Threeway blending with learning objects: A versatile approach to supporting international and Britis

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• Three-way blending with learning objects A
  versatile approach to supporting international
  and British students using reusable learning
  objects
• Julie Watson
• University of Southampton
• jw17_at_soton.ac.uk
• http//www.elanguages.ac.uk

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Overview

• eLanguages
• Toolkits and embedding them at U of S
• Reusable Learning Objects (RLOs)
• Ways of blending
• Design and pedagogic features of RLOs
• Evaluation of EAP Toolkit
• Examples of use of Study Skills Toolkit
• The way forward

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eLanguages what do we do?

• Reusable Learning Object (RLO) production
• Deliver e-tutored online courses across campus
  and across the world
• Licence various study skills toolkits to other
  institutions
• Collaborate on development of discipline-specific
  toolkits
• Research projects
• Template and tool development
• Sharing/re-using/re-purposing/ contextual metadata

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Toolkits

• EAP Toolkit
• academic study skills and language development
• for international/ non-native speaker students
• in use since 2003 (licenced since 2004)
• 100 learning objects (80 hours)
• Tutors Guide
• Interoperable ( Blackboard, Web CT, Web access)
• Study Skills Toolkit
• academic study skills
• for British/ native speaker students
• in use since 2005 (licenced since 2006)
• 75 learning objects (50 hours)
• Tutors Guide
• Interoperable ( Blackboard, Web CT, Web access)

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Arrive UK

• A pre-arrival course (or toolkit)
• Prepares international students for living and
  studying in the UK
• Delivered through Moodle VLE
• Learning objects, podcasts and e-tutoring
• Delivered 6 weeks prior to arrival in UK
• Delivered to UoS international students since
  2005

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Toolkit use at University of Southampton

• EAP Toolkit - currently 500 international
  students, and staff have self-enrolled
• Study Skills Toolkit - all U of S students
  enrolled staff can self-enrol
• Study Skills Toolkit for Nursing and Midwifery -
  all 3000 SONAM students and staff enrolled

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Toolkits 3 ways of blending

• Stand-alone toolkit for independent learning
• Trouble-shooting for student specific problems
  (tutor-directed)
• Blended with face-to-face teaching and /or
  specific programme of study
• Student use outside the classroom
• Tutor use in the classroom

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Design features of LOs

• self-contained and separable from individual
  contexts of use
• building blocks for course or resource set
  design
• interoperable
• consistently styled and sized
• allow re-use or repurposing reusable learning
  objects

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Pedagogic features of LOs

• learning point, topic or theme-focussed
• activity-led
• engage the student in reflection and active
  involvement
• enhanced with significant amounts of feedback
• accommodate different learning approaches
• combine multiple media
• - text, audio/ video links, web links, images
  etc.

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Laurillards Conversational Framework for the
learning process
Theory Questions Clarifications Interpretation
Teachers Concept
Student specific concept
Adaptation of Learners task
Adaptation of actions in light of theory
Reflection on Learners actions
Reflection in light of experience
Teachers constructed environment
Student specific action
Goal Actions Feedback Revision
Laurillard, 2002
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Research EAP Toolkit

• Data Capture Methods
• Student questionnaires, Tutor questionnaires,
  Student observations, Student learning log
  entries
• Data Captured

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Student evaluation of EAP Toolkit

• 2004
• Frequency of use 78 (once a day to once a week)
• Ease of use 90 (very easy/easy)
• Usefulness 88 (very useful/useful)
• 2006
• Frequency of use 84 (once a day to every 2-3
  days)
• Ease of use 96 (very easy/easy)
• Usefulness 89 (very useful/useful)

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Tutor evaluation of EAP Toolkit

• 2005
• Supports students independent (non-tutor
  directed) study 81
• Supports students lesson-related
  (tutor-directed) study 57
• EAP Toolkit has a role in lessons 38
• 2006
• 65 used with students (once a day to once a
  week)
• 75 of tutors used in their face-to-face teaching

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Tutor comments on SST Toolkit

• To begin with I was anxious that it would be
  very strange to ask the student to work for a
  short time on a PC whilst I 'lingered'. In fact,
  that has been much less awkward than I thought.
  Indeed, the activity worked really well to
  provoke questions, as well as (it seemed) being
  intrinsically valuable for the students.
• Academic Skills lecturer (Humanities)
• ASK Unit
• Portsmouth University

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• All students complete a PDP assignment that asks
  them to self assess
• skills needs (using online assessment, feedback
  from coursework etc),
• develop SMART learning goals, critically reflect
  on relevant learning
• material (they can select this) and reflect on
  their skill development
• progress in first year.
• A good number of first year Geography students
  select the SST for the critical reflection part
  of the PDP assignment and ALL without exception
  have commented on the value, ease of use and
  interactive nature of SST. Although this isnt a
  detailed evaluation it clearly demonstrates the
  student centredness and relevance.
• Joy Maloney
• Learning and Teaching Coordinator
• Faculty of Engineering, Science and
  Mathematics
• University of Southampton

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Study Skills Toolkit for School of Nursing and
Midwifery

• Just had to email you after looking through the
  student STUDY SKILLS TOOLKIT on Blackboard.
  FANTASTIC!!!! I am well impressed. Could you pass
  on to whoever masterminded this and send my
  sincere congratulations!!!! It is a wonderful
  resource exactly what the students need to
  enhance clarity and understanding of what the
  university expects from their students.
• SONAM 3rd Year Student Representative, 2005
• Overall, its been absolutely invaluable
  especially in the option it allows for students
  to identify what they need to do The packages
  are fantastic (and) as a diagnostic tool its
  excellent.
• Dr Jane Morgan (SONAM lecturer) Dec. 2006

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The way forward

• More subject specific Study Skills Toolkits
• Customisation of Arrive UK course for other
  institutions (in Toolkit format for potential
  recruitment purposes)
• Extend use of template to deliver subject
  specific content