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Presented date 09 Apr 2013 The Higher Education Technology Agenda (THETA) Conference Hobart, Tasmania Abstract: In order to meet the learning needs of a large number of in-house, flexible learning and distance-learning students from a variety of disciplines, The University of Auckland Library has enhanced the provision of information and academic literacy instruction through the design of online learning environments. Learning Services Librarians, learning designers and subject librarians from The University of Auckland Library have collaborated with faculty, Centre for Academic Development staff, graphic design professionals and web developers to design online courses and tutorials, such as: • Academic Integrity - stand-alone online academic integrity course, compulsory for all new students at the University of Auckland from Semester I 2013; • COMLAW 101: New Zealand’s Legal Framework - curriculum- integrated information literacy online tutorial designed for COMLAW 101: Law in a Business Environment academic course with 2000 students each year; - POPLHLTH 701: Research Methods in Health - curriculum- integrated online information literacy learning environment for postgraduate students completing the POPLHLTH 701: Research Methods in Health course and compulsory assessment activity bearing 15% course mark; - FTVMS 100: Assignment Research Path – curriculum-integrated information literacy online tutorial and compulsory assessment activity (10% course mark) designed for FTVMS 100: Media studies first year undergraduate course with 1000 students each year; - Understanding Your Reading List - generic information literacy online tutorial designed for all first year undergraduate students. The focus of the paper will be on the development framework of online courses, curriculum-integrated and generic tutorials and the analysis of different stages of each project, their collaborative nature and usability testing practices applied (user observation, focus group interviews, surveys) and outcomes. It will introduce CourseBuilder as a web-based tool for the design of online learning environments and activities, its features, functionalities and published outputs. CourseBuilder, developed by the University of Auckland’s Centre for Academic Development, is an authoring tool that provides customisable templates to develop online interactive activities (eg, case studies, reflections and quizzes), import text, insert media, monitor student responses and more. Finally the paper will describe issues and challenges during each development stage, as well as benefits and limitations of using an online learning environment development system. URL http://theta.edu.au/program/presentations-2/posters/the-development-of-online-learning/ Other URL http://theta.edu.au/program/presentations-2/posters/the-development-of-online-learning/ Medium Poster Presentation Status Unpublished
Citation preview
CHALLENGESTHE
Integrating academic literacy into curricula and
meeting learning needs of largenumber of students
Accommodating learning needs of distant-learning students
Courses delivered as combination of online and in-class modules
Accommodating different learning styles of students
10,000 new students enrolled per year
The Development of Online Learning Environments (OLEs) Presenter:
Neda Zdravkovic
SOLUTIONCOLLABORATION
LearningServices
Librarians
SubjectLibrarians
LearningDesigners
Faculty
Subject Matter Experts
LearningAdvisors
WebDevelopers
GraphicDesigners
Curriculum-integrated online academicliteracy module for POPLHLTH 701:
Research Methods in Health online course(200 postgraduate distance-learning
students)
Academic credit online course, compulsory
for all new students
Curriculum-integrated academic literacy online tutorial and assessment activity(10% course mark) for FTVMS 100:
Media Studies course (500 undergraduate students)
POPLHLTH 701:Research Methods in Health
FTVMS 100:Assignment Research Path
ACADEMIC INTEGRITYwww.academicintegrity.auckland.ac.nz
Start Introduction
Academic Integrity
Module 2Avoiding academic dishonesty
Module 3Using and acknowledging the work of others
Module 4Using copyrighted material correctly
Module 5Consequences of academic dishonesty at The University of Auckland
Module 1Academic integrityat university
Are the readings good enough?
What is the assignment question
asking me to do?
How do I write my essay?
Assessment 1aWhere and how
do I find readings for my assignment?
How do I reference?
OK, you’ve got your assignment question — what next?
Follow the steps in this tutorial to complete your assignment.
WHAT does my research question really mean?
What do I need to find out?
What are the key ideas?
What words describe the key ideas?
WHERE can I find quality information?
Databases for MedSci
Articles and more
Theses and dissertations
Google Scholar
Search
ReadSelect and evaluate
HOW can I find the information I need?Hth
How do I write my literature
review? How do I write my research proposal?
How do I reference?
HOW do I write and present my research?
INITIATION
Uncertainty
SELECTION
Optimism
ASSESSMENT
Senseof
Accomplishment
PRESENTATION
Satisfactionor
Disappointment
COLLECTION
Sense of Direction
Confidence
FORMULATION
Clarity
EXPLORATIONConfusion
Frustration
Doubt
Recommended readings Finding booksRecommended readin Finding booksRecommended readings Finding books
Course Builder’s customisable templates are applied to develop
interactive activities: online quizzes, problem-based scenarios,
interactive hotspots and comics, insert media files -
videos, images, graphics.
LIBRARIES AND LEARNING SERVICES
Usability testing practices applied: - User interviews using paper prototypes - User behaviour observation using MORAE software - Focus group interviews - Surveys - using SurveyMonkey tool
Results - student feedback received: - I think these modules are great. After 6 years back at University as a mature student, this was a great refresher and helpful for my studies. - Pretty good online class. It's easy and convenient for me to understand. - Very cool way of learning! Interactive, fun and able to stick it in your head! I was very impressed!
HNTNT
nt
Based on Kuhlthau’s (1991)
Information Search Process (ISP) , the new
model isdeveloped as the
base structure of the
online assessment
activity. Kuhlthau, C.C. (1991). Inside the Search
Process: Information seeking from the user’s perspective.
Journal of the American Society for Information Science, 42(5), 361-371.
CurriculumIntegratedModules
GenericTutorials
Academic CreditCourse
CurriculumIntegratedTutorials
Online Learning
Environments Designed
Based on results of four subsequent usability testing rounds, student-centred, participatory and situated learning environment is created accommodating different learning styles - February 2013
Compulsory academic literacy assessment activity is integrated into POPLHLTH 701 online course ( 35% total course mark).
Assessment sheet is embedded in the OLE using the Course Builder ‘journal’ functionality. Students follow online activities to formulate their final answers and submit them electronically.
Large amount of content is transformed into visual form – images, videos, graphics.
Assessment 2 online activity is designed according to the “assessment for learning” pedagogy with sequential activities enabling experiential learning to take place.
Based on results of usability testing round I, the first version of the online course is developed in CourseBuilder platform - June 2012.
PAPER PROTOTYPE - MAY 2012
MARCH 2013Based on results from final Pilot testing (2000 students participated), final version of the stand-alone course and online test is released.
POSTER FINAL NEDA.ai 1 4/04/2013 4:00:09 p.m.
