1. Richard Walker E-Learning Development Team University of York Preparing, supporting & evaluating student learning Delivering your blended course

2. 12/23/10 2 Session Outline Instructional responsibilities in delivering a blended course - 5 phase delivery model Evaluating your course - Principles, methods & challenges for course evaluation Reflection on action: defining next steps

3. 12/23/10 3 Reflection point 1 Can you define the roles of instructor, tutors & students in your blended course? Have you identified the responsibilities for each role? key actions & delivery phases What bearing will this have on: approaches to supporting & sustaining learning: e.g. release of resources interventions: support, feedback & assessment

4. 12/23/10 4 Delivery Phases Phase 1: Preparation of the module (design phase) Phase 2: Socialising learners (start of the module) Phase 3: Supporting student participation online (early stages) Phase 4: Sustaining student participation online (later stages) Phase 5: Summing up the learning outcomes for the module (end of module)

5. 12/23/10 5 Phase 1 - Preparation of the course Phase 1: Preparation of the module (design phase)  Reflect on context in which learning will take place  Confirm your rationale:  ‘join’ between online & class-based components  model for student engagement online: task design & stages of learning activity  identify learning outcomes  Clarify expectations:  Role of online learning space  performance of online tasks: roles of students & tutors  Key milestones: assessment & feedback points  Pre-testing and quality assurance

6. 12/23/10 6 Phase 2 - Socialising learners Phase 2: Socialising learners (start of the module)  Outline the study approach:  Rationale, goals & benefits of blended approach  Induct students to learning environment & tools:  Model learning activity through induction exercise  Familiarise learners with tool-set & ‘netiquette’  Establish virtual presence & ownership of learning space  Set expectations: study methods & participation levels

7. 12/23/10 7 Phase 3 - Supporting student participation online Phase 3: Supporting student participation online (early stages)  Establish virtual presence for instructor / tutors: be visible!  Model targeted learning behaviour  Provide ongoing support & guidance  Establish interrelationship between online & class-based learning  Procedural feedback for online work  Update course site  Timely release of resources, feedback and further activities

8. 12/23/10 8 Phase 4 - Sustaining student participation online Phase 4: Sustaining student participation online (later stages)  Monitor student participation: intervene if necessary  Maintain academic & technical support to students  Release of extension resources  Provide timely feedback on individual / group tasks  Recognise online contributions  Procedural feedback for online work  Reinforce connections between online & class-based activities

9. 12/23/10 9 Phase 5 - Summing up the learning outcomes Phase 5: Summing up the learning outcomes (end of module)  Address outstanding online issues in final class sessions  Provide feedback on online activities  Prompt students to reflect on their performance  Discuss issues arising from online activities  Sum up learning outcomes from online & class-based activities  Re-emphasise links between virtual and class-based learning

10. 12/23/10 10 Delivery phases Phase 1: Preparation of the module (design phase) Phase 2: Socialising learners (start of the module) Phase 3: Supporting student participation online (early stages) Phase 4: Sustaining student participation online (later stages) Phase 5: Summing up the learning outcomes for the module (end of module) Reflection Point 2: How can you be sure that your delivery approach has been effective?

11. 12/23/10 11 Virtuous development cycle  Pedagogic aims for online delivery  Design models: what’s possible?  E-tools: best fit for pedagogic objectives  Develop site: reflecting guidelines & standards  Test: peer review & student testing  Induction  Supporting / sustaining student activity  Evaluating student learning experience  Lessons learned, informing course design, task design & instructional responsibilities.

12. 12/23/10 12 Principles for course evaluation Outcome-based: focusing on measurable & objective standards Were the course objectives met (e.g. levels of engagement & patterns of use of online resources)? Did learners reach the targeted learning outcomes (e.g. approaches to learning; levels of understanding)?  Outcome-based: focusing on measurable & objective standards –Were the course objectives met (e.g. levels of engagement & patterns of use of online resources)? –Did learners reach the targeted learning outcomes (e.g. approaches to learning; levels of understanding)?  Interpretive: focusing on context (perceptions of the learning experience) – What were the students’ affective and attitudinal responses to the blended course experience? – How were the e-learning tools used by students to support their learning in formal & informal study activities? – How did the lecturer/tutors perceive students’ learning relative to previous performance? (What actions should be taken for future course development?)

13. 12/23/10 13 Data collection methods (Informal progress checks) Entry & exit surveys Contribution statistics Focus group interviews Tools for reflection Course statistics

14. 12/23/10 14 Evaluation Pathway Class Sessions Class Sessions Class Sessions Class Sessions Feedback on performance Online Activity Feedback on performance Online Activity Feedback on performance Online Activity RoleStartCourse DeliveryEndPost Course InstructorEntry Survey Feedback on performanceExit Survey StudentsTask performance and self reflection SystemCourse statistics & contribution histories ResearcherContent analysisFocus Group ModuleOutput & participationComments Evolutionary Ecology 8 x 8 reports > 50% of modifications by 1 student in 3 groups Allocation of report writing to individuals Collaborative research Mix of communication methods (Facebook/f2f/blog) Framework based on Fox and MacKeogh’s 16 categories of cognitive thinking: Fox, S. and MacKeogh, K. (2003) 'Can eLearning Promote Higher-order Learning Without Tutor Overload?', Open Learning: The Journal of Open and Distance Learning, 18: 2, 121 — 134 Categories of cognitive skills and examples from the weekly blogs Characteristic of cognitive skill Example from blog posts Offering resourcesThis case relates to cases of master and servant, these principles apply equally to directors serving the company under express or implied contracts of service, and who are therefore also employees (Dranez Anstalt v. Zamir Hayek,) Making declarative statements I cannot understand the reason, you mentioned, that the UCTA may not apply to this case. LC is not of course a consumer, but M is a relevant consumer. Supporting positions on issues Once Ackerman heard from the inside information from his father in law, he would be as insider under s. 118B (e) of FSMA because he has information “which he has obtained by other means which he could be reasonable expected to know is inside information”. Therefore his action to sell his share of SAH would be dealt with as insider dealing. Adding examplesThe offence of insider dealing can be committed in 3 ways. If an insider: deals in price-affected securities, when in possession of inside information, s.52(1) CJA 1993 encourages another to deal in price-affected securities, when in possession of inside information, s.52(2)(a) CJA 1993, or discloses inside information other than in the proper performance of his employment or profession, s.52(2)(b) CJA 1993.

15. 12/23/10 15 Challenges in interpreting your data Student engagement Survey fatigue Reliability: halo/horns effect Validity Visibility of student learning Context of student learning

16. 12/23/10 16 Reflection on action: Defining next steps Was the course design fit for purpose? Usefulness / engagement patterns for online components of module Complementary nature of class-based & online activities Relevance of assessment plan Sequencing of tasks Were the course materials suited for the online tasks? Levels of learning / differentiation & accessibility Was instructional support adequate, enabling & timely? Instructions, feedback and support

17. 12/23/10 17 Summary: course delivery as a development cycle Design: Pedagogic aims; design model; course testing & delivery plans Deliver: Socialise; support; sustain; sum up student learning Evaluate: Establish holistic view of student learning – employing outcome focused & interpretive research methods Review: Reflection on action – defining next steps

18. 12/23/10 18 Resources for this presentation Blended Learning Module checklist: https://www.xythosondemand.com/xythoswfs/webui/_x y-17296450_1-t_GImagO1e Five Phase Delivery Model: https://www.xythosondemand.com/xythoswfs/webui/_x y-17296371_1-t_GImagO1e

19. 12/23/10 19 References & recommended reading Gunawardena, C., Lowe, C. & Carabajal, K. (2000). Evaluating Online Learning: models and methods. In D. Willis et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2000 (pp. 1677-1684). Chesapeake, VA: AACE. Littlejohn, A.H. & Pegler, C. (2007) Preparing for Blended E- Learning. Routledge, London. Walker, R, & Baets, W. (2009). Instructional Design for Class- Based and Computer-Mediated Learning: Creating the Right Blend for Student-Centred Learning. In R. Donnelly, R & F. McSweeney, F. (Eds.) Applied eLearning and eTeaching in Higher Education. Hershey, PA: IGI Global.

20. Richard Walker E-Learning Development Team University of York richard.walker@york.ac.uk If you have any questions or comments about this presentation, please contact me. Any Questions?