Leeds Enterprise Centre Transforming ideas into opportunities Learning beyond lectures Using VLE groups and organizations to encourage student engagement.

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Presentation transcript:

Leeds Enterprise Centre Transforming ideas into opportunities Learning beyond lectures Using VLE groups and organizations to encourage student engagement Dr. Sarah Underwood & Catherine Bell UoL L&T Conference 2011

Leeds Enterprise Centre Dr. Sarah Underwood Lecturer in Enterprise Welcome Catherine Bell LUBS E-learning officer Omair Jamal LEC Virtual Intern With thanks to Liam Patterson (LEC intern Summer 2010), Alex Edwards & Laura Paraskeva (current VLE interns)

Leeds Enterprise Centre Rationale for project Moving from tutor-led to student- led VLE group areas Developing the Leeds Enterprise Centre Organization Introducing our Virtual Interns Objectives

Leeds Enterprise Centre LEC modules are designed to help students enhance transferrable skills that top employers are seeking in graduates. For example: Organisation & Planning, Communication skills, Networking, Team working, Creative thinking, Innovative ideas, Adaptability, Leadership, Negotiation Leeds Enterprise Centre

Enterprise Curriculum Suite of Enterprise elective offered to all undergraduate students

Leeds Enterprise Centre Enterprise education KnowledgeSkillsAttitudes Others Negotiate Mine Network Evaluate Plan Our ‘education philosophy’

Leeds Enterprise Centre Research into VLE usage… Tutors using the VLE to Compliment classroom work encourages independent and deep learning Disseminate/repeat information, encourages students to develop a dependent and surface approach to learning (Biggs, 1999; Love & Fry, 2006) Student engagement with the VLE has the potential to increase their motivation (Kozma, 1991; Reeves, 1997; De Lange et al,2003) result in improved academic outcomes (Richardson, 2000; Kember, 1995, Tinto, 1993)

(Survey of 100 undergraduate students) A positive perception towards learning using the VLE - 97% find the VLE very useful or fairly useful The VLE is also regularly accessed - 82% accessing the VLE 2-3 times a week or more From our own research…

Leeds Enterprise Centre Moving from tutor-led to student-led VLE group areas

Leeds Enterprise Centre VLE Facilitated Group Projects

Leeds Enterprise Centre Continued engagement… Christmas day

Leeds Enterprise Centre An extension of the group areas Facilitating exchange that spans modules and year groups Developing the Leeds Enterprise Centre Organization

Leeds Enterprise Centre ~ 2 hours per week Remote working Purpose of role: To promote the use of, and generate interest in, the LEC VLE organisation To contribute to forum discussions relating to enterprise topics Signposting relevant information available online or within the University Introducing our Virtual Interns

Leeds Enterprise Centre Please navigate to your VLE homepage and select the Leeds Enterprise Centre organisation Developing the Leeds Enterprise Centre Organization

Leeds Enterprise Centre Points of interest (?)

Leeds Enterprise Centre Transferability…  Group areas can be used to support a range of different learning outcomes  have applicability across all modules (in any department)  Does the use of a VLE organisation to connect otherwise unlinked modules increase student engagement….? Watch this space!

Leeds Enterprise Centre Thank you!

Leeds Enterprise Centre  Biggs, J. B. (1999) Teaching for Quality Learning (Buckingham: SRHE and Open University Press).  De Lang, P. et al (2003) Integrating a virtual learning environment Into an introductory journal, 12 (1), pp  Kember, D. (1995) Open Learning Courses for Adults: A model of student progress (Englewood Cliffs, NJ: Educational Technology Publications)  Kozma, R. B. (1991) Learning with media, Review of Educational Research, 61(2), pp  Love, N. Fry, N. (2006) Accounting Students’ Perceptions of a Virtual Learning Environment: Springboard or Safety Net?. Accounting Education: an international Journal Vol. 15, No. 2, University of the West of England, Bristol, UK  Reeves,T. (1997) Evaluating what really matters in computer based education, as at  Richardson, J.T. (2000) Researching Student Learning: Approaches to Studying in Campus Based and Distance Education (Buckingham: SRHE and Open University Press).  Tinto, V. (1993) Leaving college: Rethinking the courses and curse of student attrition, 2 nd Ed (New York: Harper Collins Publishers). References