Going on-line: Lessons in blended learning and motivating engagement through assessment

Sharon Gedye - LTSN-GEES

Why I went on-line

Design features

Student /Staff Evaluation

Conclusions

Why I went on-line

Trained in on-line L&T (WebCT) Level 3 module in ‘Environmental Change’ Unhappy with student engagement with the

subject matter Conceptually difficult scientific subject matter -

passive classroom Problem with wider reading

Fantastic e-resources available

Design Features -Delivery (blended learning)

MODULE SCHEDULE Date Week On-line Delivery Contact Sessions

31Jan 22 Introduction to global environmental change

Introduction to the module, on-line training and expectations (AW)

7 Feb 23 The palaeoenvironmental context Palaeo-video (AW) 14 Feb 24 Techniques in palaeoenvironmental

reconstruction Support and Guidance session (AW)

21 Feb 25 Dating techniques Practical workshop – Chironimids. (BL)

28 Feb 26 The Pleistocene: marine and ice core records

Palaeoenvironmental Techniques Test Friday 28th February

7 Mar 27 The Pleistocene: terrestrial records Support and Guidance session (AW)

14 Mar 28 Holocene climate and its impacts Support and Guidance session (AW)

21 Mar 29 Field Trip Background FIELD TRIP! (AW, EW) 28 Mar 30 FieldTrip de-briefing Submission of field note book –

Friday 28th March 4 Apr 31 Human impact during the Holocene Practical workshop – Magnetics

(NR) 32-34 Easter Vacation

1 May 35 Recent environmental change – erosion and sedimentation

Workshop – Change in the tropics (AW)

9 May 36 Recent environmental change – pollution

Module conclusion and evaluation (AW)

37-38 Assessment Period Individual presentation Friday 16th or Friday 23th May

Design Features -Approaches to Content

Reduced content My text – overview / scaffolding Students linked directly to work of authors,

(on-line journals & web-sites). Don’t re-invent the wheel! Click-and-go - Ease of access

Design Features -Approaches to Content

Design Features -Providing Guidance

Design Features -How to get engagement - assessment?

Unit Paired formative & summative activities

Audience

Environmental change context

Discussion The group

The Quaternary Textual analysis Tutor

The Holocene Summarising an article The group

Recent environmental change

Data manipulation and interpretation

Tutor

Design Features -How to get engagement?

Set ground rules: expectations on accessing of materials contributing to discussions submitting formative work.

Contact students who are not engaging

Student Evaluation

Most liked learning on-line (some preferred it to conventional learning)

Positive about assessment strategy, resources, freedom of when to study

Wanted some conventional sessions – keynote lectures

Tutor Evaluation

Solved problem of limited wider reading Solved problem of poor engagement Although – not much on-line discussion –

took place face-to-face. More fulfilling for me – quality interaction with

the students (on-line and face-to-face)

Conclusions

Important to get the blend of on-line and face-to-face right

Assessment strategy needs to ensure on-line discussion