously redesign tasks/ activities (i.e. adjust their frames of reference, better designing functional context).

4) Provided positive background for further study.

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Two important lessons learnt1. Innovation is beneficial to and appreciated by everyone:– Overall satisfaction with the design of the BB site– Overall student satisfaction with the ways technological tools were embedded.

– Overall satisfaction with new pedagogical approaches tested: challenge questions, flipped learning.

– Help from STIMulate fully embedded (made almost‘invisible’) in the unit.

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Lessons learnt2. Communication constitutes a crucial component of success:– Developing successful collaboration between the Unit Coordinator, LD, and the teaching team.

– Better coordination of and collaboration with teaching team.

– Better communication to students about the importance and value of the new design of the unit.

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