Implementing a Teaching and Learning Technology Strategy in Caledonian Business School

1
Implementing a Teaching and Learning Technology
Strategy in Caledonian Business School

• Gillian Roberts

2
This Presentation

• A pedagogically driven approach to the
  development and adoption of web based learning,
  teaching and assessment
• Large numbers of full time, first year,
  undergraduates in the
• Business School

3
Business School Objective

• To have an undergraduate Framework, with largely
  common first year in place for September 2001.
  i.e.
• -5 out of 6 modules core in year 1
• -2 out of 6 modules core in years 2-4
• -c1000 students in year 1

4
CIT Survey CBS Results

• 40 response Representative sample
• 94 - Email with students (34 LTA)
• 84 - Used Internet resources for LTA
• 66 - Had used PowerPoint
• 26 - Had LTA materials on Web
• 6 - Had used video
• conferencing

5
LTA development needs

• Pedagogical
• How to use online
• 67 learning
• 55 assessment
• 53 group
• discussions

• Technological
• How to create/use
• 75 web pages
• 44 PowerPoint
• 37 Internet
• 31 video conf.
• 19 email

6
Background

• CBS LTA strategy using CITs approved by School
  Board 31.5.00
• Task Force established
• Priority to Ist year core modules
• Report to CBS SMT 12.6.00

7
Recommendations accepted

• Managed Learning Environment (MLE) ie
  Blackboard 5 for CBS use
• CBS Staff development programme 2000/01 DLED
• Prepare 5 core modules ready for September 2001
  start
• Pilot evaluate one module
• in 2000

8
CIT LTA strategy To do what?

• 1. Support and enhance LTA?
• 2. Increase flexibility - time, place and
  pace?
• 3. Meet LTA needs of
• distributed learners?
• 4. As a management tool?

9
Models of Online Learning Mason (1999)

• 1. Content plus support model module content
  on web tutor support
• 2. Wrap around model tailor made activities
  round existing resources eg textbook
• 3 Integrated model creating learning communiti
  es through online
• discussion, accessing processing
• information carrying out learning
• tasks.

10
Did want to integrate Blackboard use

• Good fit between module
• learning outcomes,
• learning teaching strategy and assessment
  strategy
• Pedagogic research evidence based
• Sharing of experience and best practice
• A developmental process!

11
You Choose...

• How you use CITs in your own modules
• e.g.
• Resource Based Learning (RBL)?
• Problem Based Learning (PBL)?
• Community of Learners (CMC)?
• etc
• A static or interactive resource?

12
Blackboard A Static Resource
Teaching schedule
Course Information
Group CW
Staff Information
Lectures
Course Documents
Individual CW
Seminars
Assignments
Assessment criteria
Directed study
Communication
Coursework
Examination
Control Panel
13
Blackboard An Interactive Resource

• Computer assisted assessment
• Groups, email, discussion , chat, individual info
  etc
• Customised Internet resources (Blackboard)
• Web resources wrap around model eg textbook
• Customised resources (own)

Assignments
Communication
Student Tools
Resources
14
Staff Development Programme

• Teaching teams identified
• Regular slots of time set aside
• Programme developed - structured and flexible
  elements
• Internal external experts
• sourced

15
E-moderating - Gilly Salmon
16
Blackboard eg Module layout
Course Information
Web based Directed study
Staff Information
Course Documents
Student-led Seminar Presentations
Assignments
Individual contribution
Communication
Reflective Group Report
Control Panel
17
Computer Assisted Assessment - Joanna Bull

• The Nature of Objective Testing
• Designing Using Multiple Choice Questions
• Facility
• Discrimination
• Frequency Analysis
• Marking?

18
Student Management System

• Student tracking for
• Attendance participation
• Monitoring progress - formative self assessment
• CAA - MCQ tests and quizzes
• Module evaluation survey

19
Issues

• Technical Administrative
• Staff development up date
• What exactly are we trying to achieve?
• What we have achieved so far
• Whither next?

20
Conclusion Re Pedagogy

• Massification the Social Fabric of
• Learning Tensions Dilemmas
• Lectures PowerPoint
• Directed Study Feedback
• Communication
• Multiple Choice Examination

21
Conclusion Re Strategy

• Progress achieved, but. not necessarily as
  envisaged
• Would we do it differently?
• Yes and no probably!