ELESIG Newsletter #4

Evaluation of Learners’ Experiences of e-learning Special Interest Group

ELESIG EVENTS upcoming ELESIG Webinar 7 June at 2.30 pm Janet Finlay, Leeds Metropolitan University, on learners supporting each other: peer coaching for personal development.

No.4 Spring 2011

Students as change agents in a digital age

This webinar will discuss the role of peer coaching triads and online coaching to support learners in personal development planning. The JISC-funded curriculum design project PC3 has been working with staff and students in Sports Management to embed coaching within a course-long personal development planning strand, including both face to face peer coaching and social networks such as Facebook. We will share experiences and lead a discussion on the benefits and challenges of coaching in this context.

In brilliant sunshine under clear blue skies, ELESIG held its twelfth symposium in the beautiful Reed Hall at the University of Exeter. Many new members and

New on the ELESIG community site

several students participated in a full and interesting programme on Wednesday 27 April which, as usual for our residential events, began with lunch. We were very

ELESIG blogs & member content

fortunate to benefit from a stimulating

A number of people blog regularly or occasionally on the ELESIG site, including Tom Preskett http://elesig. ning.com/profile/TomPreskett and Jenny Mackness http://elesig.ning.com/ profile/JennyMackness

keynote address from Usman Ali, Vice-

You can read the latest blog posts at http://elesig.ning.com/profiles/blog/ list. Why not comment on a post to show your appreciation?

If you have any information, reflections, calls for papers, links or ideas to share with the community, you too have a blog. You can add photos, link to video or audio and add events. Under your personal admin box at the top of the right hand column drop down Quick Add and select the item you’d like to add.

President (HE) of the NUS who provided

96% of students use the internet as a source of information …69% of students use the internet daily as part of their studies…

insights into ‘What Students Want from Technology’.

their studies. We were also reminded of an outcome of the 2009 Student Forum

Drawing on the HEFCE (2010) funded

who requested that universities and

report published in November, Usman

lecturers review their teaching methods to

presented a number of issues and engaged

assess whether they are sufficiently taking

members in a debate that included a

advantage of new technologies. Specific

consideration of whether there is sufficient

recommendations included a recognition

or too much use of technology in learning

that students prefer a choice in how

and teaching. Underlining the importance

they learn – ICT is seen as one of many

attached to the web he informed us that

possibilities, and that academics need to

96% of students use the internet as a

review the appropriateness of technology

source of information and that 69% of students use the internet daily as part of

ELESIG Newsletter: Spring 2011 www.elesig.net

…continued overleaf

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…continued from page 1

During News Roundup, Chris Hall from

A series of parallel sessions occupied

Swansea updated us on the first meeting

much of the rest of the day with inputs

within their teaching as students report

of the newly formed Regional Group,

from a number of students who shared

that it varies significantly from course to

Gwella. He outlined how they had met

their experiences of being change agents

course.

at three different physical locations and

engaging with technology. Topics included

used the Welsh Video Network (WVN)

the use of Google, coaching, student

Liz Dunne and Dale Potter then shared

throughout the day interspersed with

mentors, augmented reality, students as

selected highlights from the wide range

discussion and activities at the separate

researchers, teachers and ICT Champions.

of students as change agents initiatives

campuses to examine a number of topics

Lessons learnt included getting students to

that have taken place at the University

with key points being recorded on Google

design on-line provision, be peer mentors

of Exeter over the past two years. They

Docs. Delegates were very interested in

and tutors, produce timely content and

reminded us that the Higher Education

the methodology as well as the outcomes

engage in just-in-time interactions with

Academy (Ramsden, 2008) have stated

of topics discussed and look forward to

their peers. Their capacity to innovate, be

“The most effective higher education

a fuller report from Gwella at a future

flexible, adapt to changing circumstances,

environments are ones in which students

symposium.

be drivers for and instigators of change

are diligently involved as part of a

is often only limited by the vision of the

community of learners.” It was clear from

Palitha Edirisingha and Carol Higgison

the evidence presented that students can

presented highlights of the recent ELESIG

be very powerful drivers for change when

Annual Evaluation. It was noted that

Helen Beetham provided much food for

they are given opportunities to engage

ELESIG has a membership of over 1200

thought in her presentation entitled,

and participate fully in decision making.

but only 56 had completed the survey

‘Thriving in a Digital Age: what students

Students had used a number of research

which raised the issue of how to reach

say about university and digital literacy’.

methods to gather data on a series of

out and facilitate the engagement of the

She made three predictions for the future:

important issues. Analysis and reporting

community. Respondents (44%) tended to

to a number of stakeholders was then

access the Ning site at least monthly and

carried out by students. Very fruitful

had engaged in a wide range of activities.

discussions have taken place in a number

Perceptions of identity with and the value

of contexts within the university including

of being in the community were especially

special symposia where students and staff

interesting. Respondents were very active in

communication and information will

including senior managers have sat and

dissemination through publications ranging

dominate.

worked together to explore issues and

from book chapters to on-line articles and

propose strategies for change.

research bulletins covering a very diverse set of subjects. The report is available on the Ning site and results will be discussed further and inform future actions and

institution.

l An individual’s capacity to learn, communicate and manage information will have lifelong, life-wide impact. l Digital forms of learning,

l Everything will change.

“When I started

strategy.

studying in 2003 there

The second day of the Symposium

was no Wikipedia or

dawned and members were joined by other colleagues and students from a

Facebook.”

range of education sectors across the UK Members’ Corner is now a well established

who had been funded by a JISC Benefits

She shared highlights of recent research

aspect of all ELESIG Symposia and we were

Realisation Project. Peter Findlay and

into digital literacies that included

treated to several informative inputs. These

Derfel Owen from QAA engaged each

interviews with students and focus groups

included Dr Esyin Chew from Glamorgan

other and delegates in a heated debate

that were very illuminating and provided

who presented, with one of her students,

as to whether ‘Effective teaching and

insights into how 21st century students

recent news of the International Learners’

learning is not possible without extensive

think about and engage in the business of

EXperiences of e-learning Special Interest

use of technology’. Surprisingly, delegates

studying. She reminded delegates of the

Group (iLExSIG) – a funded project to

were overwhelmingly opposed to the

very useful and informative SLiDA Case

explore international students' experiences

motion but some further deep discussion

Studies (https://wiki.brookes.ac.uk/

on technology-enhanced learning. Natalie

and debate resulted in major revisions

display/slidacases/SLiDA+Home) but

Parnis updated members on the Learning

which the majority were prepared to

we must also be mindful of not really

Design Initiative Project Brunel are currently

support indicating that the context in

knowing what the future holds. As one

working on in collaboration with the OU

which one is using technology and the

student commented, “When I started

(http://www.open.ac.uk/blogs/OULDI/)

rationale for its use are of paramount

studying in 2003 there was no Wikipedia

and three other universities.

importance.

or Facebook. Now we have Google Scholar

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www.elesig.net ELESIG Newsletter: Spring 2011

and MyTunes. We might have no lectures in a few years’ time. Nobody knows. Not even you!”

Making assessment count Rae Karimjee and Sian Lindsay at The

The final session of the day involved all

Learning Development Centre (LDC) at City

delegates in a series of discussion activities

University London have been awarded a

designed to draw upon their collective

small grant through a Student Retention

experiences and generate ideas that

and Progression award run by Oxford

will be incorporated into Guidelines for

Brookes and Reading University as well

Students as Change Agents Initiatives,

as a small grant from JISC to undertake

an intended output from the Benefits

a project which seeks to pilot a process

Realisation Project. Additionally, all of

of enhancing the feedback provided to

the parallel sessions were video recorded

students through personal tutors.

It is hoped that staff and students at City will benefit from piloting and implementing

by Springboard TV (http://www. springboardtv.com/) students from the

Rae and Sian will be introducing staff

MAC in their own programmes and

College of West Anglia and these will form

to the successful Making Assessment

departments, with the support of Sian and

the basis of a number of case studies to be

Count (MAC) process – a tried and tested

Rae at the LDC.

published on-line in the summer.

practice from the University of Westminster that helps students to engage with the

If you have any questions about this project

The majority of presentations and resources

feedback they receive on assessments

or would like to know more, please contact

used on the day will eventually make their

whilst also enhancing conversations

either Sian or Rae by emailing

way onto the project web site at Exeter and

between personal tutors and their tutees.

ldc@city.ac.uk

anyone interested in students as change agents is encouraged to interact with likeminded folk at any one of the electronic sites identified below.

ELESIG Events Coordinator

References HEFCE (2010) Student perspectives on technology – demand, perceptions and training needs. Accessed on 09/05/2011 at: http:// www.wajam.com/2lxywm Ramsden, P. (2008) The future of higher education teaching and the student experience.

Accessed on 09/05/2011 at: http://www. heacademy.ac.uk/assets/York/documents/ ourwork/policy/paulramsden_teaching_and_ student_experience.doc

ALT’s Learning Environment Review SIG (LERSIG)’s summer event was held at Bradford on 4 May 2011, involving both delegates who came to join us for the day and virtual delegates thanks to Elluminate. The theme for the day was Changing learning environments – what’s going on? Establishing current trends and issues surrounding institutional learning environments and included the first analysis of a recent survey of VLE usage across LERSIG members. Further details of this survey will be available at the next LERSIG event – being organised in partnership with ELESIG – which will examine emerging issues and the implications for e-learning research.

ELESIG on Ning (registration required): http://elesig.ning.com/group/ studentsaschangeagents

The LERSIG day started with three mini-keynotes representing interesting developments in learning environments: Clifton Kandler from Greenwich discussed their recent institutional move to Moodle 2.0 – the rationale, processes and outcomes; Richard Millwood from Bolton discussed their recent change management processes – an example of managed and supported change; and finally Simon Cotterill and Gordon Skelly from Newcastle demonstrated and discussed Dynamic Learning Maps – an example of a different approach to curriculum engagement which might suggest the way forward for the next generations of VLE.

Change agents project: http://as.exeter.ac.uk/ support/educationenhancementprojects/ change/digitalage/

Delegates were also able to offer minipresentations (no more than one PowerPoint slide!) which raised further topics for discussion

Electronic engagement Cloudworks: http://cloudworks.ac.uk/cloud/ view/4687 Design Studio: http://jiscdesignstudio. pbworks.com/w/page/31087422/Studentsas-Change-Agents

ELESIG Newsletter: Spring 2011 www.elesig.net

© Jon Farman

Malcolm Ryan

Whither the VLE?

and these included a demonstration of a VLEfree course based on Web 2.0 tools, discussion of evidence for the impact of the VLE, and the importance of the tutor role in facilitating VLE usage. The day concluded with a panel discussion and debate on future directions for LERSIG. As well as the joint LERSIG/ELESIG event, an event is being planned with HELF (Heads of E-Learning Forum). Further details of all these presentations, events and discussions will be available through Cloudworks and on LERSIG’s Ning site for members.

To find out more or to join the group, please contact either Maureen Readle or Peter Hartley m.readle@bradford.ac.uk p.hartley@bradford.ac.uk

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WANTED! People to share experiences in research methods: the nominal group technique

Have you used the nominal group technique? If so, we would be keen to hear from you.

The e-Learning Unit at the University

Ranking: group members are asked to

As we have run nominal groups for

of Liverpool received a grant from ELESIG

rate all the responses, choosing the five

research purposes in other departments

to answer the question: “Does the use of

most important items. The ranked list

such as Law and Music at the University,

clickers (classroom response systems) make

of responses is decided. (If more than

we were wondering whether using clickers

the nominal group process more efficient

one group is at the session, extra rounds

(such as the one on the left, WordPad

and more engaging for students?”

consolidate the ranked lists between

by wordwallweb.com) can enhance this

groups.)

process. If you note Figure 1, we had to use post-it notes, which weren’t always legible and ranking of items happened manually.

So our question is: can using clickers make the process better as well as engage the students? Please follow us on the project

As we are embarking on the project

blog, and we hope to present our findings

starting with a literature review, it would be

in the Autumn of 2011 to the ELESIG

great to share experiences in this method

community.

and feed it in to the project. So if you have used this technique, please contact

References

Tünde Varga-Atkins (tva@liv.ac.uk). You will

Delbec A L, Van De Van A H, Gustafson D H (1975) Group Techniques for Program Planning: a Guide to Nominal Group and Delphi Processes.

Glenview, Illinois: Scott, Foresman & Co.

also be able to read and comment on the progress of the project in our project blog at http://nominalgroups.wordpress.com

Lloyd-Jones, G., Fowell, S L. Bligh, JG. (1999) The use of nominal group technique as an evaluative tool in medical undergraduate education.

Medical Education 33: 8-13.

What is the nominal group technique?

Figure 1. Stage 1 of the nominal group

The nominal group technique (Delbec

process

Committee members

et al, 1975) is an alternative research technique to focus groups and is useful for situations for exploring topics and defining

For a visual illustration of the whole

a prioritised list of key issues relating to

process, please see: http://tinyurl.com/

the topic (Lloyd-Jones et al, 1999). At the

nominalgroup

University of Liverpool, various departments have used this technique (e.g. Medical Education) for module or programme

Why nominal groups?

evaluation with positive results. It comprises

The advantage of the process is that

three stages:

the ‘data’ is analysed by the end of the session; there is no need for post-analysis

Individual responses: group members

or transcription. Other advantages include

work individually on a question and give

reducing researcher bias and balancing

individual responses (Figure 1 shows these

member contributions as everyone has an

in the form of post-it notes).

equal chance to contribute.

Haydn Blackey, University of Glamorgan Mark Childs, Coventry University Lesley Diack, Robert Gordon University Palitha Edirisingha, University of Leicester Shalni Gulati, City University Peter Hartley, University of Bradford Carol Higgison, University of Bradford Amanda Jefferies, University of Hertfordshire Rae Karimjee, City University David Mathew, ELESIG member Martin Oliver, London Knowledge Lab Malcolm Ryan, University of Greenwich Binhui Shao, Open University Rhona Sharpe, Oxford Brookes University Gemma Towle, University of Northampton Helen Whitehead, University of Nottingham Roy Williams, University of Portsmouth

Consolidation: the facilitator collects the responses and the group members clarify and consolidate these (e.g. by merging together responses that are the same).

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ELESIG is an international community of researchers and practitioners from higher and further education who are involved in investigations of learners’ experiences and uses of technology in learning. ELESIG members work together to share knowledge and practice and develop a shared repertoire of resources which will be of benefit to the community and the sector.

www.elesig.net ELESIG Newsletter: Spring 2011