Case Study:Disability support in computer-based assessment.

Case Study- Disability support in computer-based assessment. University of Nottingham.

Overview:

To give students with disabilities the same support as other students. The University of Nottingham introduced changes to their CAA system to help with the level of support for students with disabilities. The project was undertaken due to their equal opportunities policy as well as government legislations about equal opportunities.

Objectives:

“The main aim being to focus on the measurement of subject matter understanding rather than a students' ability to interact with a particular assessment format.” (Wilkinson, 2008)
“The priority was to create a design that could be: a) implemented quickly before each exam with no specialist personnel required, and b) could be used on any computer used for examinations rather than being limited to specific machines. Also, because of the uniqueness of examinee requirements the system must permit accommodation at the individual level rather than whole groups” (Wilkinson, 2008)

Evaluation Methods:

No formal evaluations as of yet. (only 30 students are using the system)
Informal discussions have highlighted student feedback to be positive.


Benefits:

The system was designed so that additional accommodations could be used on any machine.
Central administration.
Simple and non technical interface.
Creation of personal profiles allows students needs to be individually addressed be it by changing font size and colour or backgrounds.
The use of radio buttons etc to allow for students who are unable to use a mouse.
Time allocation for users is automatically calculated so students with extensions know exactly how long they have to sit exams.
Academic standards can be maintained as more students with disabilities enter the programme.

Challenges:

Upfront development time was large-however this is a one off set up.
Making sure the students were getting what they required or were entitled to from the system.


Personal Observations:
In a time where more and more people are going on to further education it is important to address the equal opportunities issues that can arise from any form of study. Study support is available for students with disabilities in primary and secondary education but is only recently coming to the forefront in Tertiary education. This innovative approach is something that can be built on for the future. The project worked closely with expert from the ‘Disability Policy Unit’ meaning they had informed support throughout.



References
Wilkinson, S. (2008). Disability support in computer-based assessment [online] http://www.jiscinfonet.ac.uk/case-studies/tangible/nottingham/index_html1 (Accessed 22 February 2010)

Use of a VLE to support placement students on Whip. University of Hull

Case Study- Use of a VLE to support placement students on Whip. University of Hull.

Overview:

The University of Hull extended their ‘Merlin’ VLE to support students on placements and provide additional support and assessment submission facilities.

Objectives:

To support students on placement electronically rather than f2f and telephone communications.

Evaluation Methods:

Student feedback to assess where changes may be needed.
Improved academic results after their return to University.


Benefits:

Because Merlin was already in place no further training was required for students.
Merlin is highly effective for communication.
Merlin has a user friendly interface.
Students became more confident and focussed after the support of Merlin on placement.
Communications became easier between placement students, administrative staff and teaching staff.
Cost, as there was no longer a need to telephone all students this reduced communications costs. Students choose what to print off to hard copy reducing photocopying costs.

Challenges:

Ensuring students realised that the university rules still applied to them even when on placement. (This included deadlines).
Getting students to accept that the use of Merlin was compulsory.
Students did not have the same access to library facilities as they would on site.
Tutors had more questions to deal with via email.


Personal Observations:

This implementation has worked well. Leston-Bandeira states that “If the University decided to change or alter its VLE arrangements, this could potentially cause a significant amount of additional administration” (2009) so it is worth noting that future technological changes would need to look at compatibility issues before being taking on or could undo all the work that has been put in.


References
Leston-Bandeira, C. (2008) Use of a VLE to support placement students on Whip. [online] http://www.jiscinfonet.ac.uk/case-studies/tangible/wolverhampton/success1 (Accessed 21 February 2010)

Use of e-portfolios and blogging in Teacher Education.

Case Study- Use of e-portfolios and blogging in Teacher Education. University of Wolverhampton

Overview:
Hughes introduced an online learning environment, promoting blogging and e-portfolios. This environment was trialled on PGCE students over 3 years. The study was used to promote reflective writing, journal entries and critical incident sharing, it links with learning to learn as well.
The idea was to create an area which would “encourage a deeper engagement with theorising practice leading to observation evidence of teaching practice underpinned by theoretical understanding and application.” (Hughes, 2008)

Objectives:
To create “an online learning environment that presented itself as inherently more dialogic and intuitive.” (Hughes, 2008)

Evaluation Methods:
Exam results have improved.
Student’s enthusiasm for e-learning has increased.
Students are still blogging after the courses finish.

Benefits:
Degree grades over both years have improved.
“The increase in A and B grades across the 2 years was specifically linked to the quality of the reflective writing.” (Hughes, 2008)

Challenges:
Lack of vision in own school
Inability of colleagues to separate the product and learning process.
Start up costs.

Personal Observations:
I think the web folios are a good innovative use of technology. But, I don’t think blogging for students is entirely new and innovative, however, I do accept that by explaining how thinking about these posts can help your grades students will take a more academic approach to their blogs, ultimately improving grades as opposed to the freer less thought out posts many would already be making.
Key finding:
“The results of this study suggest that e-portfolios benefit learning most effectively when considered as part of a joined-up teaching and learning approach, rather than as a discrete entity. The approach should include online repositories, planning and communication tools, and opportunities for both students and teachers to draw out and present e-portfolios at particular times and for particular purposes.” (Hughes, 2008)

References
Hughes, J. (2008) Use of e-portfolios and blogging in Teacher Education [online] http://www.jiscinfonet.ac.uk/case-studies/tangible/wolverhampton/success1 (Accessed 21 February 2010)

Podcasting in Philosophy

Case Study- Use of Podcasting in Philosophy Glasgow University

Overview:

Podcasts of lectures, seminars and a course introduction were recorded for two courses. These were available to students as soon as they were uploaded by use of a URL and password, they could be played on iPods, computers etc. These podcasts can be accessed through Glasgow university webpage and iTunes (not verified).

Objectives:

To see if podcasting would benefit the teaching and learning environment for students and teachers.

Evaluation Methods

No conclusive evaluation as there has been no formal assessment of the trial, although all students apparently liked the podcasts and referred to them for essay writing and revision. Both courses have 100% pass rate, however, there is no mention of if this was the case before the podcast introduction. The use of podcasting is being continued in these courses and adapted by other members of staff.

Benefits:

“Successful, happy students” (Stuart, 2008)

Immediate access to the podcasts anywhere via portable media devices.

Reference material for revision or students who may have missed lectures etc.

Challenges
Stuart “anticipated no problems or challenges that this context would produce in terms of implementation of the e-learning approach, and there were none.” (Stuart, 2008) Although she does later go on to mention that batteries running out and forgetting to switch the recording device on were minor issues.

Personal Observations.

The case study demonstrates the implementation of new technology to enhance revision and learning. This is way of learning could be very helpful to learners who need to hear/see things twice to fully take them in. It is a good use of auditory teaching and provides backups for students missing out on lectures due to ill health. It also means that note taking can be done later, in less detail or not at all.

Reference

Stuart, S. (2008) Use of podcasting in Philosophy [online] http://www.jiscinfonet.ac.uk/case-studies/tangible/glasgow/index_html1/view (Accessed 21 February 2010)

Activity: Elearning Concepts and Themes

This really was quite hard, and I'm aware my ideas are somewhat different to the others posted so far. It will be interesting to see discussions on this.

I have also posted my initial thoughts on the questions below.

x

I was surprised at how spaced out my grid looked as I had expected a heavy weighting towards informal and new. The only area seeming lacking was the informal, old section of the grid.

To what extent should we think of e-learning as a distinct discipline with a need for its own concepts and vocabulary?

E-learning is too similar to ’learning’ to need a distinct discipline in my opinion. Although the location may vary, the outcomes remain the same, whether learned in a classroom, office or institution or learned online in your lounge, on the train etc. So I would place e-learning as a sub category of the learning discipline integrating vocabulary and concepts already in place and adding to them as needed.

Do you think the formal–informal divide is more or less evident in e-learning than in more traditional forms of learning?

I feel the divide is less evident. With e-learning people have the opportunity to learn in a chosen environment and often at a self chosen pace. Formal learning requires time keeping and attendance at a specific location. With e-learning these demands are reduced, and in some cases eliminated.

Did you find any of the concepts difficult to place on the grid provided? If so, why was this?

I found the biggest issue of placing on the grid was trying to decide if things were formal or informal. Mobile learning for example can be used in a range of e-learning ways. A company can provide a structured reading plan for its workers to complete using their PDA’s which would be a formal activity. However, Mrs. Bloggs could decide she wanted to learn Spanish to take up time on her bus journey to see her mother each week, which would make the learning process informal.

Can you think of two different axes for such a grid that might also help categorise e-learning concepts?

Still thinking on this one, initially I wanted to use platforms and applications, but there is no middle ground for this. Will come back to it later after a think.

H807-JISC case studies

This is where I plan to comment on the JISC case studies.
I aim to comment on
Objectives
Evaluation Methods
Benifits
Challenges
and possibly make some personal observations.