The Journal tool as a site of Learning, Assessment and Transformation

1
The Journal tool as a site of Learning,
Assessment and Transformation

• Dr. Ian Story
• Susie Macfarlane
• ITL Teaching Learning Conference
• Deakin University
• 2008

2
Background
Background

• HBS110 Health Behaviour
• Faculty core unit first year
• Health Science, Nursing, Primary Teaching,
  Psychology
• Unit Chair Semester 1, 2007
• Assessment
• MC exam 60
• Written assignment on 1 model 40

New Assessment
Rationale
Outcomes
Scaling
Examples
Learning Cycle
Outcomes
Enablers
References
3
Introduction of new assessment task
Background

• Students chose health behaviour to work with
• Increase physical activity
• Healthy eating
• Smoking reduction or cessation
• Drinking reduction
• Stress reduction
• Enhance sleep
• 10 weekly journal posts on DSO
• Private visible only to teaching staff

New Assessment
Rationale
Outcomes
Scaling
Examples
Learning Cycle
Outcomes
Enablers
References
4
Task Create a plan for Health Behaviour Change

• Establish clear goals short term and long term
• Identify any research you need to do to establish
  appropriate goals
• Develop strategies to achieve your goals
• Anticipate the barriers or challenges you may
  encounter
• Develop strategies to overcome these barriers
• Identify what support you may require
• Begin your plan
• Monitor your progress and difficulties,
  recording, analysing and reflecting on them in
  your weekly journal
• Observe any changes that are occurring
• Celebrate and reward your successes

Background
New Assessment
Rationale
Outcomes
Scaling
Examples
Learning Cycle
Outcomes
Enablers
References
5
Support and Guidance
Background

• Students were supported via
• Labs and eLive sessions
• Guidelines for posts
• Lectures
• Feedback on posts
• Fortnightly for on-campus students
• weekly for off-campus students

New Assessment
Rationale
Outcomes
Scaling
Examples
Learning Cycle
Outcomes
Enablers
References
6
Rationale Assessment integrated with learning
Background
New Assessment
Rationale
Outcomes
Scaling
Examples
Learning Cycle
Outcomes
Enablers
References
James, R., McInnis, C. and Devlin, M. (2002).
Assessing Learning in Australian Universities
Victoria Centre for the Study of Higher
Education University of Melbourne
7
Rationale Assessment integrated with learning
Background

• Assessment greatest determinant of how students
  learn 1
• Assessment integrated into learning provides 2
• Feedback to students ( mistakes and achievements)
• Motivation and a sense of achievement
• Application of abstract learning to practical
  contexts
• Evidence of learning
• Lecturers with feedback on effectiveness of
  teaching

New Assessment
Rationale
Outcomes
Scaling
Examples
Learning Cycle
Outcomes
Enablers
References
1 Boud (1998)
2 Brown Glasner (2005)
8
Rationale for Implementation
Background
New Assessment
Rationale
Outcomes
Scaling
Examples
Learning Cycle
Outcomes
Enablers
References
9
Outcomes first iteration
Background
New Assessment

• Expected learning outcomes demonstrated
• Unexpected significant health behaviour change
  and meaningful learning occurring
• but someone was lurking

Rationale
Outcomes
Scaling
Examples
Learning Cycle
Outcomes
Enablers
References
10
Q. Do you think its scaleable?
Background

• In a moment of madness, the Faculty Education
  Developer proposed the journal would work in the
  following semester with 1260 students
• Support from AHoS tutors recruited
• uhoh
• 37 labs on 3 campuses
• plus120 off-campus students

New Assessment
Rationale
Outcomes
Scaling
Examples
Learning Cycle
Outcomes
Enablers
References
11
Numbers
Background
New Assessment
Rationale
Outcomes
Scaling
Examples
Learning Cycle
Outcomes
Enablers
References
12
Numbers
Semester 2 2007
Background

• On-campus posts 14 777
• Off-campus posts 1 885
• Total journal posts 16 662

New Assessment
Rationale
Outcomes
Scaling
Examples
Learning Cycle
Outcomes
Enablers
References
13
Training and Mentoring of Facilitators
Background

• Guidelines for tutors
• Our role is to teach
• No advice (refer student to health guidelines)
• No suggestions re strategies, ask student
• Be highly encouraging and supportive
• The quality of learning environment important,
  safe learning space
• Recognise effort, challenge of task
• Over time, tutors gently challenge barriers,
  excuses and assumptions

New Assessment
Rationale
Outcomes
Scaling
Examples
Learning Cycle
Outcomes
Enablers
References
14
Facilitators attitude to learner learning
Background

• Change and learning are difficult
• The learner is in a process of development
• The tutor is non-authoritative and respectful
• The tutor is privileged to be invited into the
  learning process

New Assessment
Rationale
Outcomes
Scaling
Background
Background
Background
Background
Background
Background
15
Facilitator skills feedback

• Focus on behaviour initially- what is happening,
  and what is not
• A model for responding that focussed on asking
  questions rather than providing answers,
  solutions or recommendations
• Provide 75 safety
• what went well and why
• Taking every opportunity to acknowledge
  achievement
• Provide 25 challenge
• Stimulate student to ask what else might have
  worked?
• Gently challenge barriers, excuses and
  assumptions

Background
New Assessment
Rationale
Outcomes
Scaling
Background
Background
Background
Background
Background
(Hadikin, 2004 Claridge and Lewis, 2005)
Background
16
Example 1 Student Post
Background

• Post from a student engaged in smoking cessation
• Beginning of Week 3 and so far off to a great
  start, had my last cigarette (well i hope my
  last) on Saturday night
• With not smoking anymore, the biggest challenge
  is when I go out and have a few drinks, I have a
  21st this week end, and my challenge is to not
  have any cigarettes

New Assessment
Rationale
Outcomes
Scaling
Examples
Learning Cycle
Outcomes
Enablers
References
17
Example 1 Tutor response
Background

• Response from tutor to a student engaged in
  smoking cessation
• That is terrific you are continuing with your
  quitting program. Well done for noticing when you
  find it hard, such as when there are drinks
  involved. Are you able to work out any strategies
  to help you at this time?

New Assessment
Rationale
Outcomes
Scaling
Examples
Learning Cycle
Outcomes
Enablers
References
18
Example 1 Tutor response
Encouragement for effort
Background

• Response to a student engaged in smoking
  cessation
• That is terrific you are continuing with your
  quitting program. Well done for noticing when you
  find it hard, such as when there are drinks
  involved. Are you able to work out any strategies
  to help you at this time?

New Assessment
Rationale
Outcomes
Scaling
Examples
Learning Cycle
Outcomes
Enablers
References
19
Example 1 Tutor response
Identification and recognition of demonstrated
skill
Background

• Response to a student engaged in smoking
  cessation
• That is terrific you are continuing with your
  quitting program. Well done for noticing when you
  find it hard, such as when there are drinks
  involved. Are you able to work out any strategies
  to help you at this time?

New Assessment
Rationale
Outcomes
Scaling
Examples
Learning Cycle
Outcomes
Enablers
References
20
Example 1 Tutor response
Prompt to develop further cognitive skill
Background

• Response to a student engaged in smoking
  cessation
• That is terrific you are continuing with your
  quitting program. Well done for noticing when you
  find it hard, such as when there are drinks
  involved. Are you able to work out any strategies
  to help you at this time?

New Assessment
Rationale
Outcomes
Scaling
Examples
Learning Cycle
Outcomes
Enablers
References
21
Learning Cycle
Background
Action
New Assessment
Rationale
Outcomes
Planning
Reflection
Scaling
Examples
Student
Learning Cycle
Teaching staff
Outcomes
Information
Feedback
Enablers
References
22
Teaching Outcomes
Background

• Student engagement
• Evidence of of learning
• Responsive to student diversity
• Rapid cognitive skill development
• Provision of effective learning environment
• Authentic Assessment task

New Assessment
Rationale
Outcomes
Scaling
Examples
Learning Cycle
Outcomes
Enablers
References
23
Learning Outcomes
Background

• Analytical skills development
• Attitude to course content ability to learn
• Deep and resilient learning
• Transfer learning to other contexts

New Assessment
Rationale
Outcomes
Scaling
Examples
Learning Cycle
Outcomes
Enablers
References
24
Health Behaviour Outcomes
Background
New Assessment

• Over 20 students have quit smoking
• Many enhanced nutrition, reduced junk food,
  reduction in drinking
• Many established regular physical activity
• Others worked on stress reduction, time
  management, assertiveness

Rationale
Outcomes
Scaling
Examples
Learning Cycle
Outcomes
Enablers
References
25
Outcomes SETUs
Background
New Assessment
Rationale
Outcomes
Scaling
Examples
Learning Cycle
Outcomes
Enablers
References
26
Outcomes SETUs
Background
New Assessment
Rationale
Outcomes
Scaling
Examples
Learning Cycle
Outcomes
Enablers
References
27
Outcomes informal survey DSO
quiz tool
N 462
Background
New Assessment
Rationale
Outcomes
Scaling
Student Responses
Examples
Learning Cycle
Outcomes
Enablers
References
Learning Activity worthwhile
28
Outcomes informal survey
N 462
Background
New Assessment
Rationale
Outcomes
Scaling
Student Responses
Examples
Learning Cycle
Outcomes
Enablers
References
Change in understanding of health behaviour change
29
Outcomes informal survey
N 462
Background
New Assessment
Rationale
Outcomes
Scaling
Student Responses
Examples
Learning Cycle
Outcomes
Enablers
References
Importance of change in health behaviour
30
Outcomes Student feedback 1
Background

• I was reluctant at first - how dare they ask us
  to change our lifestyle! ... may have been
  confronting for some, but it was
• an invaluable experience for a bunch of future
  health-care professionals who will be advising
  others re behaviour change - the issues raised
  will be applicable across a range of behaviour
  change areas, and making the whole thing a
  personal experience was a great teaching tool
  that I benefitted from greatly. The more indepth
  / conceptual research analysis in assignment 2
  added even more to what was learned, and assisted
  in developing a deeper understanding of the
  issues. The experience was very worthwhile, and I
  hope it 's repeated - much more
  interesting/relevant than last year 's assessment
  activities, according to feedback I got from
  fellow-students who did this unit last year
  (2006).

New Assessment
Rationale
Outcomes
Scaling
Examples
Learning Cycle
Outcomes
Enablers
References
31
Outcomes Student feedback 2
Background

• Well final entry!!! I have decided I am going to
  continue keeping a journal as it really makes me
  think about things in more depth and follow
  through with my plans and strategies. Once I am
  happy with the change in my smoking behaviour I
  am going to choose another unhealthy behaviour to
  try and change as there I so many I can choose
  from!!!
• I have learnt so much about myself and just how
  much control I really have. I picked what I
  thought would be my hardest behaviour to change
  so I now know that I can change other unhealthy
  behaviours. I have also learnt so much more about
  others around me (friends and family) and who I
  can trust and go to for support.

New Assessment
Rationale
Outcomes
Scaling
Examples
Learning Cycle
Outcomes
Enablers
References
32
Outcomes Student feedback 3
Background
New Assessment
Rationale

• I thought that it was fantastic. It was active
  learning which made it fun and exciting as well
  as being personally significant. The journal also
  helped in making the learning easy as we can
  relate what we have learned in the semester to
  how we coped in changing our health behaviour.

Outcomes
Scaling
Examples
Learning Cycle
Outcomes
Enablers
References
33
Enablers of success
Background

• Managing Unit
• Support from school
• Committed tutors
• Effective mentoring and monitoring of tutors
• Managing students
• clear guidelines re content style (dear
  diary)
• regular feedback
• supportive learning environment

New Assessment
Rationale
Outcomes
Scaling
Examples
Learning Cycle
Outcomes
Enablers
References
34
References

• Ballard, B Clanchy (1991) Teaching Students
  from Overseas, Longman Cheshire, Sydney.
• Biggs, J. (2003). Teaching for quality learning
  at university What the student does (2nd ed.).
  Buckingham Society for Research into Higher
  Education and Open University Press.
• Brown, S Glasner, A (1999) Assessment Matters
  in Higher Education choosing and Using Diverse
  Approaches, Open University Press, Buckingham.
• Brown, S, Race, P, Bull, J. (1999)
  Computer-Assisted Assessment in Higher Education,
  Kogan Page, London.
• Brunning, H (2006) Executive Coaching
  Systems-Psychodynamic Perspective, Karnac,
  London.
• Claridge, M Lewis, T. (2005) Coaching for
  Effective Learning A Practical Guide for
  Teachers in Health and Social Care,  Radcliffe
  Publishing, U.K.
• Cranton, P, (1997) Transformative Learning in
  Action Insights from Practice, Jossey-Bass
  Publishers, San Francisco.
• Farmer, M, Riddick, B, Sterling, C (2002)
  Dyslexia and inclusion Assessment and Support in
  Higher Education, Whurr Publishers, London.
• Grant, A. (2003). The impact of life coaching on
  goal attainment, metacognition and mental health.
  Social Behavior and Personality, 31(3), 253-264.
• Hadikin, R. (2004) Effective Coaching in
  Healthcare, Elsevier Science, London.

Background
New Assessment
Rationale
Outcomes
Scaling
Examples
Learning Cycle
Outcomes
Enablers
References
35
References

• Kolb, D. (1984) Experiential Learning Experience
  as the Source of Learning and Development,
  Prentice-Hall, New Jersey.
• Mezirow, J 1997, Transformative learning theory
  to practice, New Directions for Adult and
  Continuing Education, no. 74, summer, pp. 512.
• McDowell, (1996) Enabling student learning
  through innovative assessment in G. Whisker and
  S. Browns (Eds) Enabling student Learning
  Systems and Strategies. London Kogan Page,
  SEDA.
• McGill, I Beaty, L (2001) Action Learning,
  Kogan Page, London.
• Northedge, A (2005) Enabling participation in
  Academic discourses in Shaw, G. (Ed.) Tertiary
  Teaching and Learning Dealing with Diversity,
  Charles Darwin University Press, Darwin.
• Skiffington, S Zeus, P. (2003) Behavioural
  Coaching, McGraw Hill, Sydney.
• Yancey, K, (1998) Reflection in the Writing
  Classroom. Logan, Utah.
• Yates, L. (2004) What does Good Education
  Research look like? Situating a field and its
  practices, Open University Press, England.
• Wenger, E. (1998). Communities of practice.
  Learning, meaning, and identity. Cambridge
  Cambridge University Press.

Background
New Assessment
Rationale
Outcomes
Scaling
Examples
Learning Cycle
Outcomes
Enablers
References