PDFL/poster page

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Instructions for Graphic designer

The poster will be depicting the outcomes of a research evaluation project called: The power of design on flexible learning and digital network literacy. So this can be the name of the poster.

  • Poster size: A0 - able to reduce to A4 handouts
  • Information: I will have to develop this on the wiki over the weekend.
  • Due for print: 26 June 2008
  • Hours: can you give me some idea when you see the text?
  • Visuals: something to do with team teaching, social networking and digital network literacy, research. To illustrate the following eLearning Guidelines:
  • TD11 Should staff use a team approach to develop and teach the course?
  • TD12 Is the design of learning informed by research on effective eLearning?
  • TO9 Are staff encouraged to participate in networks and learning communities involved in reviewing, developing or sharing good practice in the use of e-learning?
  • Use Otago Polytechnic logo - there may be two others as well - I will check.--bron 21:38, 18 June 2008 (UTC)

Text content of the poster

  • Heading for poster: The power of design on flexible learning and digital network literacy
  • Researchers: Bronwyn Hegarty, Leigh Blackall, Terry Marler. Please add to poster --bron 23:35, 22 June 2008 (UTC)

It will need to prominently depict the following eLearning Guidelines:

  • TD11 Should staff use a team approach to develop and teach the course?
  • TD12 Is the design of learning informed by research on effective eLearning?
  • TO9 Are staff encouraged to participate in networks and learning communities involved in reviewing, developing or sharing good practice in the use of e-learning?

The following headings are needed in the poster:

  • Introduction
  • Aim
  • Objectives
  • Outcomes
  • Benefits for learners
  • Benefits for NZ practitioners
  • Where now? or Next steps

Poster version

Title: The power of design on flexible learning and digital network literacy

Authors: Bronwyn Hegarty, Leigh Blackall, Terry Marler

Project website: http://wikieducator.org/PDFL

Aims

1. To measure the pedagogical approach for a new course (Designing for Flexible Learning Practice) against three eLearning Guidelines:

  • TD11 Should staff use a team approach to develop and teach the course?
  • TD12 Is the design of learning informed by research on effective eLearning?
  • TO9 Are staff encouraged to participate in networks and learning communities involved in reviewing, developing or sharing good practice in the use of e-learning?

2. To investigate how strategies, which are used to promote network learning and engagement in learning communities, influence participants’ digital network literacy and level of self-efficacy for eLearning.


Outcomes

1. Three Case Studies of Design were developed

Practical skills for veterinary nurses (CDROM) - a resource Designing for Flexible Learning Practice - a course Facilitating Online Learning Communities - a course

2. Research evaluation of a course - Designing for Flexible Learning Practice

An effectiveness evaluation was chosen because it can be used to determine if a method of instruction helped enhance knowledge and skills and alter beliefs. A mixed methods approach (focus group interviews, online survey, assessments) was used to gather data from both course developers/lecturers (also researchers) and course participants who had completed the course.

Preliminary findings from the effectiveness evaluation of the course indicate the following: course design is evidence-based, team teaching is appropriate approaches to teaching have changed a wider range of technologies are used in teaching levels of digital network literacy are improved confidence (self-efficacy) with technologies has increased

3. Alumni are taking part in online professional networks There is collaboration in course development and also information exchange. This helps practitioners to keep current.

Benefits for learners

Already the design of the course has been modified to accommodate feedback from participants in the research evaluation. For example, the following changes to the design of the course have been made: 

   * more emphasis on flexible learning theory;
   * learning self-paced and based on an online course schedule with weekly activities;
   * two people developing and teaching the course;
   * support for using social networking tools has devolved to support services 
   * more use of professional networks to provide expert content.

Benefits for NZ practitioners

A model of online course design has been developed which incorporates the following: 

   * open educational resources;
   * strategies to promote digital network literacy in learning and teaching;
   * methods to enhance self-efficacy for online learning;
   * professional networks and connectivity;
   * evidence-based practice;
   * team teaching;
   * eLearning Guidelines.

Where now? or Next steps 

   * Results from the research evaluation will inform future design of the DFLP course.
   * The project findings will be presented at a conference in the future and prepared for publication in a peer-reviewed journal.

Acknowledgements

This project was led by Massey University and was a collaboration between: Auckland University of Technology, Bay of Plenty Polytechnic, CareerForce (Community Support Services ITO Limited) University of Canterbury, Christchurch Polytechnic Institute of Technology, Eastern Institute of Technology, Manukau Institute of Technology, New Zealand Tertiary College, NorthTec, Otago Polytechnic, Te Whare Wānanga o Awanuiārangi, The Open Polytechnic of New Zealand, The University of Auckland, Unitec, University of Canterbury, Victoria University Wellington, Waiariki Institute of Technology, Wellington Institute of Technology,

Introduction long version

In 2006, a new course, Designing for Flexible Learning Practice (DFLP)was developed and implemented at Otago Polytechnic. This was a compulsory course in the Graduate Certificate in Tertiary Learning and Teaching (GCTLT). The course was created to inform tertiary teachers about design and development for flexible learning. The course facilitators also wanted to raise awareness about a wide range of information and communications technologies for use in learning. The eLearning Guidelines (ELG) project provided the opportunity for the facilitators and developers to evaluate the approach taken to develop and run the new course. Primarily, the effectiveness of the course design was based on educational theory rather than made to fit pre-determined LMS structures and features(Siemens, 2004). Academic staff levels of digital network literacy and self-efficacy with eLearning, have influenced the need for a system which standardises information and communication in online courses.

Definitions

  • Digital network literacy: "...the set of abilities and skills where aural, visual and digital literacy overlap. These include the ability to understand the power of images and sounds, to recognize and use that power, to manipulate and transform digital media, to distribute them pervasively, and to easily adapt them to new forms" (The New Media Consortium (2004).
  • Self-efficacy in eLearning: "The belief people have in their own abilities to perform in particular areas related to eLearning. The higher the level of self-efficacy the more confident one is to deal with challenges in eLearning " (Hegarty et al., 2005).

Aims

1. To assess whether the pedagogical approach for the DFLP course was effective as measured against three eLearning Guidelines:

  • TD11 Should staff use a team approach to develop and teach the course?
  • TD12 Is the design of learning informed by research on effective eLearning?
  • TO9 Are staff encouraged to participate in networks and learning communities involved in reviewing, developing or sharing good practice in the use of e-learning?

2. To investigate how strategies, which are used to promote network learning and engagement in learning communities, influence participants’ digital network literacy and level of self-efficacy for eLearning.

Objectives

The project was conducted in three phases:

  1. an exploration of design models and development of case studies;
  2. a research evaluation of course effectiveness;
  3. the establishment of a networked learning community.

Outcomes

There were outputs in five areas:

  1. Case studies of design - a resource and two courses;
  2. Research evaluation of a course - Designing for Flexible Learning Practice;
  3. Networked learning communities for continuing professional development;
  4. Digital network literacy;
  5. Self-efficacy for eLearning.

1. Case Studies of Design

Three case studies have been described against the three project eLearning Guidelines: research-based design, teamwork and networks and learning communities. These are available on the project website: http://wikieducator.org/ --bron 01:28, 22 June 2008 (UTC) 

 Sunshine please ask Leigh if he can change the name to the project website 
 - currently: http://wikieducator.org/The_power_of_design_on_flexible_learning_and_digital_network_literacy 
 - perhaps it could be PDFL so we can have a website which is easy to add to the poster e.g.: http://wikieducator.org/PDFL
  1. Practical skills for veterinary nurses (CDROM) - a resource
  2. Designing for Flexible Learning Practice - a course
  3. Facilitating Online Learning Communities - a course

2. Research evaluation of a course - Designing for Flexible Learning Practice

An effectiveness evaluation was chosen because it can be used to determine if a method of instruction helped enhance knowledge and skills and alter beliefs. A mixed methods approach was used to gather data from both course developers/lecturers (also researchers) and course participants who had completed the course.

The following sample and tools were used:

  • course developers/lecturers - focus group interviews;
  • course participants - focus group interviews, individual interview if unable to attend the focus group, online survey.

An interviewer external to the organisation was employed to assist the course developers/lecturers to reflect on the three eLearning Guidelines chosen for the project - research-based design, teamwork and networks and learning communities, as well as self-efficacy of the course participants for eLearning. The same interviewer conducted interviews and with nine of the course participants.


Preliminary findings from the effectiveness evaluation of the Designing for Flexible Learning Practice course indicate the following:

1. Research-based design

  • Each lecturer involved in developing the course had expertise in different areas of research. For example, multimedia in education, self-efficacy in eLearning, reflective writing, social networking and digital information literacy and factors affecting rural, distance learning.
  • Strategies used in the course were based on research evidence and experience.
    Three-step reflective framework for reflective writing on a weblog;
    email forum and blogs for communication;
    course content and resources on WikiEducator.

2. Team teaching

  • Participants appreciated different perspectives on flexible learning;
  • Different approaches used by the course lecturers gave participants the opportunity to explore a variety of flexible learning resources, strategies, philosophies and media;
  • Different skills of the facilitators, enabled participants to select and be supported to use flexible learning approaches which appealed to them and suited their way of teaching.

3. Networked learning communities for continuing professional development

  • Some of the participants have gone on to contribute to a networked learning community within the organisation, exchanging ideas and collaborating on resource development;
  • Lecturers contribute to professional networks and collaborative projects which involve DFLP alumni.

4. Digital network literacy

Participants indicated that they have changed their approach to teaching since taking DFLP. They are doing this in the following ways:

  • using a wider range of technologies in their teaching. For example, social networking tools - social bookmarking, blogs, wikis and social homepages - and Learning Management Systems;
  • making technology more a part of everyday practice e.g. web-conferencing, RSS feeds, email forums, photo sharing;
  • sharing ideas and expertise with peer networks.

5. Self-efficacy for eLearning

Participants were adamant their confidence in using educational technologies had increased as a result of taking the course. They stated the following:

  • learning new tools is now easier;
  • more likely to try new technologies;
  • less worried about making mistakes. 


 Sunshine - the following section (Case Studies of Design) probably wont be used on the poster:--bron 01:18, 22 June 2008 (UTC)

Case Studies of Design

1: Practical skills for veterinary nurses (CDrom) - a resource

  • Research-based design - the resource was based on research on learning styles of veterinary nurses (Kolb,1976) and experiential learning (Kolb & Kolb, 2001.
  • Teamwork - this was vital to the preparation of a valuable learning resource supporting the practical skills necessary for veterinary nurses.
  • Networks and learning communities - Lecturers involved in the Veterinary Nursing programmes at Otago Polytechnic are among the leading participants in discipline-based learning communities.

2: Designing for Flexible Learning Practice - a course

  • Research-based design - Each lecturer involved in developing the course had expertise in different areas of research. For example, multimedia in education, self-efficacy in eLearning, social networking and digital information literacy and factors affecting rural, distance learning.
  • Teamwork - it was clearly advantageous for course participants to be exposed to different perspectives because there is no one way in flexible learning.
  • Networks and learning communities - facilitation strategies for the course involved social networking methods - blogs, email forum.

3: Facilitating online learning communities - a course

  • Research-based design - not in the first reiteration as research into the effectiveness of blogs, and wikis in the design of elearning is scarce. The new design is based on other work.
  • Teamwork - ideal as long as a preparation process that builds a sense of ownership and investment, clear roles, careful documentation of all work and progress, plenty of recorded communication, and strong agreement before working with course participants is in place.
  • Networks and learning communities - each staff member involved in facilitating the course maintains a professional weblog that documents their work and reaches out to other professionals in their field. Through the open access philosophy of the course, all the course content and process can be accessed by anyone online. This also helps in building professional networks and informing various learning communities.

Benefits for learners

Already the design of the course has been modified to accommodate feedback from participants in the research evaluation. For example, the following changes to the design of the course have been made:

  • more emphasis on flexible learning theory rather than on educational technologies;
  • learning self-paced and based on an online course schedule with weekly activities;
  • two people developing and teaching the course instead of three;
  • support for using social networking tools e.g. blogs, wikis, has devolved to the Student Learning Centre and Community Learning Centres now there are more staff available to provide the service;
  • more use of professional networks to provide expert content for the course in the way of speakers.

Benefits for NZ practitioners

A model of online course design has been developed which incorporates the following:

  • open educational resources;
  • strategies to promote digital network literacy in learning and teaching;
  • methods to enhance self-efficacy for online learning;
  • professional networks and connectivity;
  • evidence-based practice;
  • team teaching;
  • eLearning Guidelines which have been tested.

Where now? or Next steps

  • Results from the research evaluation will inform future design of the DFLP course.
  • The project findings will be presented at a conference in the future and prepared for publication in a peer-reviewed journal.

Acknowledgements

This project was led by Massey University and was a collaboration between: Auckland University of Technology, Bay of Plenty Polytechnic, CareerForce (Community Support Services ITO Limited) University of Canterbury, Christchurch Polytechnic Institute of Technology, Eastern Institute of Technology, Manukau Institute of Technology, New Zealand Tertiary College, NorthTec, Otago Polytechnic, Te Whare Wānanga o Awanuiārangi, The Open Polytechnic of New Zealand, The University of Auckland, Unitec, University of Canterbury, Victoria University Wellington, Waiariki Institute of Technology, Wellington Institute of Technology, 

The Tertiary Education Commission funded this project through the Innovation and Development Fund.
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