The student experience of e-learning Dr Greg Benfield Oxford Centre for Staff & Learning Development

Oxford Centre for Staff and Learning Development Learner experience studies (c 2010) 9 JISC Learner experiences of e-learning projects over 4 years ELESIG special interest group reaches 1000 members

Oxford Centre for Staff and Learning Development Growing body of complementary technology use studies

Oxford Centre for Staff and Learning Development Key messages Enormous diversity Institutional context highly influential

Oxford Centre for Staff and Learning Development The SLiDA Project How are institutions creating and enabling opportunities that promote the development of effective learning in a digital age? Teaching studio in use, University of Edinburgh

Oxford Centre for Staff and Learning Development SLiDA Case Studies

Oxford Centre for Staff and Learning Development Key findings from SLiDA WHAT are institutions doing to support the development of learners for a digital age? 1.Preparing students for their experience of learning with technology 2.Enabling learners to use their own devices and services 3.Reconfiguring campus spaces for social learning 4.Listening to learner voices 5.A strategic emphasis on course design for blended learning

Oxford Centre for Staff and Learning Development 1. Preparing students Digital and learning literacy induction session for all full time students (E.g. Abingdon and Witney College )

Oxford Centre for Staff and Learning Development 2. Learners’ own devices Use personal devices (personal laptops, smart phones, camcorders and audio devices) across the curriculum (E.g. Birkenhead Sixth Form College) Note: the College maintains a small pool of devices for those students who do not own one.

Oxford Centre for Staff and Learning Development 3. Social learning spaces Preparing learners for the digital age requires spaces and pedagogical approaches that enhance learner engagement and involvement in the learning process (E.g. University of Edinburgh)

Oxford Centre for Staff and Learning Development 4. Listening to learner voices Seeking active input from their students in policy- making and implementation (E.g. Student Voice Reps, University of Glamorgan

Oxford Centre for Staff and Learning Development Learner voices cont’d Other approaches: Student enterprise (University of Surrey) Learner experience research (Oxford Brookes) Consultations with current students and graduates (University of Wolverhampton, Abingdon and Witney College)

Oxford Centre for Staff and Learning Development 5. course design for blended learning Strategic learning and teaching focus, embedding digital literacies development in the curriculum through blended learning course design (E.g. London Metropolitan University, Oxford Brookes University, University of Salford, University of Wolverhampton)

Oxford Centre for Staff and Learning Development Entitlements E.g. 6 Blended Learning entitlements at University of Wolverhampton6 Blended Learning entitlements ‘Minimum digital learning resources’ requirements in other institutions

Oxford Centre for Staff and Learning Development Graduate attributes E.g. Oxford Brookes Digital and information literacy: being confident, agile adopters of a range of technologies for personal, academic and professional use (Examples)(Examples) using digital tools to reflect on and record learning and professional and personal development (Examples)(Examples) engaging productively in relevant online communities (Examples)(Examples)

Oxford Centre for Staff and Learning Development Assessment and feedback measurable impact Formative use of CAA stands out as a rare application of e-learning leading to measurable impact on student performance (Sharpe et al 2006)

Oxford Centre for Staff and Learning Development Extended, technology- enhanced assignments E.g. student journals using blogs

Oxford Centre for Staff and Learning Development …. or e-portfolios

Oxford Centre for Staff and Learning Development Wikis Podcasts Student research journals (Geoverse) Collaborative student artifacts

Oxford Centre for Staff and Learning Development Wolverhampton blended learning entitlements full provision of module related documents in electronic format; regular formative assessment with feedback, that all face to face learning is interactive, opportunities to learn from each other collaboratively, electronic personal development planning, and, the opportunity to submit all appropriate summative assessments electronically

Oxford Centre for Staff and Learning Development Confident, agile adopters have the ability to apply general software interface principles to independently explore new software proficiently managing digital information, including searching for, retrieving, evaluating and citing information appropriate to their subject matter selecting and using appropriate authoring technologies from a range (e.g., , wikis, blogs, word processing, presentation, CAD, html authoring) selecting and using a range of technologies for personal knowledge building ability to securely and responsibly manage one’s own and other people’s data and online identities

Oxford Centre for Staff and Learning Development Use digital tools knowing and observing appropriate conventions on authoring in a variety of media and in a variety of professional and academic contexts ability to search, aggregate and organise digital information from a variety of sources for personal use ability to represent oneself online in a suitable way for academic and professional purposes selecting and using appropriate technology for recording and representing academic, professional and personal development

Oxford Centre for Staff and Learning Development Online communities selecting and using appropriate communication technologies for group work knowing when and how to maintain appropriate levels of privacy in drafting and publishing to individuals and groups effectively managing group interactions using multiple technologies selecting and using technologies to represent and synthesise individual and group knowledge/learning communicating effectively online developing fluency and command of ‘voice’ in online authoring and publishing