Using a VLE to support Active Learning: a Model for Training of Academic Staff Patris van Boxel ICT Educational Centre vrije Universiteit amsterdam

Aim Overview VLE use in Dutch HE: – preliminary results survey – (+ comparison UK survey) – Dutch Blackboard support initiatives VLE use at the Vrije Universiteit: – context – training academic staff setup of introductory VLE course description of use of case studies 1. Aim 2. VLE in Netherlands 3. Results Survey 4. BB initiatives 5. ‘Hot topics’

VLE use in Dutch HE Similar developments as in UK Sharp increase use of VLE’s ‘Quikscan’ survey november Does your institution use a VLE? 2. More than one? 3. Which one? 4. Which phase of implementation? Testing Pilot Partial implementation Full implementation 1. Aim 2. VLE in Netherlands 3. Results Survey 4. BB initiatives 5. ‘Hot topics’

Results Dutch HE Survey All universities that responded use at least one VLE 86% of all HE institutions that responded use VLE – 50% uses more than one Blackboard most adopted platform – 77% of universities – 57% of polytechnics At various stages of implementation – majority beyond initial test phase 1. Aim 2. VLE in Netherlands 3. Results Survey 4. BB initiatives 5. ‘Hot topics’

Comparison UK Survey Source: Ucisa survey 2001 Source: Surf survey 2001

Conclusion survey Blackboard predicted to become a standard in the Netherlands – VLE most used in ‘full implementation’ scenarios – VLE which most institutions support officially 1. Aim 2. VLE in Netherlands 3. Results Survey 4. BB initiatives 5. ‘Hot topics’

Dutch Bb support initiatives: Blackboard usergroup – Co-ordinator – Study days – Feedback BB US Blackboard support site – Conference reports (ALT-C, Educause,..) – BB contact persons in institutions – Q & A – Bb Training materials 1. Aim 2. VLE in Netherlands 3. Results Survey 4. BB initiatives 5. ‘Hot topics’

Current ‘hot’ topics Technical: Integration Blackboard with other systems Pedagogical: Evaluation of VLE implementation (quality assurance) Good practices e.g in use of online collaborative learning Digital portfolio’s Strategy and implementation Ba/Ma structure; internationalisation; flexible learning, Aim 2. VLE in Netherlands 3. Results Survey 4. BB initiatives 5. ‘Hot topics’

VLE the Vrije Universiteit 1. Background 2. The training method 3. Use of case studies 4. The lecturer's response 5. Conclusions

Background Medium-sized university (14000) Campus-based Memorandum Vrije Universiteit (1999) – Structural integration of ICT ICT Educational Centre – Manages ICT projects in faculties – Advice and support to lecturers – Staff development programme – Centrally supported VLE 1. Background 2. The training method 3. Use of case studies 4. The lecturer's response 5. Conclusions

Background Individual faculties use VLE’s since 1997 Central VLE (Blackboard) adopted september 2000 – 11 faculties – 3000 users/250 courses – End december 2001 version 5.5 (level 1) 4 faculties use different VLE’s 1. Background 2. The training method 3. Use of case studies 4. The lecturer's response 5. Conclusions

Training Method Introductory Course: “Using a VLE to support Active Learning” Target audience: Lecturers who... – have to learn to use a VLE – need to integrate active learning methods in their teaching practice – who don’t have a lot of time – may not like computers – feel alienated from pedagogical theoriespedagogical theories 1. Background 2. The training method 3. Use of case studies 4. The lecturer's response 5. Conclusions

Pedagogical Jargon... – Behaviorist theory – Cognitivist theory – Constructivist theory – Open ended learning – Metacognitive support – Activated learning – Scaffolding – Instructional designer – Student-centred learning – Web-based-learning – Learning styles – Peer assessment – Just-in-time learning – Knowledge building communities – Scientific Discovery learning – Inquiry based learning – Problem-based learning – Reflective interaction – Independent learning – Discussion – Taks orientation – Goal orientation – Flexible learning – Adaptive learning – Authentic context – Collaborative pedagogies – Communities of learners 1. Background 2. The training method 3. Use of case studies 4. The lecturer's response 5. Conclusions

2. Training Method Using a VLE (hands-on) Background reading material (self study) Practical Skills Concrete and achievable challenge Application to own teaching practice Analysing Case Studies (reflection, inspiration) Pedagogical Skills 1. Background 2. The training method 3. Use of case studies 4. The lecturer's response 5. Conclusions

Use of Case Studies Authentic examples active learning at the VU (4) Description of the learning task VLE facilitates activity Emphasis on ‘learning from each other’ – peer feedback and assessment – group discussion – group problem solving Various disciplines and VLE’s Various group sizes Mix face to face and online learning Good and bad practices 1. Background 2. The training method 3. Use of case studies 4. The lecturer's response 5. Conclusions

Description of Case Studies Mechanics: individual assignments and peer feedback Philosophy: discussion about ethical dilemma and peer feedback Dentistry: practical group task and lecture feedback and assessment preparation archive Psychology: selftest - multiple choice questions in pairs 1. Background 2. The training method 3. Use of case studies 4. The lecturer's response 5. Conclusions Download case studies from:

‘Golden rules’ Success of online learning activity depends on many factors ‘Golden rules’ increase chance of succes: – planning of the online learning activity – aims of the online learning activity – conditions for participation 1. Background 2. The training method 3. Use of case studies 4. The lecturer's response 5. Conclusions

Golden rules Planning Plan (online) learning activity well before the start of the course Mix online learning activity with classroom activity Reserve time and opportunity for intervention by lecturer Be sparse in number of subjects and moments when using online activities Use peer instruction, assessment or grading if possible Klemm, Van der Veen, Mason,... Aims Make aims clear and keep everyone to the rules (moderate!) Formulate tangible results or end product Round activities clearly off Conditions Participation is compulsory and will be assessed Don’t settle for opinions - demand arguments, explanations,.. Provide regular feedback Create a positive and constructive atmosphere 1. The lecturer's challenge 2. The training method 3. Use of case studies 4. The lecturer's response 5. Conclusions

Review of Case Studies In pairs - choose one case study Evaluation, focusing on: – role of the VLE – application ‘Golden rules’ – gain in student activity Discussion and reflection Group feedback 1. Background 2. The training method 3. Use of case studies 4. The lecturer's response 5. Conclusions

Final question on Training Will I use a VLE? Will I use a VLE similar to the use presented in the case studies? 1. Background 2. The training method 3. Use of case studies 4. The lecturer's response 5. Conclusions

4. The Lecturer’s Response Positive experience – Training reduces perceived complexity of educational innovation Technically Pedagogically Case studies generate enthusiasm Remaining concerns – Assessment method – Time investment 1. Background 2. The training method 3. Use of case studies 4. The lecturer's response 5. Conclusions

Setup of training course – Practical skills, pedagogical skills, bonded by case studies Case studies – ‘Active learning’ scenarios – Stepping stones to gain ideas for practical approaches – ‘Golden rules’ allow further analysis of cases and guidance for own implementation Effectiveness (long-term) still needs to be evaluated 1. Background 2. The training method 3. Use of case studies 4. The lecturer's response 5. Conclusions

Further information Case studies and background information: