Collaborative Learning: oncampus in a technology based environment

1
Collaborative Learningon-campus in a technology
based environment
Academic Developers Conference 2001

• Rob Kemm, Neil Williams, Helen Kavnoudias, Paul
  Fritze, Debbi Weaver
• The University of Melbourne

2
Outline of Talk

• Collaborative Learning on Campus
• Complements Anytime, Anywhere
• but not just now
• Important for Professional Development
• Generic skills etc.
• Course Structure
• Evaluate or Perish
• Multiple approaches
• Modules and Courses

3
Collaborative Learning Environment

• 3 / group
• Combining
• Text Books
• Informality
• Discussion
• Note-taking
• Economical

4
Collaborative Learning

• Aided by Computer
• Access to resources economically on WWW
• Challenging problems
• Interactive models and model building
• Facilitated by humans
• Tutors for unforseen help group processes
• Student interplay (peer-learning -teaching)
• On-campus

5
Semester in 2nd Year Science
6
Science-CAL weekly structure

• Preparatory open-ended questions
• Task-Sheets paper-based
• Problem Task Sheets on Web-delivered and/or
  Stand-alone module on iMac
• Progress self-assessment with open-ended
  Extension Questions
• Individual Revision with Learning MCQs (4 of 5
  correct)
• (Group Project - writing peer processes)

7
Evaluation

• Formative Summative
• for all Collaborative Sessions
• for Individual Modules
• Iterative cycles
• Development Evaluation
• Implementation Evaluation

8
Evaluation Approaches

• Modifications advised by
• Graduate-student pre-trials
• Student Questionnaires
• Observations Focus groups
• Computer Audit Trails
• Tutor Feedback
• Analyses of Learning Outcomes

9
Analyses of Learning Outcomes

• Transfer skills
• Pre- Post-Tests
• Analysis of Specific Exam Answers
• Exam correlations for Cohorts
• with collaborative learning
• With approaches to learning

10
Web-based Problems (majority of course)

• Interactive re-useable components

11
OCCA-based Problems (AUC 2000)

• Record all Student Activities for recall

12
Stand-alone Module (a few in course)

• Subject to Intensive Evaluation

13
Model Blood Pressure Control

• Complete connection of neurones

14
Audit Trail Analysis

• Control of BP Control Version 1.0

15
Model Kidney Cell Function

• Partially completed task

16
Analysis of pre- post-tests

• Transfer of Skills not good
• Learning styles important
• Trial error, thinking out, guessing etc.
• Principles involved only implied
• Revision of principles
• Introduce module on principles
• Encourage thinking out solutions

17
CL Influence on 2nd Year Exams

• Groups from 1st Year Performance

18
Defining New Cohorts for Analysis

• Performance Changes
• 1st Year to 2nd Year
• Improvers gt 8 (1SD)
• Disappointers lt -8
• Remainder

19
Multi-Choice vs Collab. Learning

• No clear distinction

20
Exam Writing vs Collab. Learning

• Improvers perform much better

21
Multi-Choice vs. Group Project

• No clear distinction

22
Exam Writing vs Group Project

• Improvers perform better, threshold?

23
Conclusion

• Our Collaborative Learning Environment
• Leads to better learning outcomes
• High and middle achievers in exams
• Group Project Skills
• Used effectively by improvers

24
QA
25
Predictions