Sharing Authorship of Distance Learning Materials and Practices

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Sharing Authorship of Distance Learning Materials
and Practices
Phil Rees, Geography, University of Leeds
on behalf of the DIALOG-PLUS Project, Digital
Libraries in the Classroom Programme
JISC Joint Programmes Meeting, 7-8 July
2005 Homerton College Cambridge
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Presentation Outline
Exchanged and adapted learning materials in
Geography Example course involving census
analysis
Collaborative learning activity design Example
Global Positioning Satellite technology
Shared and adapted general purpose
materials Example - academic integrity nugget
Students taking courses in shared programmes
Example planned use of shibboleth
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Part One of Presentation
Exchanged and adapted learning materials in
Geography Example course involving census
analysis
Collaborative learning activity design Example
Global Positioning Satellite technology
Shared and adapted general purpose
materials Example - academic integrity nugget
Students taking courses in shared programmes
Example planned use of shibboleth
4
Exchanged and adapted learning materials in
GeographyExample course involving census
analysis

• Why did we invent nuggets?
• How did we plan to exchange materials?
• How did the exchange work out in practice in
  GEOG5105?
• What do the materials look like?

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Characteristics of DialogPLUS nuggets
Supporting material
Learning Activity
Self assessment
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Project inventory spreadsheet
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GEOG5105 Census Analysis and GISModule History

• Masters in GIS Optional Module
• 2002/3 Face to Face materials converted into
  on-line distance learning optional module by Phil
  Rees (4 students)
• 2003/4 US partner nuggets added and UK nuggets
  revised to use 2001 Census materials, delivered
  by Phil Rees and Helen Durham with help from
  Stephen Matthews and Steve Weaver (4 students)
  Materials delivered April-July 2004 students
  complete work July 2004-October 2004
• 2004/5 Module converted for use in
  Leeds/Southampton Masters in GIS stable in terms
  of materials, delivered by Linda See (1 student)
  (note still cost effective because materials
  have been developed)

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Example Module Materials Census Analysis GIS

• Table Ethnicity diversity scores for Birmingham
  wards

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(No Transcript)
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GEOG5105 Census Analysis and GISStudent
Experience

• 2002/3
• no major problems, all students delivered good
  work, with few extensions all students used UK
  Census materials in their exercises and projects
• 2003/4
• 3 of 4 students found the work challenging (there
  were numerous requests for extensions and
  additional help, and 1 dropped out having
  completed 5 of 6 assignments). Although material
  was omitted to make way for additional US census
  material, the module may have become overloaded.
• 1 student used US Census material for his module
  project (he lived and worked in Illinois) 2
  students used only UK census data in work related
  projects the student who dropped out intended to
  compare the rental housing markets of a US and UK
  city

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On-line Census Atlas

• Nugget to be used with 100 first year students
• Matrix shows maps are available for 6 geographies
  for the 8 census domains. There are 86 variables,
  which can be mapped for 1971-1981-1991-2001 and
  for changes. Nearly 2700 maps can be produced
  online.
• A nugget has been developed to support users of
  the resource.
• Paper submitted to AREA journal.

Population in age group 30 to 44 years () at the
Government Office Regions level for year 1971
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Part Two of Presentation
Exchanged and adapted learning materials in
Geography Example course involving census
analysis
Collaborative learning activity design Example
Global Positioning Satellite technology
Shared and adapted general purpose
materials Example - academic integrity nugget
Students taking courses in shared programmes
Example planned use of shibboleth
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Collaborative Learning Activity Design

• Authors from different institutions get together
  to design new learning materials together
• The task is to develop materials to help students
  understand the principles underpinning GPS
  technology and how to use GPS devices in their
  geographical work

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Collaborative Learning Activity Design

• This was proposed by David Dibiase of Penn State
• We started a CLAD at our Santa Barbara meeting
• Aim to develop a set of nuggets that would fit
  into PSU, Leeds and Santa Barbara modules
• CLADers David Dibiase (PSU), Katherine Arrell
  (LU), Helen Durham (LU), Mike Vergeer (UCSB)

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Case Study collaborative GPS nugget design and
development
Stage 1 Identify learning outcomes

• Pilot study of Prehistoric habitation in the
  Luang Probang Province, Laos.
• Photos depict training of local villagers and
  museum staff
• Training focused on using GPS and a handheld GIS.

Photos source National Geographic and the
University of Pennsylvania, Middle Mekong
Archaeological Project.
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- Parse into nuggets
Stage 2 Learning objectives mapped to Concept
Map
GPS Concept Map
GPS Components nugget
Sources of Error nugget
Training nugget
Differential Correction nugget
GPS Data Properties nugget
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Part Three of Presentation
Exchanged and adapted learning materials in
Geography Example course involving census
analysis
Collaborative learning activity design Example
Global Positioning Satellite technology
Shared and adapted general purpose
materials Example - academic integrity nugget
Students taking courses in shared programmes
Example planned use of shibboleth
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Academic Integrity nugget

• This is a nugget which has travelled and evolved
• Started in Penn State (David Dibiase) as
  prerequisite quiz and supporting materials in
  Angel VLE
• Imported by Sam Leung (Soton) from Penn State and
  adapted for use on Geographys web site
• Imported by Andy Nelson (LU) from Southampton and
  adapted for use in Leeds and Geography
• Helen Durham is overseeing its embedding in the
  Leeds curriculum at UG1, UG2, UG3, Masters and
  PhD levels

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The Leeds AI nuggethttp//vle.leeds.ac.uk/site/nb
odington/geography/geogall/

• 1 What is Academic Integrity?
• 1.1 The University of Leeds Declaration of
  Academic Integrity
• 1.2 Examples of violations of Academic Integrity
• 2 What is plagiarism
• 2.1 How does the School of Geography deal with
  plagiarism and cheating?
• 2.2 How do I avoid charges of plagiarism and
  cheating?
• 3 TurnItIn software
• 4 Citations and references
• 4.1 How do I cite the work of others correctly?
• 4.2 Examples of referencing styles for different
  publications
• 4.3 EndNote software for references and
  citations
• 5 Quoting and paraphrasing
• 6 Summary
• 7 Test of Academic Integrity
• 8 Useful links and further reading
• References

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The Leeds AI nugget
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The Leeds AI nugget
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Part Four of Presentation
Exchanged and adapted learning materials in
Geography Example course involving census
analysis
Collaborative learning activity design Example
Global Positioning Satellite technology
Shared and adapted general purpose
materials Example - academic integrity nugget
Students taking courses in shared programmes
Example planned use of shibboleth
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Sharing Programmes using SHIBBOLETH

• We are engaged at Leeds in experiments with this
  new software for linking users and resources at
  different institutions
• JISC is funding dozens of such experiments with
  the software (another Digital Libraries project
  has already used it to connect LSE students with
  a Columbia U course)

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What is Shibboleth?

• http//shibboleth.internet2.edu/
• Its an Internet2 project to develop
  architectures, policy structures, practical
  technologies, and an open source implementation
  to support inter-institutional sharing of web
  resources subject to access controls

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What is Shibboleth?

• It provides a standards-based link between
  existing online services to
• identify users from different institutions
• authenticate users with a single sign-in
• authorise users and grant permission
• It allows institutions to transparently
• share secure online services
• access restricted digital content

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How it works
Student Leeds User
Users host Institution VLE Bodington Shibbolet
h Origin
W A Y F
Online 2001 Census Questionnaire School of
Geog Shibboleth Target
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How it works

• From the users perspective, it is simple
• Navigate to the (target) resource
• Asked to choose a login site
• Directed to that (origin) site to login
• Redirected back to the resource

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How it works

• From the resource managers perspective
• Its secure
• Control of information
• Links between different technologies
• Easy to add other Shibboleth services
• Authentication is scalable

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Concluding remarks

• Shared authorship of e-learning materials is
  challenging but rewarding
• The different approaches all have merit but their
  own challenges
• Exchanged and adapted materials considerable
  work involved in adaptation
• Collaborative design start from the beginning
• General materials easiest to share
• Specialist materials share the students