Warren Barr & Robert Stokes: Implementing E-Learning in Blended Learning: Experiences and Practice in Law
- 1. Implementing E-Learning in Blended Learning: Experiences and Practice in LawMr Warren Barr & Dr Robert Stokes
- 2. OverviewBackground: Teaching Delivery: Familiarity vs InnovationExisting Good Practice in E-LearningE-Support MaterialsFuture Development in ‘Teach Smarter’Blended Approach, E-SkillsEnablers and DisablersIssues, Challenges and Possible Solutions
- 3. Background:Teaching Delivery:Familiarity vs Innovation
- 4. Traditional Teaching MethodsProfessional SubjectRequired Modules – 7 subjects (225 credits)250+ students per moduleTraditional Delivery & Assessment24 Lectures5 Small Group Teaching Tutorials/Seminars (12 per group)Unseen Examination or CourseworkIf mixed, usually 75%/25%Normal Delivery Hours: 129 hours (15 credit)
- 5. ‘Teach Smarter’ Initiative 2009“It is necessary to rethink the way in which teaching is delivered, so that an effective balance is achieved between delivery hours and research time.”Necessary given new University Strategic PlanImprove Student ExperienceFree up research time
- 6. ‘Teach Smarter’ Initiative 2009Savings for Staff22 Lectures (and support materials)3x2 hour seminars (30 students per group)Delivery Hours: 76 hoursImprovements for studentsStructured and more engaging learningE-support and e-tasks, including group work
- 7. Existing Good Practice in E-LearningE-Support Materials
- 8. Effective Use of VITALE-LecturesFull interactive lecture transcriptsAvailable for browsing, not download or printinge.g. Equity & TrustsRepository of InformationLecture Materials, Handouts, etc.Minimum standard for all modules
- 9. Podcast FeedbackEquity & TrustsExample PodcastPodcastAudio FileWritten transcriptBenefitsProvides feedback on performance and ways to improveHelps students see group sessions as part of the process of learning, not the end of the cycle
- 10. MCQs – Formative Skillse.g. Commercial Real PropertyProblem Solving ScenariosImprovement in Student EngagementBetter understanding through ‘doing’ Instantaneous feedbackImprovement in Student AttainmentUsed in Land Law (5% of attainment)42% improvement in grades
- 11. Video Even in traditional, non-clinical subjectsEnglish Legal System and SkillsMooting Exercise
- 12. Future Development in “Teach Smarter” New Delivery Methods
- 13. E-Learning: Support & DeliveryUse of Wikis to structure preparatory group workWebcast lecture materials Audio and visual lectures and updatesIncreased of Podcasts and MCQsSummative and formative assessment
- 14. Moving Forward:E-Learning DevelopmentELLS II (first year, compulsory 15 credits)Online simulated legal case (legal disputes)Use of shared resourcese.g. UKCLE materials, at LiverpoolEntirely online delivery, supported by 12 single hour ‘drop in’ sessionsUses examples from other compulsory modules studied alongsideEvolution, not revolution in supportRevolution is moving from teachers to learning facilitators
- 15. Enablers and Disablers:Issues, Challenges and Possible Solutions
- 16. Internal EnablersEngagementStudent Engagement in Learning ProcessMaximising Student AttainmentDegree classification relevant to entry gradesImproved Module DeliveryBetter Quality Modules, Focused on Student Learning NeedsColleagues: Diminishing the tension between teaching delivery and research outputsReacting to Student OpinionModule Surveys, N.S.S(New) Staff Interest in Learning ExcellenceFostered by University initiatives e.g. HE Training by Ed DevImproved Teaching Experience For StaffAvoids repetitive cycles of teaching
- 17. University DriversUniversity Strategic StatementsSignificantly Improve Research Performance‘Research-Led’ TeachingThe ‘Liverpool Graduate’ InitiativeUniversity PoliciesE-Learning and Employability Policies Blended Learning
- 18. Disablers: ProcessTime SensitiveCurrent TQSD and ASC deadlinesBureaucracy Other Calls on Departmental TimeIssues With ProcedureModule Specifications Do Not Encourage InnovationProcedure Designed For Audit Purposes
- 19. Disablers: InternalStaff Consensus/ParticipationStaff Resistance and Issues of EngagementSharing Good Learning and Teaching PracticeEstablishing an Effective ForumVarying Skill/Knowledge Levels of PedagogyTimeImplementing ChangeAddressing Student PerceptionsEngaging Students In ProcessSelling Outcomes
- 20. Possible SolutionsIdentify ‘Enablers’Need Motivated Individuals Within Level 1 structuresResources for ‘Enablers’Resource BankNeed For EvidenceExamples of Good PracticeEngaging StaffPresentations To Departments About Opportunities and Process
- 21. Shared Online Resource BankVOCAL RepositoriesExamples of Good PracticeLiterature ReviewSummarised Resource BankCamtasia/Webcast Presentations‘Learning Delivery’ WizardsInput Outcomes/Aims – Suggests PossibilitiesProvides Clickable Examples of PracticeProvides Contact Details of Staff Members Using the Resource in Teaching Delivery
- 22. E-Learning Development OfficersLaw has dedicated IT UnitEnables staff to utilise resources they would not have access to, due to:TimeLack of IT skillsPoor understanding of facilities available to support e-learningConsider E-Learning Officers for all Level 2 structuresResourced champions, leading the process and assisting the Level 1 enablers