1. Makis Malliris Dean of Students Office Raphael Nagel PAL Leader Robotics Olivia Billingham Education Innovation Centre

2.  Background and Context  MS Lync  Methodology  CMDA ( Henri 1991)  Tagg and Dickinson ( 1995)  Sharpe and Bailey (1999) 

3.  Research  into the particular benefits of PAL for students studying HE STEM programmes with an emphasis on the benefits for students from Widening Participation backgrounds  into the benefits for mentors for example, in confidence building, acquisition of graduate attributes and enhanced employability  Investigate different models of PAL including the development of an On-line approach

4.  To evaluate whether PAL can be delivered effectively in an online format.  To evaluate the suitability of the chosen software for online PAL delivery.  To evaluate the impact that online PAL delivery has on the work load of the PAL leaders.  To investigate whether online delivery affects the group dynamic during a PAL session.  To investigate how online delivery of PAL might affect how knowledge is transferred amongst the group.  To determine the scalability of online PAL for future roll out.

5.  4 STEM courses in FET  40 Part-time students  6 Full-time students  4 Online PAL Leaders  Group size : 6 students

6.  PAL leaders are trained  PAL leaders are supported both centrally and by a member of the module teaching team  Embedded : PAL sessions are timetabled  Academic focus : supports learning through small group discussions where content is drawn from existing course materials (lecture notes, workbooks, textbooks etc..)  Academic recognition

7. What is ePAL?

8. Video Audio Interactive Whiteboard Polls Powerpoint

9.  Typical procedure Schedule the session Invite the students Run the session Arrange next date with students

10.  Typical procedure Schedule the session Invite the students Run the session Arrange next date with students

11.  Typical procedure Schedule the session Invite the students Run the session Arrange next date with students

13. 1. What topics do small group members discuss as they work on a task? Are they on task? 2. How do group members interact to complete tasks? ( functional moves ) a. Cooperative or collaborative approach? b. Do they demonstrate mutual respect? c. Equality on the levels of participation ? d. Is there evidence of negotiation, challenge, or other cycles of interactions?

14.  Levels of analysis 1. Topic Identification 2. Functional Moves 3. Participation 4. Sequences

15. Topic of threadFocusNumber of Messages 1.Exchanging greetingsSocial4 2. Clarifying the assignmentConceptual6 3. Wondering if the chat thread is automatically archivedTechnical2 4. PAL Leader offering to send a participant a copy of a problem solution Logistical14 5. Expressing frustration that messages are disappearing from the screen Technical2 6. Proposing ideas to use a matrix organisational framework for the assignment Conceptual13 7. Analysis approachConceptual16 8. Setting a timeline for assignment completionLogistical7 9. Working through an example to clarify structureConceptual49 ………………………………………… ……. 21. Closing and farewellSocial8

16. Analysis at this level suggested groups were focused on task and not social interactions  Messages per topic ranged from 2 to 49  Conceptual 63%  Logistical 19%  Technical 13%  Social 5%

17. 1. Agreeing 2. Explaining 3. Suggesting (not dictating) 4. Requesting clarification 5. Providing clarification 6. Provide information 7. Restate/Paraphrasing 8. Request information 9. Eliciting opinions from others 10. Offering acts (not directing) 11. Counter suggestions (no disagreement or challenge) 12. Provide confirmation 13. Requesting action 14. Suggest alternatives 15. Supporting

18.  Participation  almost equally spread amongst participants 232 messages, 3954 words, 2.16 messages per minute Average message length 16.83 words.  Sequences  decisions, clarifications, counter-suggestions, information, confirmation

19.  Identify the skills needed for effective peer learning through online forums  Compare these with skills needed for effective face-to-face peer learning  Explore the onward implications for assessment of these skills

20. Organisation and Engagement Cognitive Conflict Scaffolding and Error Management Communication Affect Situated Accretion, Returning, Restructuring Inter-subjective Cognitive co-construction Practice, Fluency, Automaticity Retention (Implicit) Generalisation Feedback and Reinforcement Self-Monitoring Self-Regulation Metacognition explicit, intentional, strategic Self-attribution Self-esteem

21. TRUSTWORTHY GENEROUS SELF-AWARE IDEALOGICA L TRANSPARENT SINCERE AUTHENTIC

22. 1. Socio-affective  Initiate, participate, share, acknowledge 2. Organisational  Plan, draw on course, draw on experience 3. Interactive process management  Role clarification, request, give feedback, reinforce 4. Cognitive interactive  Generate ideas, guide 5. Reflective evaluative  Reflect, assess, summarise, meta-cognition

23.  Journals  Interactive media in Education  Computer assisted learning  Innovations in Education and Teaching International  Asynchronous Learning Network  Educational Computing Research  Educational Technology Systems  Distance Education ( American)  Adult Learning ( Australian)  Instructional Science  Artificial Intelligence in Education