Transitioning from ‘Drawing Out’ to ‘Drawing in’: a revision of learning technology support activities at Cardiff University

Transitioning from 'Drawing out' to 'Drawing in’:

a revision of learning technology support activities at Cardiff University

Peter Rayment

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This session will offer an understanding of:

• how analytics can help to target support and enablement activities;

• some of the issues and barriers to non traditional technology use in Learning and Teaching;

• how best desirable practice can improve user success;

• why a move away from tool-based support is beneficial;

• how targeted content provision can be used to encourage system use;

• the benefits of linking face to face and online support and how to facilitate this

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A little bit of history……

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A little bit of history……

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Problems with function based support

• Need to stop task currently doing

• Need to search for content and difficult to find

• Help not necessarily relevant to task

• Help not set in context

• Help not relevant to role

• Help tends to be tool based not task based

Generally walks through how to do not why you would do…

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Context Sensitive help

Benefits

• Help is focused on what the person is doing

• No need to search

• But if you do search, materials easier to find

• Can tie together materials from a number of sources

• Role based, so materials are relevant to user

Has other potential to be covered later…….

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Context sensitive support to Analytics

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Benefits of Analytics

• Can see what users are doing in the system

• Can view activity differences between roles

Therefore

• Can start to target support / help / engagement

• Able to view results of change

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System Usage

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Staff system use in an example school

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Champions of sending emails

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Now we can facilitate change

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Progression and Discovery

Often categorised by importance placed on by students, sometimes institutionally driven)

(My students want this……... why should I want this?)

Processes or tasks driving adoption of particular mechanism

(Now, I know I want to do this…. How can I go about it?)

Underpinning knowledge, what’s needed to do it correctly/sustainably

(What do I need to know to support students properly?)

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Task based support materials

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Common Activities Knowledge Required

A – Posting Lectures / Hand Outs 1 – Structure tips

B – Receiving Notifications 2 – Understanding copyright in e.formats

C – Organise Course / Module 3 – Understanding Accessibility in e.formats

D – Using Reading Lists 4 – Usable file formats and types

E – Posting Formative / Summative Assessment information

5 – 3rd Party storage

F – Communicating with Students 6 – Working Across Modules

7 – Library / eReserves

8 – Academic regulations e.formats

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Common Activities Knowledge Required

A – Posting Lectures / Hand Outs 1 – Structure tips

B – Receiving Notifications 2 – Understanding copyright in e.formats (Ext)

C – Organise Course / Module 3 – Understanding Accessibility in e.formats (Ext)

D – Using Reading Lists 4 – Usable file formats and types

E – Posting Formative / Summative Assessment information

5 – 3rd Party storage

Plagiarism – Group Ass - MCQ 6 – Working Across Modules

F – Communicating with Students 7 – Library / eReserves (Ext)

8 – Academic regulations e.formats (Ext)

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Support at the point task is considered

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Join together all resources to support task

Internal Support MaterialsExternal Support MaterialsRegulationsSchool /College Policies and ProceduresDesirable PracticePeople Events

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Difference between – Drawing out and Drawing In

So in conclusion

• The ‘tool’ based support structure methodology draws out (makes people try to find information for themselves)

• and what we want to do is draw in.

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Peter [email protected]