L&tconference 2011 lv_mello

The use of technology promoting self-learning in a PGT cohort: a pilot

study

Luciane V. Mello

School of Life Sciences

Scenario

• 2 M level modules, second semester

• Small cohort: 10 - 11

▪ Diverse cohort: -cultural backgroundM1: 11, 7 nationalitiesM2: 10, 5 nationalities

http://www.scan.ncl.ac.uk/navigation/internationalstudents.html

-academic level 1st to 2.2: PhD, Master, MRes, MBiol

Aim and e-learning resources

Aim

• Provide opportunities for self-learning – Do they need to catch up? –

bring class up to the same level

– Do they have language difficulties?

– Would they benefit from self-monitoring?

Would these collectively help them with motivation and engagement?

E-learning resources

• Lowering barriers using e-learning resources:– Lecture & workshop on Vital

– Podcast

– Online test – formative assessment

– Collaborative work –synchronously

– Blog

http://www.nus.org.uk/

Case 1: Students’ difficulties & e-learning resources

Scenario: – 1 hour lecture

– 2 hours workshop – hands-on

Student diversity (academic level, language & individual style) & workshop pace - talked just before last session

• Podcast -– Forthcoming in-class work

– Direct students to:• Pre-reading

• Online tests

Case 1: Students’ difficulties & e-learning resources

• Online test – formative assessment

– Prior knowledge required for the work: an opportunity to ‘catch up’

– New knowledge from reading material

Academic level

Reinforcement

Available before and after the sessions:self-monitoring

Case 1: Results

– Podcast: 3 days before the session• 10 students watched it! 100%

– Online test: 1 day before the session• 9 students took the test before session (no answers

released. Feedback only right or wrong)

• 2 students took the test after session (answers released) (self-monitoring). One student told me she retook the test before the module final exam.

– Workshop pace: MUCH improved, positive feedback from students: native & foreign• Students found podcast helped them to better prepare for

the lecture and workshop (much better than just PowerPoint on vital)

– Students felt motivated to do the pre-reading!

Case 2: Self-learning & the use of blog

Case 3: Group work & e-learning resources

• Collaborative work & scientific environment• Collaborative writing

– synchronously (and asynchronously) using Googledoc (within group)

• Introduction of new tools• Introduction of self and peer assessment (summative assessment)

• Collaboration• Final work

Academic level: peer discussion, active participation, motivation (Crosby, 1996) self-learning

Cultural differences: widening participation through different skills (Crosby, 1996)

Case 3: Results

• 11 students

– 2 groups of 2 students

– 2 groups of 3 students

– 3 individual work

• 9 feedback (3 individual work)

Improved learning Would like another group work

Prefer to work individually

5 out of 6 3 out of 6 3 out of 6

Enjoyed working with Googledoc

Worked synchronously Worked asynchronously

6 out of 6 1 group out of 4 3 groups out of 4

Case 3: Results

• Collaborative writing

– Mark fairness – despite of the peer assessment: participation time vs participation effectiveness

Gibbs (2003) – In group work, some students can not perceive the achievement of deeplearning in order to be able to transfer knowledge. Instead the non-gain feeling prevails, generating dissatisfaction.

Improved learning Would like another group work

Prefer to work individually

5 out of 6 3 out of 6 3 out of 6

Self-learning “I needed to study more in order to participatein the work”

Conclusions• Podcast

– Students felt better prepared for lecture/workshop

– Helped overseas students – language

– Students really appreciated the personal interaction

• Online formative assessment

– In combination with podcast, encouraged pre-reading and helped with the workshop pace issue: self-learning

– Failed to promote self-monitoring

• Blog

– Promoted motivation and engagement

– Promoted self-learning through peer discussion

• Collaborative writing – Googledoc

– Promoted interaction between students – peer and self-learning