How we designed a learning journey and our students went their different ways … Prof Tony Toole University of Glamorgan July 2004

The Learning Journey Structured materials Navigation Structured tasks Discussion Forum Assessment

The Learning Journey The learning was intended to be linear, the students working through the materials topic by topic The learning was intended to be linear, the students working through the materials topic by topic The students were expected to complete the tasks associated with each topic and contribute to the discussion about it The students were expected to complete the tasks associated with each topic and contribute to the discussion about it The students would then complete the module assessment and progress The students would then complete the module assessment and progress

But …. Our lifelong learners turned out to be transactional students with different levels of experience, expertise, learning styles and reasons for studying Our lifelong learners turned out to be transactional students with different levels of experience, expertise, learning styles and reasons for studying As a result many didnt take the route we had designed for them & chose a path that matched their way of doing things As a result many didnt take the route we had designed for them & chose a path that matched their way of doing things

What actually happened … The students would approach the exercise in different ways depending on their expertise and experience The students would approach the exercise in different ways depending on their expertise and experience They would also approach it differently if their main motivation was to gain a qualification rather than expand their skills and knowledge They would also approach it differently if their main motivation was to gain a qualification rather than expand their skills and knowledge A further factor was their preferred mode of study; in particular whether they wanted to participate in the discussion forum or were happier to work alone A further factor was their preferred mode of study; in particular whether they wanted to participate in the discussion forum or were happier to work alone

Our typical experienced student with an eye on the qualification would … Go straight to the assessment to find out what was required Go straight to the assessment to find out what was required Scan the materials to identify the scope and depth of the module Scan the materials to identify the scope and depth of the module Examine the tasks to get a better feel for what the assessment outcomes were expected to be Examine the tasks to get a better feel for what the assessment outcomes were expected to be Participate in the discussion forums for the purpose of confirming the conclusions drawn Participate in the discussion forums for the purpose of confirming the conclusions drawn Target the topics where skills and knowledge reinforcement was required Target the topics where skills and knowledge reinforcement was required Complete the assessment when the skills and knowledge necessary for the desired grade were judged to have been attained Complete the assessment when the skills and knowledge necessary for the desired grade were judged to have been attained

Our typical experienced student with the intention of developing their skills would … Scan the materials to identify the areas of useful new knowledge Scan the materials to identify the areas of useful new knowledge Read through the materials chosen, including additional resources, and carry out relevant tasks Read through the materials chosen, including additional resources, and carry out relevant tasks Participate in the discussion forums where this contributed to their learning goals Participate in the discussion forums where this contributed to their learning goals Complete the assessment when the deadline approached. The main objective here was to progress to the next module with the minimum effort rather than achieve a good grade Complete the assessment when the deadline approached. The main objective here was to progress to the next module with the minimum effort rather than achieve a good grade

Our typical inexperienced student with the intention of developing their skills would … Largely follow the linear structure of the course and read through all materials Largely follow the linear structure of the course and read through all materials Complete the tasks and participate in the discussion forums up to the point where no-one else was contributing Complete the tasks and participate in the discussion forums up to the point where no-one else was contributing Attempt the assessment when the deadline was approaching Attempt the assessment when the deadline was approaching Welcome f2f tutorials/informal student meetings to compare notes and reinforce level of attainment Welcome f2f tutorials/informal student meetings to compare notes and reinforce level of attainment

Lessons we have learned …. We need to provide multiple routes through the materials and allow students to make their own choices We need to provide multiple routes through the materials and allow students to make their own choices We need to communicate proactively with the students, not reactively We need to communicate proactively with the students, not reactively We need to increase the number of assessment points and provide formative feedback We need to increase the number of assessment points and provide formative feedback We need to exploit the skills of experienced students for the benefit of those with no experience We need to exploit the skills of experienced students for the benefit of those with no experience We need to provide plenty of opportunities to communicate for those who are most comfortable in a community of learners, whilst allowing those who wish to plough a lone furrow to do so We need to provide plenty of opportunities to communicate for those who are most comfortable in a community of learners, whilst allowing those who wish to plough a lone furrow to do so