1. School of Information Systems, Computing and Mathematics Brunel University Encouraging Deep Learning with E-Learning Willem-Paul Brinkman & Andrew Rae The 6 th Annual Symposium on Learning and Teaching

2. School of Information Systems, Computing and Mathematics Brunel University Overview - Framework and Key elements - Developing Video-Based VLE - Evaluation

3. School of Information Systems, Computing and Mathematics Brunel University Framework and Key elements Student Factor Teaching Context Learning- Focused Activities Learning Outcomes The 3P model of teaching and learning [1] Presage Process Product

4. School of Information Systems, Computing and Mathematics Brunel University Framework and Key elements Learning Approach: Deep versus Surface Learning Keller Plan (Personalised System of Instruction) Video Based Instructions Self Tests Online Discussion Board Teaching Deep Approach motivated by intrinsic interest and strategy is to maximise meaning. Surface Approach motivated by fear of failure and strategy is to narrow targeted and rote learning. Deep Surface

5. School of Information Systems, Computing and Mathematics Brunel University Framework and Key elements Learning Approach: Deep versus Surface Learning Keller Plan (Personalised System of Instruction) Video Based Instructions Self Tests Online Discussion Board Teaching Original description [2] Students work on their own pace Demonstrate mastering before proceeding Mainly text based teaching material Instructors give tutorial support Motivational lectures

6. School of Information Systems, Computing and Mathematics Brunel University Framework and Key elements Learning Approach: Deep versus Surface Learning Keller Plan (Personalised System of Instruction) Video Based Instructions Self Tests Online Discussion Board Teaching Video to support the text based material –Introduction videos –Question and Answer videos –Summary videos

7. School of Information Systems, Computing and Mathematics Brunel University Framework and Key elements Learning Approach: Deep versus Surface Learning Keller Plan (Personalised System of Instruction) Video Based Instructions Self Tests Online Discussion Board Teaching 1.Paper based self test in the seminars with feedback from instructors 2.Online self tests within WebCT, with automatic feedback (and also tracking)

8. School of Information Systems, Computing and Mathematics Brunel University Framework and Key elements Learning Approach: Deep versus Surface Learning Keller Plan (Personalised System of Instruction) Video Based Instructions Self Tests Online Discussion Board Teaching 1.Increase student engagement 2.Daily monitoring 3.Weekly lecture/exam question

9. School of Information Systems, Computing and Mathematics Brunel University Framework and Key elements Learning Approach: Deep versus Surface Learning Keller Plan (Personalised System of Instruction) Video Based Instructions Self Tests Online Discussion Board Teaching Lecture Intent to motivate students Place material in a context Give study advice Seminar Written self test, individual support Labs WebCT and coursework, individual support Monitor progress Inform personal tutor if student falls behind

10. School of Information Systems, Computing and Mathematics Brunel University Overview - Framework and Key elements - Developing Video-Based VLE - Evaluation

11. School of Information Systems, Computing and Mathematics Brunel University Developing Video-Based VLE Text based material Introduction video Question and answer video Summary video Self test CS1022B first term Module 1 (5 Units) Module 2 (5 Units) Module 3 (5 Units) Module 4 (5 Units) Special written text, with references to video clips and book sections exercise video suggested reading

12. School of Information Systems, Computing and Mathematics Brunel University Developing Video-Based VLE Text based material Introduction video Question and answer video Summary video Self test For each unit Structure Learning outcomes Main Questions Example video clip Module 2 unit 5

13. School of Information Systems, Computing and Mathematics Brunel University Developing Video-Based VLE Text based material Introduction video Question and answer video Summary video Self test For each question The question The answer and explanation Example video clip Module 1 unit 5 question 5

14. School of Information Systems, Computing and Mathematics Brunel University Developing Video-Based VLE Text based material Introduction video Question and answer video Summary video Self test For each unit 10-20 minutes Summarising each topic with examples Especially for revision Example video clip Module 2 unit 5

15. School of Information Systems, Computing and Mathematics Brunel University Developing Video-Based VLE Text based material Introduction video Question and answer video Summary video Self test CS1022B first term Module 1 (5 Units) Module 2 (5 Units) Module 3 (5 Units) Module 4 (5 Units) WebCT Self Tests for each unit. Students only get access to next material after they have taken the unit tests of previous material

16. School of Information Systems, Computing and Mathematics Brunel University Overview - Framework and Key elements - Developing Video-Based VLE - Evaluation

17. School of Information Systems, Computing and Mathematics Brunel University Evaluation Method Preliminary Results -Teaching approach -Learning Approach -WebCT -Discussion Board 1.Online surveys –Questions about the module –Learning approach test (R- SPQ-2F) [1] –Self-consciousness test (RRQ) [3] 2.In depth interview 3.Lab observation 4.Diary study 5.Tracking behaviour

18. School of Information Systems, Computing and Mathematics Brunel University Evaluation Method Preliminary Results -Teaching approach -Learning Approach -WebCT -Discussion Board Teaching approach not clear to all students, as they need to take responsibility for their own learning in this teaching approach. Solution Overall instruction video on how to study this module WebCT demonstration in lecture

19. School of Information Systems, Computing and Mathematics Brunel University Evaluation Method Preliminary Results -Teaching approach -Learning Approach -WebCT -Discussion Board Deep Approach correlates with - higher marks - perceived usefulness of discussion board, introduction videos, written material. Surface Approach correlates with - lower marks - perceived usefulness of discussion board, and introduction videos. - perceived un-usefulness written material.

20. School of Information Systems, Computing and Mathematics Brunel University Evaluation Method Preliminary Results -Teaching approach -Learning Approach -WebCT -Discussion Board Usability of the WebCT site Look at the Navigation structure (navigation bar, but also the links within organizer Pages) No video access off campus Currently need DVD

21. School of Information Systems, Computing and Mathematics Brunel University Evaluation Method Preliminary Results -Teaching approach -Learning Approach -WebCT -Discussion Board 2003-04: 347 messages, 66 out of 196 students posted messages. 2004-05: 597 messages, 43 out of 179 students posted messages. Most students only read messages, instead of posting them. Student are afraid to embarrass themselves or receive rude feedback.

22. School of Information Systems, Computing and Mathematics Brunel University Questions Thanks for your attention For more information see http://people.brunel.ac.uk/~csstwpb/LDTUproject.htm

23. School of Information Systems, Computing and Mathematics Brunel University References [1] Biggs, J., Kember, D., and Leung, D.Y.P. (2001) The revised two- factor study process questionnaire: R-SPQ-2F. British Journal of Educational Psychology, 71, 148-149. [2] Hambleton, I.R., Foster, W.H., and Richardson, J.T.E. (1998). Improving student learning using the personalised system of instruction. Higher Education, 35, 187-203. [3] Trapnell, P.D., and Campbell, J.D. (1999). Private self- consciousness and the Five-Factor Model of Personality: Distinguishing rumination from reflection. Journal of Personality and Social Psychology, 76, 284-304.