School of Information Systems, Computing and Mathematics

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School of Information Systems, Computing and
Mathematics
Encouraging Deep Learning with E-Learning Willem-
Paul Brinkman Andrew Rae
The 6th Annual Symposium on Learning and Teaching
Brunel University
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School of Information Systems, Computing and
Mathematics
Overview - Framework and Key elements -
Developing Video-Based VLE - Evaluation
Brunel University
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School of Information Systems, Computing and
Mathematics
Framework and Key elements
Presage Process
Product
The 3P model of teaching and learning 1
Brunel University
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School of Information Systems, Computing and
Mathematics
Framework and Key elements
Deep
Learning Approach Deep versus Surface Learning
Keller Plan (Personalised System of
Instruction) Video Based Instructions Self
Tests Online Discussion Board Teaching
Surface
Deep Approach motivated by intrinsic interest and
strategy is to maximise meaning. Surface Approach
motivated by fear of failure and strategy is to
narrow targeted and rote learning.
Brunel University
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School of Information Systems, Computing and
Mathematics
Framework and Key elements

• Original description 2
• Students work on their own pace
• Demonstrate mastering before proceeding
• Mainly text based teaching material
• Instructors give tutorial support
• Motivational lectures

Learning Approach Deep versus Surface Learning
Keller Plan (Personalised System of
Instruction) Video Based Instructions Self
Tests Online Discussion Board Teaching
Brunel University
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School of Information Systems, Computing and
Mathematics
Framework and Key elements

• Video to support the text based material
• Introduction videos
• Question and Answer videos
• Summary videos

Learning Approach Deep versus Surface Learning
Keller Plan (Personalised System of
Instruction) Video Based Instructions Self
Tests Online Discussion Board Teaching
Brunel University
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School of Information Systems, Computing and
Mathematics
Framework and Key elements

1. Paper based self test in the seminars with
   feedback from instructors
2. Online self tests within WebCT, with automatic
   feedback (and also tracking)

Learning Approach Deep versus Surface Learning
Keller Plan (Personalised System of
Instruction) Video Based Instructions Self
Tests Online Discussion Board Teaching
Brunel University
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School of Information Systems, Computing and
Mathematics
Framework and Key elements

1. Increase student engagement
2. Daily monitoring
3. Weekly lecture/exam question

Learning Approach Deep versus Surface Learning
Keller Plan (Personalised System of
Instruction) Video Based Instructions Self
Tests Online Discussion Board Teaching
Brunel University
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School of Information Systems, Computing and
Mathematics
Framework and Key elements

• Lecture
• Intent to motivate students
• Place material in a context
• Give study advice
• Seminar
• Written self test, individual support
• Labs
• WebCT and coursework, individual support
• Monitor progress
• Inform personal tutor if student falls behind

Learning Approach Deep versus Surface Learning
Keller Plan (Personalised System of
Instruction) Video Based Instructions Self
Tests Online Discussion Board Teaching
Brunel University
10
School of Information Systems, Computing and
Mathematics
Overview - Framework and Key elements -
Developing Video-Based VLE - Evaluation
Brunel University
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School of Information Systems, Computing and
Mathematics
Developing Video-Based VLE

• CS1022B first term
• Module 1 (5 Units)
• Module 2 (5 Units)
• Module 3 (5 Units)
• Module 4 (5 Units)
• Special written text, with references to video
  clips and book sections

Text based material Introduction video Question
and answer video Summary video Self test
Brunel University
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School of Information Systems, Computing and
Mathematics
Developing Video-Based VLE

• For each unit
• Structure
• Learning outcomes
• Main Questions
• Example video clip
• Module 2 unit 5

Text based material Introduction video Question
and answer video Summary video Self test
Brunel University
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School of Information Systems, Computing and
Mathematics
Developing Video-Based VLE

• For each question
• The question
• The answer and explanation
• Example video clip
• Module 1 unit 5 question 5

Text based material Introduction video Question
and answer video Summary video Self test
Brunel University
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School of Information Systems, Computing and
Mathematics
Developing Video-Based VLE

• For each unit
• 10-20 minutes
• Summarising each topic with examples
• Especially for revision
• Example video clip
• Module 2 unit 5

Text based material Introduction video Question
and answer video Summary video Self test
Brunel University
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School of Information Systems, Computing and
Mathematics
Developing Video-Based VLE

• CS1022B first term
• Module 1 (5 Units)
• Module 2 (5 Units)
• Module 3 (5 Units)
• Module 4 (5 Units)
• WebCT Self Tests for each unit. Students only get
  access to next material after they have taken the
  unit tests of previous material

Text based material Introduction video Question
and answer video Summary video Self test
Brunel University
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School of Information Systems, Computing and
Mathematics
Overview - Framework and Key elements -
Developing Video-Based VLE - Evaluation
Brunel University
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School of Information Systems, Computing and
Mathematics
Evaluation

• Online surveys
• Questions about the module
• Learning approach test (R-SPQ-2F) 1
• Self-consciousness test (RRQ) 3
• In depth interview
• Lab observation
• Diary study
• Tracking behaviour

• Method
• Preliminary Results
• Teaching approach
• Learning Approach
• WebCT
• Discussion Board

Brunel University
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School of Information Systems, Computing and
Mathematics
Evaluation

• Teaching approach not clear to all students, as
  they need to take responsibility for their own
  learning in this teaching approach.
• Solution
• Overall instruction video on how to study this
  module
• WebCT demonstration in lecture

• Method
• Preliminary Results
• Teaching approach
• Learning Approach
• WebCT
• Discussion Board

Brunel University
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School of Information Systems, Computing and
Mathematics
Evaluation
Deep Approach correlates with - higher marks -
perceived usefulness of discussion board,
introduction videos, written material. Surface
Approach correlates with - lower marks -
perceived usefulness of discussion board, and
introduction videos. - perceived un-usefulness
written material.

• Method
• Preliminary Results
• Teaching approach
• Learning Approach
• WebCT
• Discussion Board

Brunel University
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School of Information Systems, Computing and
Mathematics
Evaluation

• Usability of the WebCT site
• Look at the Navigation structure (navigation bar,
  but also the links within organizer Pages)
• No video access off campus
• Currently need DVD

• Method
• Preliminary Results
• Teaching approach
• Learning Approach
• WebCT
• Discussion Board

Brunel University
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School of Information Systems, Computing and
Mathematics
Evaluation
2003-04 347 messages, 66 out of 196 students
posted messages. 2004-05 597 messages , 43 out
of 179 students posted messages. Most students
only read messages, instead of posting
them. Student are afraid to embarrass themselves
or receive rude feedback.

• Method
• Preliminary Results
• Teaching approach
• Learning Approach
• WebCT
• Discussion Board

Brunel University
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School of Information Systems, Computing and
Mathematics
Questions
Thanks for your attention For more information
see http//people.brunel.ac.uk/csstwpb/LDTUprojec
t.htm
Brunel University
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School of Information Systems, Computing and
Mathematics
References
1 Biggs, J., Kember, D., and Leung, D.Y.P.
(2001) The revised two-factor study process
questionnaire R-SPQ-2F. British Journal of
Educational Psychology, 71, 148-149. 2
Hambleton, I.R., Foster, W.H., and Richardson,
J.T.E. (1998). Improving student learning using
the personalised system of instruction. Higher
Education, 35, 187-203. 3 Trapnell, P.D., and
Campbell, J.D. (1999). Private self-consciousness
and the Five-Factor Model of Personality
Distinguishing rumination from reflection.
Journal of Personality and Social Psychology, 76,
284-304.
Brunel University