- Collaborative report writing - Bridging the divide between formal and informal learning Richard Walker & Wayne Britcliffe E-Learning Development Team, University of York Durham Blackboard Users’ Conference 2007

Starting late  Late, phased roll-out of VLE –1 st round ca. 20 projects –2 nd round ca. 40 projects –3 rd round 47 projects (15 Dept’s) Project Timeline

1 st and 2 nd round projects overview  Assessment and feedback  Group-based learning Case and problem-based learning (Politics, Health Sciences) Common themes: Cross-departmental resource development (SPSS) Student support (BioSciences; Lab support) Cross-departmental modules (Biomolecular Archaeology) Tutorial support (Chemistry) Self-paced learning (GIS; plagiarism awareness) Specific uses:

Collaborative work: Our tutors’ aims

 Develop online course textbook / shared research resources  Structured research activities through weekly tasks –Critical reading & research –Writing up & summarising research findings –Knowledge sharing (within and across groups) Drivers for Course Redesign  Challenging subject areas: –fast moving –no authoritative textbook  Conceptual problems with research literature: –Poor research / critical reading in preparation for module exam –Narrow knowledge base  Unstructured study time –focus on individual reading activities  Challenging subject areas: –fast moving –no authoritative textbook  Conceptual problems with research literature: –Poor research / critical reading in preparation for module exam –Narrow knowledge base  Unstructured study time –focus on individual reading activities

Design of collaborative work ModuleActivityAssessed? Evolutionary Ecology Weekly research topics assigned to groups No Death & Burial Elective research topics Individual signs up to 2 research areas Yes Reports & contributions via discussion forum KVEElective research topics Individual signs up to 3 group research areas Yes Group reports & individual participation

Interaction matrix – Evolutionary Ecology Note that an instructor always has view, edit and commenting privileges to all wikis No GroupsPrivate GroupsOpen Groups Instructor Groups Students Single wiki for the whole module that only an instructor can edit. Students can view the wiki but not make changes. Commenting can be on/off. Each group has a wiki that only an instructor can edit. Commenting can be on/off. Other groups can’t view the wiki. Each group has a wiki that only an instructor can edit. All students can view the wiki. Commenting can be on/off. Single wiki for the whole module. Students can edit the wiki. Commenting can be on/off. Single wiki per group. Only students in that group can edit and view the wiki. Commenting can be on/off. Single wiki per group. Only students in that group can edit the wiki. All students can view the wiki. Commenting can be on/off. Each student has their own wiki that only they can edit. Students can only view their own wiki. Commenting can be on/off (for instructor and student to use). Each student has their own wiki that only the student can edit. Students in the same group can view each other’s wiki. Commenting can be on/off. Each student has their own wiki that only they can edit. All students can view the wiki. Commenting can be on/off. Adapted from Andrew Fisher, Barking College, ALT-C 2006 Wiki interaction options Plenary wiki: viewable to all (course textbook) Evolutionary Ecology Group wikis (x8) viewable to group members only (drafting report) Group blogs (x8) viewable to group members only (information sharing/organisation) Private communication tools: optional Evolutionary Ecology

Interaction matrix – Death and Burial Note that an instructor always has view, edit and commenting privileges to all wikis No GroupsPrivate GroupsOpen Groups Instructor Groups Students Single wiki for the whole module that only an instructor can edit. Students can view the wiki but not make changes. Commenting can be on/off. Each group has a wiki that only an instructor can edit. Commenting can be on/off. Other groups can’t view the wiki. Each group has a wiki that only an instructor can edit. All students can view the wiki. Commenting can be on/off. Single wiki for the whole module. Students can edit the wiki. Commenting can be on/off. Single wiki per group. Only students in that group can edit and view the wiki. Commenting can be on/off. Single wiki per group. Only students in that group can edit the wiki. All students can view the wiki. Commenting can be on/off. Each student has their own wiki that only they can edit. Students can only view their own wiki. Commenting can be on/off (for instructor and student to use). Each student has their own wiki that only the student can edit. Students in the same group can view each other’s wiki. Commenting can be on/off. Each student has their own wiki that only they can edit. All students can view the wiki. Commenting can be on/off. Adapted from Andrew Fisher, Barking College, ALT-C 2006 Wiki interaction options Plenary wiki viewable to all – with individual subject pages Discussion board (commenting / sharing of presentations) Death & Burial

Interaction matrix – KVE Note that an instructor always has view, edit and commenting privileges to all wikis No GroupsPrivate GroupsOpen Groups Instructor Groups Students Single wiki for the whole module that only an instructor can edit. Students can view the wiki but not make changes. Commenting can be on/off. Each group has a wiki that only an instructor can edit. Commenting can be on/off. Other groups can’t view the wiki. Each group has a wiki that only an instructor can edit. All students can view the wiki. Commenting can be on/off. Single wiki for the whole module. Students can edit the wiki. Commenting can be on/off. Single wiki per group. Only students in that group can edit and view the wiki. Commenting can be on/off. Single wiki per group. Only students in that group can edit the wiki. All students can view the wiki. Commenting can be on/off. Each student has their own wiki that only they can edit. Students can only view their own wiki. Commenting can be on/off (for instructor and student to use). Each student has their own wiki that only the student can edit. Students in the same group can view each other’s wiki. Commenting can be on/off. Each student has their own wiki that only they can edit. All students can view the wiki. Commenting can be on/off. Adapted from Andrew Fisher, Barking College, ALT-C 2006 Wiki interaction options Group wikis (x15) viewable to all with commenting Personal blog: individual commenting to instructors Group blog: sharing of personal reflective entries Core Knowledge, values & Engagement Skills – KVE

Data collection methods (Informal progress checks) Entry survey Staff interview Focus group interviews Exit survey Activity logs

Wiki participation proxy indicator

Output and work patterns : Evolutionary Ecology ModuleOutput & participationComments Evolutionary Ecology 8 x 8 reports > 50% of modifications by 1 student in 3 groups Allocation of report writing to individuals Collaborative research Mix of communication methods (Facebook/f2f/blog)

Output and work patterns : Death & Burial ModuleOutput & participationComments Death & Burial 14 x 2 reports 87 discussion postings Active collaboration Upload of presentations (x27) & organisational issues (x27) Topic discussion in class

Output and work patterns : KVE ModuleOutput & participationComments KVE15 research reports > 50% of modifications by 1 student in 9 reports Individual research Competitive pace to contributions Editing more difficult than adding information

Observations on the group work  Wikis viewed as spaces for presentation of work –not drafting & negotiation  Formal spaces for information sharing & completed work –Informal spaces for social messaging  Text negotiation challenging –“Contribute first before you edit someone else’s work”  Learning competencies –Skills to synthesis & condense, rather than add information –Ownership of contributions & willingness to edit work of others –Peer review & feedback

Lessons Learned  Module leader must be clear on: –How to use wikis –Targeted learning behaviour; how tool will be used –Participation drivers (assessment & accountability) Design  Purpose of wiki / incentives to contribute / ownership issues must be addressed  Modelling of course tasks and targeted learning behaviour – building confidence & addressing technical & learning competencies  ‘Wikiquette’: how to contribute / frequency of contributions / group roles / self-regulation & ownership issues. Induction

Lessons Learned  Just In Time instructions; technical support  Monitoring of on-line work / on-going evaluation & accountability –“little and often”  Wiki-in-progress class discussion Supporting  Class presentations on wiki work (peer accountability)  Acknowledging and summarising on-line contributions  Making explicit learning outcomes from class-based and virtual activities Interlinking & Summing up

Case Studies (  Case Study Overview –Background –Description of approach –Learning activities & tools –Student profile –Experience with computers –Experience with computers for learning –Expectations towards the VLE –Outcomes of the pilot –Activity statistics –Focus group feedback –Exit survey feedback –Instructor and tutors’ feedback –Student skills required & developed –Staff skills required & developed –Actions for further development

Questions