Going online: Lessons in blended learning and motivating engagement through assessment Sharon Gedye

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Going on-line Lessons in blended learning and
motivating engagement through assessmentSharon
Gedye - LTSN-GEES

• Why I went on-line
• Design features
• Student /Staff Evaluation
• Conclusions

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Why I went on-line

• Trained in on-line LT (WebCT)
• Level 3 module in Environmental Change
• Unhappy with student engagement with the subject
  matter
• Conceptually difficult scientific subject matter
  -passive classroom
• Problem with wider reading
• Fantastic e-resources available

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Design Features -Delivery (blended learning)
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Design Features -Approaches to Content

• Reduced content
• My text overview / scaffolding
• Students linked directly to work of authors,
  (on-line journals web-sites).
• Dont re-invent the wheel!
• Click-and-go - Ease of access

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Design Features -Approaches to Content
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Design Features -Providing Guidance
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Design Features -How to get engagement -
assessment?
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Design Features -How to get engagement?

• Set ground rules
• expectations on accessing of materials
• contributing to discussions
• submitting formative work.
• Contact students who are not engaging

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Student Evaluation

• Most liked learning on-line (some preferred it to
  conventional learning)
• Positive about assessment strategy, resources,
  freedom of when to study
• Wanted some conventional sessions keynote
  lectures

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Tutor Evaluation

• Solved problem of limited wider reading
• Solved problem of poor engagement
• Although not much on-line discussion took
  place face-to-face.
• More fulfilling for me quality interaction with
  the students (on-line and face-to-face)

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Conclusions

• Important to get the blend of on-line and
  face-to-face right
• Assessment strategy needs to ensure on-line
  discussion