‘Technology Enhanced Learning’

1. ‘Technology Enhanced Learning’ Prof Derek France Dept of Geography & Development Studies (d.france@chester.ac.uk) Solent Learning Community: Workshop, Southampton Solent University, June 2010

2. Outline structure • Objectives • Context - literature • Context – podcasting • Podcasting Assessment Feedback • Conclusions • Video Podcasts (VP) / Digital Stories (DS) • Lessons Learned • Concluding thoughts • Action Plan • References

3. Ice breaker….. • Form a line up for all workshop participants .. • by date of birth Jan1st to Dec 31stYou have 2 minutes • Your understanding, experience and application of podcasting for learning.You have 2 minutes

4. Objectives • An appreciation of Web 2.0 technologies with the potential to enhance teaching practice • Evaluate podcasting for summative, formative and generic feedback • An increased understanding of the impact of video podcasting on the student learning experience • An evidence-base for colleagues on how to use appropriate learning and teaching strategies to integrate podcasting in the curricula.

5. Brief Context: Literature • Current generation of students have been described as ‘digital natives’ (Prensky, 2001) • Oblinger and Oblinger (2005) characterise modern students as the ‘net generation’ who are digitally literate, highly Internet familiar, highly social, crave interactivity in image rich environments and don’t think in terms of technology, they think in terms of activity which technology enables. • Higher Ambitions (2009) identified the need to develop and enhance higher level skills in HE.

6. Brief Context: Literature • ‘Greater focus on technology will produce real benefits for all’ (Department of Education and Skills, UK, 2005, p.2) • HEFCE, UK (2009, p.6) more cautiously states that, ‘focus should be on student learning rather than on developments in technology per se, enabling students to learn through, and be supported by technology’ • Prensky (2009) now advocates ‘Digital Wisdom’ and ‘Digital Enhancement’

7. Web 2.0 ‘Social Web’ (Shirky, 2003).

8. Brief context: podcasting • Definition: • Digital audio and/or video file which can be played on a mobile device • Files typically downloaded from a server via the internet

9. Brief context: podcasting • Definition: • Digital audio and/or video file which can be played on a mobile device • Files typically downloaded from a server via the internet Use of familiar, popular and widely-owned technology Learning ‘on the move’

10. Lights, Camera, Action! A Framework for Developing Podcast Content Purpose Extension To Lectures Support Practical Work Support Fieldwork Bring Topical Issues Supplement Online Teaching Develop Students’ Study Skills Assessment …… Convergence Integrated with VLE Stand Alone Developer Lectures Tutors Students Senior Students Others (Experts) Medium Audio Video Reusability Temperate (Immediacy, Alive) Reusable Structure Single Session Multiple Sessions Length Short (10 minutes or less) Longer (10+) Style Formal (Lecture) Informal (Conversation, Discussion) Capacity Large Student Cohorts Small Groups of Students Frequency Weekly Fortnightly Monthly Regularly (Nie, 2007)

11. Lights, Camera, Action! (Impala project, 2007) Models of Podcasting Model 1: Support Lectures Screencasting, podcating lectures Lecture summaries Pre-lecture listening materials (complex concepts) Lecture recordings Model 2: Support Fieldwork “iWalk”: Location-based information Instruction on technique & equipment use Video footage prepare for field trip Digital Story-telling Model 3: Support 3-Dimensional Learning Anatomical Specimens (Structures, tissues, dissections) Model 4: Support Practical-based Learning Software teaching & learning (replace text-based instructions) Model 5: Assessment Tool Student-created podcast based on field trips Student-created podcast to address climate change Model 6: Provide Feedback Model 7: Supplement Lectures Bring topical issues Guidance & tips Assessment tasks Skills Development Supplement Online teaching

12. Podcasting Assessment Feedback

13. Brief context: assessment and feedback • Assessment – central to the student experience: • “frames learning, creates learning activity and orients all aspects of learning behaviour” (Gibbs, 2006, 23). • Feedback – central to learning from assessment: • “feedback quantity and quality are the probably the most important factors in enhancing students’ learning (Race, 1999, 27). • However: • “the literature on student experiences of feedback tells a sorry tale” (Handley et al, 2007, 1). • “many students commented on ‘cryptic’ feedback which often posed questions, but gave no indication of where they went wrong”(GfK, 2008, 8)

14. In small groups assess your expectations of the benefits of podcasted feedback for staff and students In 2 minutes • In small groups assess your expectations of the challenges of podcasted feedback for staff and students • In 2 minutes

15. The case study • One year, 2008 – 2009: • Two modules – 1st yr (69 students); Final yr (34 students). • One formative and summative assessment exercises (3rd) & four generic large group feedback opportunities (1st). • For each assignment: • Summative (Sm) -generic overview commentary combined with bespoke feedback on the group presentation • Formative (Fm) - informal podcast based on the e-postcard • Sm and Fm sent to the feedback section of each student’s VLE-based e-portfolio • Larger group generic feedback of four coursework assessments and placed in the online module space.

16. Feedback Uploading & Tracking • Feedback portal within the institutional VLE • Upload via modular e-learning areas

17. Accessing the feedback

18. Methods of evaluation 1. Pre-feedback questionnaire: Experience of podcasts; current views about feedback and expectations. (L4, 58, 90% response rate.) (L6, 28, 82% response rate.) 2. Post-feedback questionnaire: Engagement and perceptions. (L4, 30, 46% response rate.) (L6, 29, 85% response rate.) 3. Focus group discussions: Exploring emerging themes in more detail. (one at L6: 6 students; one at L6: 8 students.)

19. Prior experiences • ‘Confidence’ in using IT was high, over 90% of students) • Pre university podcasting experience relatively low at 37% compared to final year students of 82% • Prior negative feedback experiencesL4, 17% and L6, 13%

20. Formative Feedback N = 87

21. Summative Feedback N = 87

22. Generic Large Group Feedback N = 90

23. Summative versus Formative versus Generic • All three forms of podcasted feedback were valued by students • Formative was generally more appreciated than summative due to its potential immediacy to improve grade • Large group generic feedback was appreciated, and students recommended that it should continue and is seen as better than front of class feedback (less embarrassment).

24. Nature and content of the feedback • The potential for more depth and detail: • Over 70% of students commented on this… • ‘it felt really long. If you’d written this out it would have felt like a whole book. I really got a lot out of it, though’. • Hearing your voice seems to make the course seem closer, less distance. • More personalised: • “This feedback felt that the work had really been looked at and evaluated personally.” • ‘I listened to this at home and it felt like you were in the room with me and I wasn’t totally comfortable with that’. • More understandable? • You get “the tone of voice with the words so you could understand the importance of the different bits of feedback.”

25. Engagement with the feedback • Responsiveness to receiving information verbally: • “Don’t just briefly read it, you actually listen to it and take it in.” • “Novel, hearing voice 'goes in' better than just reading.” • “Better, goes in more. Can remember feedback from podcast but not from written.” • Greater sensitivity to the spoken word: • ‘I liked the feedback for what it was, but I also found it a bit depressing. It was very personal… I felt I let you down’. • “Any criticism will hit home more.” • “May be harder to hear a poor mark, rather than receiving it in writing.” • [I am least looking forward to] “hearing disappointment in their voices.”

26. Potential to do more harm than good? Accepted characteristics of good feedback (irrespective of method of delivery)… • Facilitates the development of self assessment (reflection) in learning • Encourages teacher and peer dialogue around learning • Helps clarify what good performance is (goals, criteria, expected standards). • Provides opportunities to close the gap between current and desired performance • Delivers high quality information to student about their learning • Encourages positive motivational beliefs and self esteem • Provides information to teachers that can be used to help shape the teaching. Juwah et al (2004)

27. Conclusion • Opportunity to diversify assessment feedback strategies. • Adherence to well-established guidance on assessment design/timing and feedback content/style remains critical. • Overwhelmingly positive from the students – especially distance learners • Students described it as personal, intimate, well-thought out • The potential to engage students with podcasted feedback irrespective of group size.

28. Student and Staff voices

29. Learner Generated Video Podcasts and Digital Stories

30. Hardware

31. Software

32. Podcasts from the field • New for 2007/8 and rolling out for a L4 core module “Foundations for Successful Studentship” • Fieldwork element • Potential to increase student engagement through:- • Digital story telling • Learner generated video podcasts • Integrated component of the field report

33. Learner Generated Video Podcasts (VP) • Core first year module n=70 - 80 • Three UK locations; Devon, Wales, Liverpool • Student work in small groups on a research project • Plan with the aid of a story board

34. Learner Generated Video Podcasts • Record the video sequence using digital cameras to cut down post production editing • Back at University compile podcast and share on the VLE • Bespoke pre and post VP/ DS questionnaire • Student focus groups

35. Marking Criteria

36. What are you most looking forwardto about creating VP /DS • Positive: • “Do something different from the normal way of presenting assignments” • “The challenge to make an engaging and interesting podcast” • “Using the new technology, the experience” • “Being creative and pulling all the information together” • Negative: • “Appearing on film” • “Speaking into the camera” • “Actually having to create and star in the podcast” • “It will be different and hard because I have never done it before”

37. Student Responses • Creating video podcasts enhanced my learning experience of the subject: 82% (07/08) and 86% (08/09) of students agreed with this statement and • Creating video podcasts made me more motivated to learn about the subject 65% (07/08) and 60% (08/09)of students agree with this statement • Creating video podcasts encouraged better group interaction: 86% and 90% of students agreed with this statement (07/08) and (08/09) • I am not comfortable working with new technologies: 82% and 81% of students disagreed with this statement (07/08) and (08/09)

38. Student Comments • Enjoyment: • “Liked to hear the sound of my own voice”“Easy and different so more enjoyable than just writing”“Good group project, got the group to bond” • Engagement: • “Feels more personal as it’s your own voice and not just a piece of paper you hand in. • “learnt how to do podcasting and the information stands out more, learning is better” • Experience: • “Bit embarrassing showing the lecturer how to do something they already know.” • “remembered what you did as you wrote it in the script”

39. Identify 3 separate words which best describe your experiences… n=63

40. Lessons Learned • Plan ahead • Podcast content and production must be appropriate. • People being recorded in the field must give their consent to the production of the podcast • Allow time for students to play and experiment with the equipment • Staff technical ability essential • Take care that no students are disadvantaged • Link to external partners

41. Concluding Thoughts • The process of using a storyboard to create a timeline of presentation elements helps co-ordination and co-operation between group members. • If used strategically, potential to blend multiple learning spaces of fieldwork and VP/DS to enrich the student learning experience • Learner generated VP/DS provides an opportunity to engage students in the discipline and develop new communication and presentation skills • Technology no barrier to students • Does the current positive feedback reflect a ‘novelty phase’ or is podcasting now just an integral part of students’ learning ‘toolkit’?

42. Action Plan • What have I learnt? • What I am going to do next? • Where will I be in 3 months • Fill out the postcard • What 3 things can you feedback to colleagues?

43. And finally….. • Form a line up for all workshop participants .. • Your understanding, experience and application of podcasting for learning.You have 2 minutes

44. Further sources of information

45. References • Department for Education and Skills (2005) Harnessing technology transforming learning and children’s services Available online at http://www.dfes.gov.uk/publications/e-strategy/ (accessed 6nd April 2009) • France, D., and Ribchester, C. (2008) Podcasts and Feedback. In Salmon, G., Edirisingha, P. (Ed.) Podcasting for Learning in Universities, pp. 70-79. Milton Keynes: Open University Press. • Gibbs, G. (2006). How assessment frames student learning. In C. Bryan and K. Clegg (Eds.), Innovative Assessment in Higher Education (pp 23-36). London: Routledge. • GfK (2008) NUS/ HSBC Students Research. GfK Financial London, Study Number 154021 • Handley, K., Szwelnik, A., Ujma, D., Lawrence, L., Millar, J. & Price. M. (2007). When less is more: Students’ experiences of assessment feedback. Paper presented at the Higher Education Academy Annual Conference, July 2007. Retrieved June 5, 2008 from http://www.heacademy.ac.uk/assets/York/documents/events/conference/E5.doc • HEFCE. (2009). E-learning strategy. Retrieved August 20, 2009 from www.hefce.ac.uk/pubs/hefce/2005/05_12/ • Higher Ambitions (2009) Higher Ambitions, Online at http://www.bis.gov.uk/wp-content/uploads/publications/Higher-Ambitions.pdf • Juwah, C, Macfarlane-Dick, D, Matthew, B, Nicol, D, Ross D., & Smith, B (2004) Enhancing the Student Learning through effective formative feedback. Higher Education Academy, York. www.heacademy.ac.uk/assets/York/documents/resources/resourcedatabase/id353_senlef_guide.pdf

46. References • IMPALA. (2007). Resources and tools for creating podcasts. Retrieved July 4, 2009 from https://swww2.le.ac.uk/projects/impala/documents/resources-and-tools-for-creating-podcasts • Nie, M. (2007). Podcasting for GEES Subjects. Paper presented at the IMPALA 2 workshop, Dec 2007. Retrieved June 5, 2009 from http://www2.le.ac.uk/projects/impala2/presentation/2nd%20Workshop/Presentations/Ming%20Nie • Oblinger, D. G, and Oblinger, J. L. (2005) Educating the Net Generation. Educause. Available online at http://www.educause.edu/educatingthenetgen/ (accessed 5ndApril 2010) • Prensky, M. (2001) Digital Natives Digital Immigrants. On the Horizon, 9, No 5. MCB University Press http://www.marcprensky.com/writing/Prensky%20-%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part1.pdf (accessed 20th August 2009) • Prensky, M. (2009) H. Sapiens Digital: From Digital Immigrants and Digital Natives to Digital Wisdom. Innovate, 5, No3, pp1-9. (accessed 20th August 2009). http://innovateonline.info/index.php?view=article&id=705&action=article • Ribchester, R., France, D., and Wheeler, A. (2008) Podcasting: A tool for Enhancing Assessment Feedback? In O’Doherty, E. (Ed) The Fourth Education in a Changing Environment Conference Book 2007. Informing Science Press. • Ribchester, C., France, D., and Wakefield, K. (2008) It was just like a personal tutorial’: Using podcasts to provide assessment feedback, Higher Education Academy Annual Conference. http://www.heacademy.ac.uk/resources/detail/events/conference/Ann_conf_2008_Chris_Ribchester

47. References • Race, P. (1999). Enhancing student learning. Birmingham: SEDA. • Salmon, G. & Edrisingha, P. (2008). Eds. Podcasting for Learning in Universities. Maidenhead: Open University Press. Including companion website: http://www.atimod.com/podcasting/index.shtml • Shirky, C. (2003) Social software and the politics of groups. Networks, economics and culture mailing list [online] 9th March 2003. Available at: http://shirky.com/writings/group_politics.html (Accessed April 18th 2010) • Wakefield, K., and France, D. (forthcoming) Bringing digital technology into Fieldwork. Planet