Bringing together internal and external students on Blackboard - Brett Fyfield, Instructional Multimedia Developer, QUT
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The document discusses the implementation of blended learning strategies at QUT, focusing on integrating internal and external students within technologies like Blackboard. It outlines various enrolment modes, curriculum changes, and the challenges faced during the curriculum reorganization aimed at making programs competitive and compliant with accreditation standards. Feedback from students and staff highlights the importance of structured online interactions, effective session planning, and the need for consistency in delivery to enhance learning experiences.
Bringing together internal and external students on Blackboard - Brett Fyfield, Instructional Multimedia Developer, QUT
- 1. Bringing Together Internal and External Students on Blackboard Brett Fyfield, Instructional Multimedia Developer, QUT
- 2. Blended Learning? “almost anything can be seen as blended learning, and consequently that use of the term does not help us to understand what is being discussed.” Oliver, M., & Trigwell, K. (2005). Can ‘Blended Learning’ Be Redeemed? E-Learning and Digital Media, 2(1), 17–26. http://doi.org/10.2304/elea.2005.2.1.17
- 3. Blended Learning? Blended Learning approaches lie on a continuum from fully online to face to face. Partridge, H., Ponting, D., & McCay, M. (2011). Good practice report: Blended learning. Retrieved from http://eprints.qut.edu.au/47566
- 4. Blended Learning? 1. Web supplemented 2. Web-dependent 3. Fully online Gosper, M. (2011). OLE Position paper: Models for online, distance, flexible and blended learning. Retrieved from http://www.deakin.edu.au/itl/assets/resources/research-eval/projects/altc-ole/papers/models-final.pdf
- 5. Enrolment modes? 1. Face-to-Face 2. Online 3. Continuing Professional Education
- 6. Enrolment modes? 1. Face-to-Face (Internal) 2. Online (External) 3. Continuing Professional Education (Internal/External)
- 7. Face-to-Face A student that enrols internally, is normally expected to attend lectures but may choose to sit at home and watch lecture recordings. Increasingly is a student that comes to campus yet doesn't attend.
- 8. Online A student that is never expected to turn up for lectures, but may engage with other students in the course, and apply learnings in authentic situations face-to-face. Sometimes sits in the back of the lecture theatre.
- 9. Continuing Professional Education Most welcome to attend lectures and participate in group work, but not expected to submit assessment. Usually engaged in full-time work and supported financially for study through the employer. Most vocal participant in online forums.
- 10. Was this the first time you met IRL? "We don't say IRL, We prefer to use AFK. The internet is for real." Peter Sunde - co-founder of The Pirate Bay, responding to a prosecutor’s question.
- 11. The Context • Science and Engineering Faculty, QUT • The School of Civil Engineering and Built Environment • Graduate Certificate and Master of Project Management
- 12. The Context • Changes to the Course to make it AQF compliant • Reaccreditation process with Global Accreditation Centre of the Project Management Institute • Desire to remain competitive and reach out to new markets
- 13. The Challenge • Now 12 subjects whereas previously 8. • Reorganisation of the curriculum in the first semester, to enable the completion of the Graduate Certificate in 6 months full time. • Two foundation units now offered intensively in consecutive six week blocks.
- 15. The Design Brief From the ADLT: “Show them what is possible on Blackboard” From the HOS: “Give the units a consistent look and feel” From the teaching staff: “What do you mean ‘live video lecture’?”
- 16. Show them what is possible on Blackboard • I was hired by the ADLT for my background in education and in multimedia. • Thankfully I’ve been able to combine those two passions in this role as an instructional multimedia developer. • The role is partially funded by Faculty and the School with a 60:40 split.
- 18. Give the units a consistent look & feel • Learning design is not graphic design. • I’m a developer anyhow :-) • It is a minimum expected deliverable. I can focus on: Bringing Together Internal and External Students on Blackboard
- 19. Unit Banners I can do “x” this time, but I would much rather have a conversation with you about “y”.
- 21. Short Term Ambitions - Graduate Certificate • delivered face-to-face on campus in intensive/block mode; • delivered entirely online to service both – national and international market; • facilitate articulation /advanced standing through modules/units available as Open CPE with participants joining either face-to-face or online offerings.
- 22. Short Term Ambitions - Masters ●delivered face-to-face on campus in intensive/block mode; ●have units available as Open CPE with participants joining face-to-face offering.
- 23. What do you mean ‘live video lecture’? What do you mean: •online students? •lecture recordings? •flexible learning activities?
- 24. Facilitating the Blended Learning Approach • Understanding the expectations of the implementation team. • Finding opportunities for academic development and targeted support. • Learning design that involves all students irrespective of enrolment mode.
- 25. The Process •Find a framework •Find an ally •Shift the supports into place
- 26. Anderson, T. (2003). Getting the Mix Right Again: An Updated and Theoretical Rationale for Interaction. International Review of Research in Open and Distance Learning, 4(2). Fig 1.
- 27. Conversational Framework “At the most general level of description, the learning process is characterised as a 'conversation' between teacher and student, operating on two levels, discursive and interactive, the two levels being linked by the twin processes of adaptation and reflection” Laurillard, D. (1993). Rethinking University Teaching. London: Routledge Falmer.
- 28. A Framework for Blended Learning http://ow.ly/R4C0q Adapted from Bower, M., Dalgarno, B., Kennedy, G., Lee, M. J., & Kenney, J. (2014). Blended Synchronous Learning: A Handbook for Educators. Retrieved from http://www.olt.gov.au/system/files/resources/ID11_1931_Bower_Report_handbook _2014.pdf
- 29. A Framework for Blended Learning • Learning Outcomes defined in the unit outline... discipline knowledge and teaching experience essential for... deciding upon optimal range of... • Learning Activities lectures and tutorials, group work and presentations, discussions and debates, assignments and tests, manifested as... • Technology based activities Web conferencing, online collaboration, forums and wikis, quizzes etc. afforded by... • Rich-media technologies found on Blackboard
- 30. PMN504 People and Projects Subject Design Mindmap http://ow.ly/R4Eb4
- 31. Rapid Prototyping of PMN504 People and Projects •Conversation about shifting from a content focus... •Using the existing tools on Blackboard to their full extent... •Using a framework to help support decisions about flexible learning activities supported by technology.
- 32. Collaborate Familiarisation •Each teaching team spent around two hours becoming familiar with Collaborate. •Collaborate become the tool for regular team meetings in some cases. •Well supported by QUT with a central Blackboard Support team and resources provided by eLearning Services
- 33. The Delivery - Semester 1 2015 Graduate Certificate of Project Management •51 students (6 part-time) •11 Online (No CPE) Master of Project Management •9 Students •None Online (No CPE)
- 34. The Delivery - Semester 1 2015 •Conversation in the open. •Linked to assessment on Blackboard. •Shift from content delivery mode to facilitation of student interaction and conversation.
- 35. The Delivery - Semester 1 2015 How many Collaborate sessions? –Across the four graduate certificate units there were 10 student sessions –Six of these were in the PM Essentials units –Three were in Systems in Project Management
- 36. The Delivery - Semester 1 2015 How were the Collaborate sessions run? •Co-teaching with unit coordinator and myself available •I recorded my observations of the delivery for later feedback •Lesson plans aimed to prepare students for upcoming assessment
- 37. The Delivery - Semester 1 2015 Projects and Performance in the Masters of Project Management •Used Collaborate extensively to facilitate groups. •Students lead their own Collaborate sessions. •After mid-semester lectures were run completely via Collaborate.
- 38. The Evaluation 1. Did we do what we set out to do? 2. What did the students/peers say? 3. What can we learn from this?
- 39. What the Students Said Pulse/Insight Surveys •Response rates highest in Masters Program •Generally favourable Focus Groups •highlighted practicality and flexibility •lack of purpose and consistency in some units
- 40. What the Students Said “Having well defined roles helped the organisation of group work” “Attending a Collaborate session without a lesson plan is like attending a meeting without an agenda”
- 41. What the Students Said “I enjoyed the mix of knowledge and practical experience of the lecturers” “There are simple things lecturers can do to improve the quality of lecture recordings”
- 42. What the staff said Pulse/Insight Surveys •Highlighted one teaching team that was hesitant to adopt new teaching practices for online delivery. •Not surprisingly this was also confirmed by student feedback.
- 43. What the staff said Anonymous survey based on Brookfield’s Critical Incident Questionnaire • Think of a time in the last six months when you felt really engaged in the process of creating something special for students. • Is there anything that caught you unaware during the first semester? • At what point did you feel that things were moving in the right direction?
- 44. What the external reviewer said •Offered feedback on presentation and material. •Highlighted some inconsistencies in delivery. •Recommended a reduction of content on slides.