Tackling first year student engagement with learning technologies and the VLE
All eggs in one basket… or just blindfold the chicken?
The ideal… all eggs in one basket
Scattered tools & resources used outside the VLE
what’s left in the VLE?
Default tools & resources in VLE
Students sampled for usage
Students sampled for VLE usage
PLEs are systems that help learners take control and manage their own learning (Harmelen 2008)
Diversity and usefulness
So who is the blindfolded chicken?
Is free-range any better?
Group Task 1 The Perfect PLE - 10 minutes Design a PLE to most enhance a new student's learning experience at university. ...
Group Task 2 TEL Manifesto - 10 minutes Draft up an institutional TEL Manifesto intended for new students that enhances le...
Group 1: http://padlet.com/mariatannant/BB1 Group 2: http://padlet.com/mariatannant/BB2 Group 3: http://padlet.com/mariata...
MARIA TANNANT Programme Manager in Digital Pedagogy mtannant@uca.ac.uk References Van Harmelen, H. (2008). "Design traject...
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Tackling first year student engagement with learning technologies and the VLE

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This workshop addressed the importance of a Personal Learning Environment (PLE) and what guidance institutions provide to new students arriving to university with regard to using useful learning tools effectively. Workshop participants were made up of TEL expertise from across the HEI sector. Three groups of 5 or 6 people worked in 3 on the following tasks:

The Perfect PLE - Design a PLE to most enhance a new student's learning experience at university. The group may elect a specific subject area the student has chosen to study.

TEL Manifesto - Draft up an institutional TEL Manifesto intended for new students that enhances learning and enriches their online user experience.

The Padlet links (within the SlideShare) go to the online workspace the groups used during the session to collate discussion points and findings.

The conference in question was the 16th Durham Blackboard Users Conference 2016 – Learning from Failure held 6th, 7th & 8th January at Durham University.

The workshop session was delivered by Maria Tannant from the University for the Creative Arts.

Published in: Education
License: CC Attribution-NonCommercial License
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  • Just when you think everything is running smoothly,
    You get a jolt of reality!
    Who exactly is using the VLE and on what device
  • In an ideal world how great it would be to simply access all the valuable learning technologies from one place…
    Namely the VLE

    But we know this is far from possible.
  • - Tools that students and staff use outside of the VLE
    - The ideal of a ‘central learning environment’ cannot be achieved anymore
    - Like a pick and mix sweet shop, there’s a host of solutions
    - Not everything is listed here, but these tools represent alternatives
    - Catering for different learning styles
    - A host of methods around digital curation… and digital literacy via resources and interaction
    - These tools can offer greater flexibility and user experience for learning & teaching
  • So after looking at the MASS of tools available externally, what exactly is left in the VLE?
    How important and valuable are they to student learning?
  • Regular tools that work in Blackboard Learn
    After extensive testing here’s what I found worked on mobile and desktop devices
  • This ‘difference’ means we need to carefully consider what kind of TEL learning experience our students will have.
    This course make it very clear to students how everyone is expected to communicate and what tools/platforms/resources they are to use throughout their time at Uni.
    This includes social media such as LinkedIn, Twitter, Instagram and Pinterest.
    However, the document does not cover the full extend of teaching and learning methods together with subject specific university resources.
    So perhaps writing a T&L Strategy is the next task for the course team
  • Hence, their usage of the VLE is well rounded and smartphones are employed to mainly receive updates and notifications
    Whereas laptops are employed for deeper study and the production of work
    But this course’s adoption of the VLE is not mirrored across the university
    Where there is contrasting uses of technology and processes
    So perhaps we should be thinking more about exploiting the use of intuitive learning tools
  • - I made this Personal Learning Environment (PLE) while studying MAODE in 2011
    - This was my own interpretation of the tools I used to enhance my learning
    - But more importantly… how I organised my learning
    - Getting onboard with Dropbox was the single biggest achievement to manage my study & work files

    References
    (1) Van Harmelen, H. (2008). "Design trajectories: four experiments in PLE implementation". Interactive Learning Environments 16 (1): 36 – 46.
    http://www.tandfonline.com/doi/pdf/10.1080/10494820701772686
  • PLEs have different meanings and values to people
    Specific tools have different uses depending on the user
    The concept of being digitally organized has a large role to play for learners
  • We could view the maverick tutor going astray and doing his/her own thing with TEL
    And not bothering about adding to the basket of eggs in the VLE
    The student could be viewed as the blindfolded chicken getting lost in the plethora of new technologies
  • The notion of new and innovative pedagogies may well emerge from a less restricted approach

    • Tackling first year student engagement with learning technologies and the VLE

    1. 1. Tackling first year student engagement with learning technologies and the VLE
    2. 2. All eggs in one basket… or just blindfold the chicken?
    3. 3. The ideal… all eggs in one basket
    4. 4. Scattered tools & resources used outside the VLE
    5. 5. what’s left in the VLE?
    6. 6. Default tools & resources in VLE
    7. 7. Students sampled for usage
    8. 8. Students sampled for VLE usage
    9. 9. PLEs are systems that help learners take control and manage their own learning (Harmelen 2008)
    10. 10. Diversity and usefulness
    11. 11. So who is the blindfolded chicken?
    12. 12. Is free-range any better?
    13. 13. Group Task 1 The Perfect PLE - 10 minutes Design a PLE to most enhance a new student's learning experience at university. The group may elect a specific subject area the student has chosen to study.
    14. 14. Group Task 2 TEL Manifesto - 10 minutes Draft up an institutional TEL Manifesto intended for new students that enhances learning and enriches their online user experience.
    15. 15. Group 1: http://padlet.com/mariatannant/BB1 Group 2: http://padlet.com/mariatannant/BB2 Group 3: http://padlet.com/mariatannant/BB3 Group Workspaces
    16. 16. MARIA TANNANT Programme Manager in Digital Pedagogy mtannant@uca.ac.uk References Van Harmelen, H. (2008). "Design trajectories: four experiments in PLE implementation". Interactive Learning Environments 16 (1): 36 – 46.

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