Going on-line: Lessons in blended learning and motivating engagement through assessment Sharon Gedye - LTSN-GEES Why I went on-line Design features Student /Staff Evaluation Conclusions

Why I went on-line Trained in on-line L&T (WebCT) Level 3 module in Environmental Change Unhappy with student engagement with the subject matter Conceptually difficult scientific subject matter - passive classroom Problem with wider reading Fantastic e-resources available

Design Features - Delivery (blended learning)

Design Features - Approaches to Content Reduced content My text – overview / scaffolding Students linked directly to work of authors, (on-line journals & web-sites). Dont re-invent the wheel! Click-and-go - Ease of access

Design Features - Approaches to Content

Design Features - Providing Guidance

Design Features - How to get engagement - assessment? UnitPaired formative & summative activities Audience Environmental change context DiscussionThe group The QuaternaryTextual analysisTutor The HoloceneSummarising an articleThe group Recent environmental change Data manipulation and interpretation Tutor

Design Features - How to get engagement? Set ground rules: expectations on accessing of materials contributing to discussions submitting formative work. Contact students who are not engaging

Student Evaluation Most liked learning on-line (some preferred it to conventional learning) Positive about assessment strategy, resources, freedom of when to study Wanted some conventional sessions – keynote lectures

Tutor Evaluation Solved problem of limited wider reading Solved problem of poor engagement Although – not much on-line discussion – took place face-to-face. More fulfilling for me – quality interaction with the students (on-line and face-to-face)

Conclusions Important to get the blend of on-line and face-to-face right Assessment strategy needs to ensure on-line discussion