Project Studies: Dissemination activity plan

1. Project Studies:Dissemination activity plan Evaluatation of the implementation of Brainbox(=Blackboard) at the Zernike College (Groningen/Haren) Dissemination activity plan, 20 January 2005 - Reinder Vrielink

2. Evaluation Brainbox Zernike College (Groningen/Haren) • Project studies (module 5): • MSc in e-learning, multimedia and consultancy • Personal goals: • Develop consultancy skills • How do you launch Blackboard on a efficient way in a secondary school? • School profits: • Management; increase performance • Teachers; increase efficiency Dissemination activity plan, 20 January 2005 - Reinder Vrielink

3. Dissemination activity plan, 20 January 2005 - Reinder Vrielink

4. Evaluation Brainbox Zernike College (Groningen/Haren) Dissemination activity plan, 20 January 2005 - Reinder Vrielink

5. Evaluation Brainbox Zernike College (Groningen/Haren) • Dissertation (module six) focus on students • My research question is whether students like Blackboard. Do they think that the use of Blackboard is useful? Which issues can predict the use of Blackboard in the best way? I like to know if the use of Blackboard in education at secondary schools has additional value. Dissemination activity plan, 20 January 2005 - Reinder Vrielink

6. Research questions one • What is the quality of a by Brainbox supported lesson? How effectient is the performance of Brainbox (qualitatieve and quantitative)? Dissemination activity plan, 20 January 2005 - Reinder Vrielink

7. How do you measure the Efficiency of a by Brainbox supported lesson. Dissemination activity plan, 20 January 2005 - Reinder Vrielink

8. How do you measure the Efficiency of a by Brainbox supported lesson. • When a teacher starts working with Blackboard he is forced to look critical to the structure of his lesson. The lessons get a clearer didactics (Helder, 2004). So in a quantitative way I looked at the participation of teachers. • It will be easier for students to start their lesson themselves. The independency of the students and their own responsibility of their learning process increase (Oudshoorn, 2004). So I choose to investigate the use of announcements, study planners, the possibilities of answers and tests. • This electronic form of communication leads by proper use (good assignments and tasks) till an intense contact, more time-on-task, and effective discussions rather than in many face-to-face groups in education (Deinum, 2003; Kanselaar, 2004)”. I investigate on the use of the discussion board, the use off group work and e-mail (communication). • The quality of the student’s products will raise because students are more motivated when the assignments are in digital form. (Helder, 2004). I investigate the use of the drop box, so that the mailbox of the teacher is not loaded up. • The choice for to look at the use of the content area is motive by: “It is not the delivery truck which determines the knowledge transfer but it’s about the content “. (Kirscher 2004). Dissemination activity plan, 20 January 2005 - Reinder Vrielink

9. Research method • Analyses of 31 courses • announcements, answers • test, study planners, content • drop box, discussion board • groups, e mail • Total number of courses are 387 (total 300 teachers). Dissemination activity plan, 20 January 2005 - Reinder Vrielink

10. How do you measure the Efficiency of a by Brainbox supported lesson. • Do you agree/disagree with these basic assumptions say something about the effectiviness use of Brainbox. • Make two groups. Group one formulates only pro’s and group two formulates only contra’s • Exchanges performance • Vote Dissemination activity plan, 20 January 2005 - Reinder Vrielink

11. Analysing courses • Table 1: investigated courses. • Description Number % • Investigated courses 37 100 • Beyond classes 6 16 • Lower classes 21 57 • Upper classes 10 27 Dissemination activity plan, 20 January 2005 - Reinder Vrielink

12. Analysing courses • Table 2: percentage of use per course of withdraw activities from 31 courses • Activity Number % • Announcements 7 23 • Answers 11 35 • Discussion board 4 13 • Dropbox 12 39 • E mail 17 55 • Groups 13 42 • Study planner 22 71 • Test 13 42 Dissemination activity plan, 20 January 2005 - Reinder Vrielink

13. Analysing courses • Table 3: number of hits per activity • Hits % • Announcements 13892 19 • Content 44195 60 • Discussion board 1990 3 • Dropbox 2021 3 • E mail 1354 2 • Groups 3678 5 • Other 6595 9 • Total 73725 100 Dissemination activity plan, 20 January 2005 - Reinder Vrielink

14. Research question two • Eventually interventions: • Diagnose: Burke-Litwin causal model of organisational performance and change. At what level of organization will an eventually intervention be the most effective; mission/strategy, management, structure, motivation teachers? Dissemination activity plan, 20 January 2005 - Reinder Vrielink

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17. Burke-Litwin causal model of organisational performance and change • Discuss the results in couples • What interventions do you propose? • Compare with each other these interventions • Conclusion? • Compare with my conclusion Dissemination activity plan, 20 January 2005 - Reinder Vrielink

18. Conclusion and Reccomandations • Make a strategic ICT-plan • goals are - 1000 courses in 2007? • Management • use Brainbox urerself • put Brainbox on the agenda • discuss with sections • Sustain • ICT-workgroup • participation of the management • exchange - celebrate successes! • School appointments on structure Dissemination activity plan, 20 January 2005 - Reinder Vrielink

19. Reflection • What profit does this workshop has for you? • Thanks for your attention and I like to offer you a snack and a drink! • Reinder Vrielink, January 2005. Dissemination activity plan, 20 January 2005 - Reinder Vrielink