Three-way blending with learning objects: A versatile approach to

supporting international and British students using reusable learning

objects

Julie Watson University of Southampton

jw17@soton.ac.uk http://www.elanguages.ac.uk

Overview

• eLanguages• Toolkits and embedding them at U of S• Reusable Learning Objects (RLOs)• Ways of blending• Design and pedagogic features of RLOs• Evaluation of EAP Toolkit• Examples of use of Study Skills Toolkit• The way forward

eLanguages – what do we do?

• Reusable Learning Object (RLO) production

• Deliver e-tutored online courses across campus and across the world

• Licence various study skills toolkits to other institutions

• Collaborate on development of discipline-specific toolkits

• Research projects: Template and tool development Sharing/re-using/re-purposing/ contextual

metadata

Toolkits

• EAP Toolkit – academic study skills and language development– for international/ non-native speaker students – in use since 2003 (licenced since 2004)– 100 learning objects (80+ hours)– Tutor’s Guide– Interoperable ( Blackboard, Web CT, Web access)

• Study Skills Toolkit – academic study skills– for British/ native speaker students– in use since 2005 (licenced since 2006)– 75 learning objects (50+ hours)– Tutor’s Guide– Interoperable ( Blackboard, Web CT, Web access)

Arrive UK

• A pre-arrival course (or toolkit)

• Prepares international students for living and studying in the UK

• Delivered through Moodle VLE

• Learning objects, podcasts and e-tutoring

• Delivered 6 weeks prior to arrival in UK

• Delivered to UoS international students since 2005

Toolkit use at University of Southampton

• EAP Toolkit - currently 500 international students, and staff have self-enrolled

• Study Skills Toolkit - all U of S students enrolled; staff can self-enrol

• Study Skills Toolkit for Nursing and Midwifery - all 3000 SONAM students and staff enrolled

Toolkits: 3 ways of blending

Stand-alone ‘toolkit’ for independent learning

‘Trouble-shooting’ for student specific problems (tutor-directed)

Blended with face-to-face teaching and /or specific programme of study

• Student use outside the classroom

• Tutor use in the classroom

Design features of LOs

self-contained and separable from individual contexts of use

‘building blocks’ for course or resource set design interoperable consistently styled and sized allow re-use or repurposing – reusable learning

objects

Pedagogic features of LOs

learning point, topic or theme-focussed activity-led engage the student in reflection and active

involvement enhanced with significant amounts of feedback accommodate different learning approaches combine multiple media

- text, audio/ video links, web links, images etc.

Laurillard, 2002

Teacher’sConcept

Studentspecificconcept

Teacher’sconstructedenvironment

Studentspecificaction

GoalActions

FeedbackRevision

TheoryQuestions

ClarificationsInterpretation

Adaptation of Learners’ task

Reflection onLearners’ actions

Adaptation of actions in light of theoryReflection in

light of experience

Laurillard’s Conversational Framework for the learning process

Research: EAP Toolkit

Data Capture Methods

Student questionnaires, Tutor questionnaires, Student observations, Student learning log entries

Data Captured

Student Questionnaires

Student Observations

Tutor Questionnaires

Learning Log Entries

Summer 2004 194 58 21 120Summer 2005 260 14 40 -Summer 2006 25 - 31 -

Student evaluation of EAP Toolkit

2004• Frequency of use: 78% (once a day to once a

week)• Ease of use: 90% (very easy/easy)• Usefulness: 88% (very useful/useful)2006• Frequency of use: 84% (once a day to every

2-3 days)• Ease of use: 96% (very easy/easy)• Usefulness: 89% (very useful/useful)

Tutor evaluation of EAP Toolkit

2005• Supports students’ independent (non-tutor directed)

study: 81% • Supports students’ lesson-related (tutor-directed)

study: 57%• EAP Toolkit has a role in lessons: 38%

2006• 65% used with students (once a day to once a week)• 75% of tutors used in their face-to-face teaching

Tutor comments on SST Toolkit

To begin with I was anxious that it would be very strange to ask the student to work for a short time on a PC whilst I 'lingered'. In fact, that has been much less awkward than I thought. Indeed, the activity worked really well to provoke questions, as well as (it seemed) being intrinsically valuable for the students.

Academic Skills lecturer (Humanities) ASK Unit

Portsmouth University

All students complete a PDP assignment that asks them to self assessskills needs (using online assessment, feedback from coursework etc),develop SMART learning goals, critically reflect on relevant learningmaterial (they can select this) and reflect on their skill developmentprogress in first year.

A good number of first year Geography students select the SST for the critical reflection part of the PDP assignment and ALL without exception have commented on the value, ease of use and interactive nature of SST. Although this isn’t a detailed evaluation it clearly demonstrates the student centredness and relevance.

Joy MaloneyLearning and Teaching Coordinator

Faculty of Engineering, Science and MathematicsUniversity of Southampton

Study Skills Toolkit for School of Nursing and Midwifery

“Just had to email you after looking through the student STUDY SKILLS TOOLKIT on Blackboard. FANTASTIC!!!! I am well impressed. Could you pass on to whoever masterminded this and send my sincere congratulations!!!! It is a wonderful resource exactly what the students need to enhance clarity and understanding of what the university expects from their students.”

SONAM 3rd Year Student Representative, 2005

“Overall, it’s been absolutely invaluable especially in the option it allows for students to identify what they need to do …The packages are fantastic (and) as a diagnostic tool it’s excellent.”

Dr Jane Morgan (SONAM lecturer) Dec. 2006

The way forward

• More subject specific Study Skills Toolkits• Customisation of Arrive UK course for

other institutions (in Toolkit format for potential recruitment purposes)

• Extend use of template to deliver subject specific content