Worth the effort? - The effective design of supplementary video resources for postgraduate academic writing classes Richard Galletly MBA PGCPP FHEA Aston.

Slides:



Advertisements
Similar presentations
T H A N K Y O U !. Charlie Robinson Charlie
Advertisements

Centre for the Enhancement of Learning and Teaching Supporting & Enhancing Online Teaching & Learning by Catherine Ogilvie Centre for the Enhancement of.
DR. STRANGEBLOG Or, how I learned to stop worrying and love classroom technology.
TKT Essentials Routes to excellence. TKT Essentials TKT Essentials course The TKT Essentials course provides a basic introduction to English language.
An ESL Learner in Transition University of Sydney 4 November 2013.
PORTFOLIO.
What is… Learner-Centered Instruction. What Is The Goal For A Learner-Centered Course? Making the student more responsible for his/her learning. 1.
Teacher Implemented Learning Strategies for English Language Learners Amanda DeFelice October 31, 2007.
Listening Processes Listen and take notes. Then compare your notes with my notes. How are you doing with your listening skills?
1 © 2013 UNIVERSITY OF PITTSBURGH 1 Using the content-focused Coaching® Model to Support Early childhood Literacy and Language Development How to Teach.
Effective support: working with others Effective support: working with others A Twilight Training Session by Gareth D Morewood, Director of Curriculum.
Virtual Interactions For Online Learning Mawdudur Rahman, Ph.D. Visiting Professor, College of Business Zayed University Dubai, UAE Online Chats and Threads.
E-portfolio in TaskStream (DRF) Signature Assignments Signature Assignments Classroom Community (1 st & 2 nd semesters) Classroom Community (1 st & 2 nd.
Planning a Web-based Course Barbara Lockee Office of Distance Learning Department of Teaching & Learning.
Increasing student investment in the first three weeks Mark Salisbury Kimberly Dyer.
E NGLISH L ANGUAGE L EARNERS Diverse Learners Spotlight Presentation University of New England By: Erin Dilla.
A COURSE IN ENGLISH LANGUAGE TEACHING Unit 12 Integrated Skills Aims of the Unit: 1.to know the necessity of integrating the four language skills in ELT.
The Impact of On-line Teaching Practices On Young EFL Learners' Instruction Dr. Trisevgeni Liontou RHODES MAY
Jude Carroll, author of Tools for Teaching in an Educationally Mobile World (Routledge 2015) Supporting teaching across cultures: the role of good practice.
The Benefits of Disciplinary Information In Writing Assignments Elijah Coleman Instructor, Department of English Washington State University.
Psychology students’ experiences of peer tutoring in academic writing European Congress of Psychology, Oslo, July 2009 Kathy Harrington, Savita Bakhshi.
Principles of Assessment
Dr Christine Edmead FHEA  What is flipping?  Why might you want to flip your classroom?  How do we flip the classroom?
Shrewsbury College of Arts & Technology Aspire Partner Development Fellowship Awards Theme: Learning using technology.
“Would Someone Say Something, Please?” Increasing Student Participation in College Classrooms Jane L. Kenney & Padmini Banerjee Presented by Amy Stonger.
Interstate New Teacher Assessment and Support Consortium (INTASC)
THE IMPORTANCE OF TEACHING AT RYERSON PREDICTORS OF STUDENT SATISFACTION CHRISTOPHER EVANS VICE PROVOST ACADEMIC.
The Case for Service Learning. Facts about student engagement in school in the U.S. (Steinberg, 1996) Over one third of students do not take school seriously.
Comprehensible Input SIOP Component #3.
What Our Students Need Most The 7 Fundamental Conditions of Learning.
Reading Strategies for Advanced Academics Reading Between the Lines: Meeting Students in the Middle By: Donna Moore, Ed.D.
 Reading and writing are the main tools for learning any subject.  They help us learn how to learn.  These tools must be used in every classroom, at.
Transitioning to Online Teaching: Tips on being a Successful Teacher.
PRESENTED BY: RUBY JERNIGAN The Impact of Project Based Learning.
Academic Writing and Critical Thinking some ideas for the classroom Christopher Graham Russia, November 2013.
Teaching Learning Strategies and Academic Language
1 Project of Reading Course Development Designer: Erin M Instructor: Mavis Shang Date: 06/09/2008.
Evaluation of the Incredible Years SCHOOL READINESS Parenting Programme in North Wales 25 th January 2013 Kirstie Pye, PhD Student.
Lesson Planning SIOP.
Inquiry-based Learning Linking Teaching with Learning.
SIOP The Sheltered Instruction Observation Protocol (SIOP)
Working with Second Language Learners Answers to Teachers’ Top Ten Questions By Stephen Cary Answers to Teachers’ Top Ten Questions By Stephen Cary.
Professionally Speaking : Qualitative Research and the Professions. Using action research to gauge the quality of feedback given to student teachers while.
Results from the 2005 Educational Technology Surveys Cara Lane Research Scientist Catalyst Research and Development Office of Learning Technologies.
TEACHING A SECOND LANGUAGE -- TIPS FROM THE TRENCHES.
Best Practices for Higher Education and K-12 Distance Education Programs Aubrey D. Crook, M.Ed. © 2006.
Action Research Approaches to Teaching and Learning Session 1.
The selection of appropriate assessment methods in a course is influenced by many factors: the intended learning outcomes, the discipline and related professional.
Workshop Principles Safety and Order Students need to feel safe from physical harm in order to be receptive to learning. Students need to feel a sense.
Assessment & Self Regulated Learning
Teaching Writing.
Teacher Inquiry: The Effect of Using Concept Mapping Software In The Classroom By: Teresa Slade.
Introduction: definition of a lesson plan It can be simple as a mental checklist or as a complex as a detailed two-page typed lesson plan.
Digital Storytelling Trends/Issues in Technology.
Your Name… An image of your power animal goes here…
TEACHING AND LEARNING WITH TECHNOLOGY IN ENGLISH AND LANGUAGE ARTS By: Emily Justice and Ashley Neal.
Charlie Robinson Charlie
ED 557 August 6, The brain seeks patterns, connections, & relationships between & among prior & new learning. (Gregory & Chatman,2001) The ability.
Negotiations and Second Language Acquisition Margaret Kersten SLaLS, Carleton University Ottawa, Canada Warsaw, June 2015.
Response Journals Assumptions. Background O Undergraduate pre-service teachers O Juniors and seniors O First time for instructor to teach this class O.
Final Presentation, European Cooperative House Brussels, 16 Dec.2009 Training +45 “Teachers Facilitating Learning among Elders” WP5 Test and Evaluation.
ED 557 August 6, Amount of homework should increase as students get older. Minimal parent involvement. Identify purpose of homework Provide.
Fostering Autonomy in Language Learning. Developing Learner Autonomy in a School Context  The development of learner autonomy is a move from a teacher-directed.
TKT COURSE SUMMARY UNIT –14 Differences between l1 and l2 learning learners characteristics LEARNER NEEDS DIANA OLIVA VALDÉS RAMÍREZ.
Objectives of session By the end of today’s session you should be able to: Define and explain pragmatics and prosody Draw links between teaching strategies.
Building Effective Content Literacy Tasks. The Cycle of Assessment Teach: Does the instruction and the tasks align to the identified learning target(s)?
Virtual Horizons: Using Online Applications to Enrich New Literacies Tasha A. Thomas, SWP Director, USC Upstate Dawn Mitchell, SWP.
Tips and Techniques for Online Instructors
NEEDS ANALYSIS.
PGCE PCE Mentoring Training
Presentation transcript:

Worth the effort? - The effective design of supplementary video resources for postgraduate academic writing classes Richard Galletly MBA PGCPP FHEA Aston University

To identify best practices for optimally effective video resources To identify new insights for future approaches Research project aims:

Language Box: feedback “… it's exactly what I would have valued when I was preparing my own PhD … I will recommend this link to friends and colleagues who are currently teaching or studying.”

Effective video design A casual approach should be used, to reduce the ‘cognitive load’ (Seery & Donnelly, 2011) Do not assume too much technical knowledge, so as not to exclude less technically literate students Professor Bonk -

Keep it casual! Poor materials require a lot of working memory to process them (Seery, 2012) Online materials should be simple, without clutter – which allows deeper thinking (Seery, 2012); these videos should be kept ‘casual’ Writing Research Proposals -

A new generation of learners Could these learners be called ‘digital natives’? (Sanchez, 2011) Can we communicate to them in their language? What works best for them?

Benefits of using recorded video Educational videos found to increase motivation, enhance comprehension and teacher effectiveness (Holzblatt, 2011) Emotional aspect to video, a narrative thread, and a connection with the teacher, more than with text

Empathy and authenticity Showing understanding, empathising with students in the videos, may enhance learning (Choi & Yang, 2011) Videos allow the teacher to demonstrate a connection with the student, who perceive them as a ‘real person’ (Borup et al., 2012 p201)

Effectiveness of videos The use of video has a ‘significant positive effect’ on student learning (Fralinger et al., 2009) Having the option to repeat the lecture helps absorb the content (Giannakos, 2012) Videos given prior to the lecture will help prepare students for the lecture (Seery & Donnelly, 2011)

The Critical Evaluation Essay

: Feedback

- Sorted by most viewed

4

Sample and data collection International students of postgraduate business courses at Aston University 61% female Majority of Asian origin Ages Response rate 25% (92) – but only 40 were in my class, so response rate over 50%

Do respondents expect the video to help? Students who use technology more are more likely to think these videos will help them later Those who found the videos engaging were more likely to state that the videos would be helpful writing an assignment later in the course

Students parents’ education Students with more educated parents less likely to find the videos useful, perhaps they already understand academic writing? They also found the language in the videos easier to follow – due to English language education? They were less likely to think the videos would help them

Students’ social demographics Female students found to be more confident using technology, contrary to Heemskerk et al.’s findings (2009) Older students prefer more information in the videos and were more confident with the language complexity

Is the content too simple, or too confusing? A simpler design of the videos might make them more inclusive for all students – content should be simplified Students who preferred ‘just talking’ were less likely to say they would recommend the videos

Asynchronous learning Students more likely to state they expect the videos to help them later- e.g. when writing dissertations The majority of students stated that they expect to find the videos more useful for a future assignment

Implications of findings affinity for technologyIt may be necessary to design videos with students’ access to and affinity for technology in mind, so as not to exclude those with less understanding for it Videos should be designed to be casual and engaging, being so complex as to exclude some students However, those of an educated background may find this approach too simple

Research limitations Course does not have an assessment- not possible to assess improvements due to videos Does not take into account asynchronous aspects of learning- how improvements may be made due to use of videos at a later date, for example when writing dissertations

Promotional benefits for the teacher, and disadvantages Student feedback overwhelmingly positive, especially for asynchronous use lazyStudents reported that videos might encourage ‘lazy’ students to skip classes (Student 21) Students increasingly adept with technology – this can be utilised Changing HE sector: more online courses, so a valuable skill to develop - MOOCs An opportunity to develop a connection with students outside the classroom