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E-learning atE-learning at Åbo Åbo Akademi UniversityAkademi University

Japanese delegation, Febraury 2011Tove Forslund, Learning Centre

tove.forslund@abo.fi, www.abo.fi/personal/en/larcentret (in

English)

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TopicsTopics

Åbo Akademi University Learning Centre, Åbo Why e-learning Support for educational/course development

– Staff training– Available technology– Moodle support

Production of eLearning courses Production of audio and video material Other Learning Centre projects

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The Learning Centre in ÅboThe Learning Centre in Åbo Learning Centre in Åbo

– Established as a result of Finnish Virtual University project 2001-2006, special funding from Ministry of Education

– started as a Virtual Learning Centre on 1 September, 2003 - since 2010 in the ASA-building

Staff– Full-time staff: head of the Learning Centre, student

counsellor, multimedia assistant, project leader for Alcuin (educational development), trainees

– Part-time personnel: planning officer and IT-teacher– Cooperation with the library (two librarians) and

computing centre (systems administrator)

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Main tasks of the Learning Centre– Taking initiatives for new routines,

methods and software for teaching and learning

– Supporting staff in developing their teaching and in councelling students

– Supporting students in developing their transferable skills and academic study skills as well as supporting their study planning

– Providing AV-equipment for teachers and students

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Support educational and course development at ÅAU– Organize staff training– Alcuin project for developing university teaching at ÅAU:

develop the course planning processes, facilitation processes, course evaluation processes, learning outcomes

• Develop routines, prepare for decision making, write guide books

Current projects– Dealing with plagiarism

• Obligatory plagiarism control of all theses• Software for plagiarism (tested 2009, now in use)

– Electronic exam system (cooperation project with University of Turku)

Encourage and support e-learning Organize courses in transferable skills for

undergraduates Support student councelling by producing web-

based study orientation courses

So what do we do at the Learning So what do we do at the Learning Centre?Centre?

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Why e-learning?Why e-learning?

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Curriculum development Curriculum development

– learning outcomes– E-learning courses vs. non-e-

learning courses (?)

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Added value of web-based Added value of web-based teaching and teaching and learninglearning

The courses are more accessible for students and teachers– Multi-campus university– Adult students, open university students,

students doing e.g. field practice– Teachers from outside the university,

teachers living outside the university city– Less overlapping of courses, when students

from several faculties– Less problems with students not attending

classes

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Added value of web-based Added value of web-based teaching teaching and learningand learning

More effective course administration– Course material more transparent (for

students, for all teachers on a course, for new teacher taking over a course)

– Cheaper and quicker distribution of course material

– Easier to update course material– Continuous grading during the course

available for each individual student

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Added value of web-based Added value of web-based teaching and teaching and learninglearning Improved learning

– Activating learning methods• application of knowledge during the course• new forms of examination, from final exams to

continuous examination• support reflection

– Support different learning styles– More interactivity > more feedback and guidance

• students < > teachers• students < > students

– Authentic and problem-based activities– Support collaboration– The students can easily take part of each others’

texts– Better structure of the learning process– No free-riders

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What contributes to a What contributes to a successful/less successful web-successful/less successful web-based course?based course? Success

Simple and clear instructions Varied, proceeds in suitable

steps Discussions feel useful and

inspiring All courses don’t have to be

”pakko social”! Taking special features of

students and subject into consideration

Individual feedback, the students feel that the teacher is present

Course participants get to know each other

Suitable group size Participants’ motivation and

study experience Audio and video material

Failure Teaching / course

structure is dull and monotonous

Learning platform/course environment is difficult to navigate, hard to find material you’re looking for

Too much content/too many activities

In discussions you must comment self-evident things or things somebody else has already said

Cf various course evaluations + ”Verkkokurssin suunnittelu” /TY/Kulttuurituotannon ja maisemantuktimuksen laitoshttp://beta.wikiversity.org/wiki/Verkkokurssin_suunnittelu

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Support for Support for educational/course educational/course development at ÅAUdevelopment at ÅAU

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Support for educational/course Support for educational/course development at ÅAUdevelopment at ÅAU

1. Units, support people, steering groups and project groups

2. Regulations, directives etc3. Staff training of many different forms and

”meeting places” for teaching staff4. One-to-one support

• Above all for IT-applications, but also for pedagogical issues

5. Written support material and extensive web-sites: guide for (new) teaching staff, pedagogical guides, user guides for software etc.

6. Documented work processes7. Access to software and equipment, multimedia

room8. Special financing for course design projects9. Development projects

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1. Support units for e-1. Support units for e-learninglearning Computing Centre, Turku & Vasa:

www.abo.fi/personal/en/datacentralen – Moodle administration

Learning Centre, Turku: www.abo.fi/personal/en/larcentret – Courses for teachers & individual support– Production of user guides together with

Computing centre EduLab, Vasa: www.tritonia.fi/edulab

– Courses for teachers & individual support

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Strategies and steering groupsStrategies and steering groups Strategies for e-learning

– Since 2001, now the third strategy for e-learning at ÅAU

– Most faculties/department incl. language centre have their own strategies for e-learning (2007-2010)

A steering group for e-learning– Representatives for teachers and

students

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2. Decree on University 2. Decree on University DegreesDegreeshttp://www.abo.fi/personal/en/exaforf

Bachelor’s Degree consists of 180 credits and Master’s Degree usually of 120 credits

The universities in Åbo are part of the European Credits Transfer System (ECTS), where a year of full-time study corresponds to 60 ECTS credits.

Teaching– § 6: Expected amount of work per year for the students: 1600 h (60 sp/ECTS)

> 25-27 h/sp– § 26: language of instruction is Swedish– § 41: lectures not obligatory

Who decides what about education planning (§ 40)– Vice rector: the structure of the degree programmes– Departmental council: programme plan (what the studies at each level –

basic, intermediate, advanced – look like), which courses are offered which year

– Examiner/head of the subject: content and method of courses (learning outcomes should be given)

Learning outcomes: What should the student know and be able to do after completing a course (the learning outcome is the threshold for pass)

§ 71: Most courses are graded. Grading system runs from A (5) to E (1) with A (5) being the highest score and E (1) the lowest passing grade. Some courses are given on a pass/fail basis

No specific regulations concerning e-learning

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3. Training for teaching staff3. Training for teaching staff

Staff training generally considered important

Generally about fees, time of day etc Target groups:

– mostly open seminars for all interesed staff

– also courses aimed at specific target groups,

– courses arranged at the departments are becoming more frequent

– staff from several campuses (Åbo, Vasa) > distance courses

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Different forms of staff trainingDifferent forms of staff training Training programmes

– University pedagogic 12 ECTS (Fac. of Pedagogics)– ”LIN 1 – Learning in Networks” 8-25 ECTS (Learning Centre

Tritonia in Vasa) – online course + video seminars– Programme about guiding and supervising theses 2 ECTS

Short courses– Ope.fi-portfolio 2-10 ECTS

Participation for free on certain national conferences and seminars

Introductions for new staff (+ new teaching staff + new teacher tutors)

Lunch seminars– Demo of IT applications – Current topics among teachers (introductory presentations +

”problem solving” in group) Yearly mini conference on teaching projects – teachers

presenting cases for their colleagues Courses ordered by the department, arranged at the

department One-to-one tuition (introduction or advanced tuition in

softwares, problem-solving sessions) Peer feedback

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Short courses Productions Self evaluation

Module 1 Planning web-based coursesModule 2 Content productionModule 3 Carrying out web-based courses

Each module consists of a number of differens short courses

Examples of the use of different technologies in your own teaching

Survey of skills and needs for staff training.

+ Reflective report on your own skills

Requirements:For each study point participation in 12 h of face-to-face teaching is required. Courses from each course module should be included.

Requirements:Examples of the use of 2-3 technologies for each sp

Requirements:Survey + report of around 500 words

Ope.fi-portfolio 2-10 sp

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Moodle training and Moodle training and supportsupport User guides for teachers (available in Moodle)

Courses in Moodle for teachers– In Åbo (Learning Centre):

• Moodle, part 1: Introduction (2 h)• part 2: Designing activities (4 h)• Part 3: Layout, groups and feedback (4 h)

– In Vasa (EduLab/Computing Centre)• workshop 1: Planning• 2: Constructing a course in Moodle• 3: Problem solving, evaluation www.tritonia.fi/?d=312&l=3

Individual support to get started or for specific parts of Moodle (1-2 h/person)

Support for students using Moodle– User guides for students (available on the Web)

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7. Available technology for 7. Available technology for teaching and learning teaching and learning Electronic study plan, course database + course and exam

registration (called ”MinPlan”) ”Urkund” for detecting plagiarism Software for electronic course evaluation For web-based teaching

– Course structure/’scaffolding’• Learning platform Moodle (also Blackboard until June 2009)

– For communication och facilitation/web conferencing• Adobe Connect

– For production of audio and video material• Adobe Presenter (sound and video to PowerPoint)• Adobe Captivate (sound and video to ’moving’ screenshots)• Adobe Connect (recording online-lectures; video to

PowerPoint, web-sites)• Wacom Cintiq ”pen-on-screen”• Pinnacle• Video cameras och digital dictaphones (for video och audio

recording)

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Computers for studentsComputers for students

Åbo: 13 computer rooms available for students (about 210 computers)

Vasa: 5 computer rooms (about 70 computers)

Computing Centre maintains the rooms & computers

Accessability

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Production of eLearning Production of eLearning courses at Åbo Akademi courses at Åbo Akademi University in ÅboUniversity in Åbo

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Three stages in the lifecycle of a web-course

Planning– Administrative

questions– Pedagogical

planning– Planning of course

material– Choice of medium– Creating tasks and

assignments– Planning

moderation– Technical

production

Teaching– Face-to-face /

group meetings– Moderation and

feedback Updating the

course material, documentation of the course, storage

Payment

Planning Production Start Carrying out Evaluation & documentation

Administrative questions

Production of course material

Handbook for production of digital material

Registration of students on the course

Introduction into the learning environment

Course finishesCourse evaluation

Pedagogical planning

Planning of activating methods and assignments

Registration of students in learning platform(User names for course participants)

Face-to-face teaching

Choice of media Planning of course facilitation and feedback 

Test of facilities, software and hardware

Facilitation Documentation, updating of material and further development of course

Information about the course

Learning environment & layout

Course start Examination    

Evaluation of the course design

5. Written support materialamong others: Handbook for production of web-based courses

2. STARTING POINTS FORPLANNING- what is good learning?- why e-learning?

1. PRACTICAL QUESTIONS-financing-team -time-planning-support systems-technology and software

3. TARGET GROUPANALYSIS

5. CONTENTS- aims- modules

4. COURSE DESIGN- medium- material- examination

6. DESIGNING ACTIVITIES

7.E-MODERATING

9.EVALUATION-work process-course

8. LEARNING PLATFORM /WEB ENVIRONMENT

6. An example of processes(process for course design)

Based on Hely Lahtinen, TY 2001 9

Check-up of course plan + workload

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Module 1 Introduction:basic concepts of intercultural communication Group meeting 29 september 2003 29.9. P

Assignment 1: Describe your own identity 5.10. I A Pcomment to whole group 1 2

Assignment 2: Definitions I P Gradecorrect answer/model respons knowledge

Assignment 3: Online discussion on X 29.9-5.10 G A P application first comment .10 next comments 5.10.

Module 1 Module 2 Module 3etc

Contents/subjectLiterature /Course materialActivity 1

Activity 2EtcFeedback

Hours of workforstudent /teacher

Tool for planning

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Production of video and audio Production of video and audio materialmaterial

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Why audio/video material?Why audio/video material?

Variation Supporting auditory learners Giving the teacher a face Repetition Distance education

– Lectures – ”Rests” from class room lectures– Oral feedback on web-courses – Correct math assignments

Saving guest lectures for future use Illustrating processes, demo etc

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Adobe ConnctProAdobe ConnctPro Recorded session

– Video (or only sound) to Ppt or webpages or other documents

– One take – i.e. you cannot edit the lectures much

– Purposes– ”Welcome to this

course”– Lectures– Oral feedback

Enables– Online meetings– Online lectures– Online facilitation

and guidance– Online group work– The recording of

lectures/meeting

Editing function: parts can be cropped

Adobe Connect Pro

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Adobe PresenterAdobe Presenter Sound or video to Ppt Example:

http://web.abo.fi/lc/natforelasning/korpostrom/unipid14May09/

License to Adobe ConnectPro

Add-on to PowerPoint Easy to use

Adobe Presenter

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Wacom Cintiq ”Pen-on-Wacom Cintiq ”Pen-on-screen”screen”

For example for recording audio lectures to hand-written mathematical formulas

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Recording audio or video with Recording audio or video with digital recordersdigital recorders

Dictaphones– Time efficient

Video cameras– A camera man is usually needed– Help with editing

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Other Learning Centre Other Learning Centre projectsprojects

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Dealing with plagiariasmDealing with plagiariasm Cooperation project with Quality Assurance Unit and

Computing Centret Decisions by ÅAU Senate

– procedures for handling plagiarism (summer 2008)– from 1.1.2010 obligatory plagiarism control of all

theses (from Bachelor to Doctoral), using a software (autumn 2009)

Software for plagiarism since 2009– Urkund www.urkund.se

Why a software:– Quality assurance: ÅAU needs to be able to show a system

for detecting plagiarism• A software enables systematic plagiarism detection• A software makes the teachers’ work easier• A software makes plagiarism detection more equal and fair• University perspective – student perspective

– A general belief that plagiarism is increasing Information in English on the ÅA-web: www.abo.fi/student/en/

etik_plagiat

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System for electronic System for electronic examsexams Cooperation project with Computing Centre/ÅAU and the University of Turku/Student Affairs and Computing Centre

Electronic exams/exam aquarium – a room where the students gets exam questions through a computer and write the exam answers on the computer, while being supervised by a video camera

Student initiative> now a cooperation project with the other universities in

Turku – There are systems for electronic exams in quite a few

other universitites in Finland Electronic exams suitable for

– individual exams of different type – summer exams – book exams– exams with quizzes/self-correcting questions – for students with certain forms of handicap

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Student supportStudent support

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”Academic Study Skills” 1-5 ECTS– Optional course once a year (20-50 students) – Acadmic Studies, Study Techniques, Quality

Assurance, Information Literacy Basics, Information Literacy part II

– Web-based course• Moodle: forum, assignment, quizzes, poll• Introductory ’lectures’ recorded in Adobe

ConnectPro• Recorded lectures in Adobe Presenter• Web conference in Adobe Connect Pro

(presentations in small groups)• Students produce their own blogs (blogger or

wordpress)

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IT-courses for 1st year students

Support for writing theses: ”Gradu Journey” – ”Gradu Road” – ”Gradu Club”

http://www.abo.fi/lc/gradu/

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Individual or small group Individual or small group support according to support according to individuals’s needsindividuals’s needs Learning Clinic

– For students with special needs– Small group meetings– Starting this autumn

One-to-one support in IT Indiv. guidance for theses writing

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What the teachers should to be able to do in Moodle

Add and move resources– Add a text page (Add a resource >

Compose a web page)– Add a web link– Upload a file

Send messages through News forum Give feedback (using gradebook, adding

a text page, using forum) Create or take part in forum discussions Create an assignment

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+ course leaders should be able to do the following things, too:

Adding students and teachers to the course

Change settings (course key, course availability etc)

Create scales in gradebook Change the outlook of the course page

(adding & removing blocks) Adding information to calendar Creating groups etc

-No blocks you don’t need-Pictures that illustrate and makes it look nicer

Clear headings – you know what you get!

- Very ’short’ modules (i.e. only headings) to give a good overview of the course on this first page in moodle- Very similar layout for each module- Descriptive topics for each assignment: what kind of task (”plan a guided tour”), on what topic (”around paintings from the early Renaissance”)

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Identical structure of instructions in all assignments in this course / for all courses within basis studies

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Purpose of ACP on this course:– This course should give participants experiences of

various ways of online studies– Oral activity, practice presentation skills– Variation to text-based activities, opportunity for

students to talk to/meet each other Acitvity

– Web lecture + reading material > written activity (time schedule in Word) > Presentation of time schedule & discussion on time management skills in small groups (2-6 students) in ACP

– Following pods were used by participants: Camera&Voice, Chat, Share.

– Oral feedback by course tutor (and other participants)

– 40-75 min./group

Case: ACP for group presentations Case: ACP for group presentations and discussions on ”Academic Study and discussions on ”Academic Study Skills” courseSkills” course

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PreparationPreparation When course started

– Poll in Moodle about web cameras and headsets– Information on where students can use web cams&headsets

on ÅA computers– Doodle (www.doodle.com) for choosing suitable times for

group meeting

A few days before meetings: e-mail about where to log in, group formations, ”don’t worry”!

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During the session...During the session...

the students were asked to log in 10 min. before session (or previously that week)

We checked that everyone managed to log in and that their cameras&headsets worked

Participants introduces themselves Everyone preseted their assignment via

Share-pod (My Computer Screen/Windows or Documents/Ppt)

Chance to comment on each other’s presentations

Evaluation/”debriefing”