Learning Infrastructure in support of the OBTL project

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Learning Infrastructurein support of the OBTL
project

• Dean of Student Learning
• City University of Hong Kong
• 11 Jan 2006

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Presentation Outline

• Comments from Students on OBTL
• Strategic Re-alignment of our Learning
  Infrastructure
• LASSI
• e-Learning
• Supplementary Initiatives
• Summary

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Outcome-Based Teaching Learning

• What does it mean for the students?
• What should we do to help students
• understand OBTL ?
• benefit from OBTL?

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Comments from Students

• Current Impression
• Awareness
• Not fully aware that CityU Ideal Graduate is our
  education goal
• and student responsibility to achieve it
• Clarity
• Unclear how teaching learning activities link
  to Ideal Graduate attributes
• Goal Achievement
• Through some TL activities, both in class and
  out-of-class,
• many of the attributes are already being acquired
• Assessment Concerns
• Agree that assessment is incentive for learning,
  but unsure about
• assessment for OBTL
• Worry about how to collect evidence to show
  learning outcomes
• have been achieved

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Comments from Students (Contd)

• Suggestions
• Communications Publicity
• Intensive introduction to Ideal Graduate
  attributes and consequent
• student responsibilities
• Outcomes Implementation
• Plan total student learning experience at
  programme level to ensure
• students awareness
• Ensure clear alignment of course and programme
  learning outcomes
• which are linked directly to Ideal Graduate
  attributes
• Develop student-centered TL activities to
  promote attributes beyond professional knowledge
  to ensure achievement of outcomes
• Provide more formative feedback for students
• Quality Assurance
• Implement policy at University level to ensure
  University-wide good practice

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Strategic Re-alignment of Learning Infrastructure
at City University

• 1. Ongoing Initiatives at City University (e.g.
  Whole person development)
• 2. New initiatives in progress
• Using CityUs Ideal Graduate as the ultimate
  outcome
• Constructively aligned under the OBTL initiative.
• Data driven through extensive use of the Learning
  and Study Strategies Inventory (LASSI).
• Consolidated through a phased development of
  e-learning resources (Blackboard).

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Acquiring Accurate Data LASSI

• The Learning and Study Strategies Inventory is
• A 10 scale-80 item assessment of student
  awareness and use of learning and study
  strategies.
• Divided into three correlated groups
• Skill is Information Processing, Selecting Main
  Ideas, Test Strategies.
• Will is Attitude, Motivation, Anxiety.
• Self Regulation is Concentration, Time
  Management, Self-Testing, Study Aids.

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Current Use of LASSI at City University

• LASSI has been used on an individual basis since
  1997
• Starting from 2005-06 LASSI is offered to all
  first-year undergraduate students.
• Voluntary completion basis to new undergraduate
  students within weeks 3 to 5 of their first
  semester at City University.
• Entry, Interim and Exit Tests currently proposed.

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LASSI Scores from September 2005

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Future use of LASSI at City University

• From September 2006 LASSI will be used as
• A compulsory sampling tool-from 2006 all new
• undergraduate students will complete LASSI on
  entry,
• mid-programme and just prior to exit.
• A useful diagnostic tool pre, interim, and
  post-long term intervention.
• A means of identifying areas for more targeted
  enhancement.
• An additional means of measuring and
  demonstrating progress with
• value-added generic learning outcomes.

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LASSI Integration chart
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e-Learning Learning Styles Asian Students

• EMB survey of employers opinions in 2000
  identified CityU students as ranking 1st in IT
  literacy for all institutions in Hong Kong
• Recent research (Barron, 2002) suggests that
  Asian students show a marked preference for the
  Reflector Learning Style (Honey Mumford,
  2000)
• e-Learning is ideally suited to Reflectors and a
  recent study at
• City University identifies some of the reasons
  for this. Reflectors
• (approx. 40 of sample) said
• They had more time to process information
• An online discussion board allowed time to
  participate in discussions
• The availability of teaching material online in
  advance facilitated classroom contributions

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The e-Learning Project

• The e-Learning project is designed to provide
• A student-centred learning environment supported
  by technology.
• Consolidation of resources with cross-functional
  support for a single e-learning platform
  (Blackboard Academic Suite) for the University.
• Encouragement for teaching staff to enlarge their
  learning resources in a step-wise fashion.

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Current Progress

• Enterprise-wide deployment at the start of Sem A
  2005-06
• Components in place
• Hardware Deployment
• Course Deployment
• Snapshot at Week 6 of Semester A
• 830 active course sites (632 courses, 45 of
  courses offered)
• 787 instructors 21459 students
• Communications Training
• Briefing sessions, intensive training workshops,
  online materials for both staff students

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E-learning The Next Phase

• For Semester B 2005-06
• Feature-wise
• Launch of e-Portal2
• Replace existing e-Portal with the Bb one
• Use of Bb organization feature
• 24 organization sites with 4461 users on pilot
  use
• Deployment of programme sites
• Pedagogically
• Teaching Learning activities for OBTL
• Assessment for OBTL
• Rubric development for course level mapping

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Five Levels of E-learning Integration (Gandell
et al, 2000)

• Teachers will be encouraged to
• identify their current use of
• e-learning according to the
• following classification
• Minimal (10)
• Supplemental (60)
• Integral (15)
• Central (10)
• Exclusive (5)

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Supplementary Initiatives to assist student
learning

• Faculty basis
• Peer Assisted Learning Scheme
• Supplementary Instruction
• Internship work attachments
• Institutional level
• Academic Learning Support Services
• Master My Success
• Exchange Studentship
• On-campus Service Scheme

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Strategic Re-alignment for Teaching Learning
at City University
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Lao Tzu

• If you tell me,
• I will listen.
• If you show me,
• I will see.
• If you let me experience,
• I will learn.