A pilot evaluation study using LectureTools to enhance interactivity in classroom-based teaching in a project management course. Dale, VHM; Britton, J; Dewitz, J; Wyndham, M; (2013) A pilot evaluation study using LectureTools to enhance interactivity in classroom-based teaching in a project management course. E-Learning Environments & Department of Management Science and Innovation, University College London: London, UK. With students’ ownership of laptops and mobile devices increasing, there exists an opportunity to harness their use to support interactivity within the traditional classroom. Two educators, motivated to enhance interactivity in a two-day project management course at a UK university, trialled LectureTools, a cloud-based audience-response system. To assess potential benefits to learning and teaching, as well as identifying accompanying challenges, an evaluation study was carried out comprising a range of data sources.
Downloads Activity - last monthActivity - last 12 months Archive Staff Only: edit this record. Learner experience research: report from our second ELESIG Northwest event (Oct 8 2014) | eLearning@Liverpool. The early start of the day and autumn cold didn’t deter our ELESIG NW participants! ELESIG is a Special interest Group of those interested in Learner Experience Research with a focus on technology. There are a number of regional groups now: in London, Midlands, Scotland. Wales and with an ELESIG South forming in December this year.
Thanks to all the speakers, participant contributions and Roger Harrison, ELESIG NW co-conveyor, University of Manchester, who ensured the smooth running of the day. ELESIG NW – audience participation Note: presentations available under ‘Podcasts’ at: Presentation Damian Keil & Adam Palin, MMU, photo credit Sarah Copeland Damian Keil and Adam Palin from MMU started off the day talking about their development of e-learning resources in a sport sciences course using iBooks. Members’ corner sessions Professor Allison Littlejohn – keynote Professor Allison Littlejohn keynote Links & References Like this: ELESIG - Evaluation of Learners' Experiences of e-learning Special Interest Group. Adobe Connect Login. Adobe Connect Login. ELESIG - Evaluation of Learners' Experiences of e-learning Special Interest Group. Adobe Connect Login.
ELESIG - Evaluation of Learners' Experiences of e-learning Special Interest Group. Massive open online courses: Time and a little money are a worthy investment. Khan-do: Khan Academy boasts 5.5m unique users a month Many in the world of higher education suspect they are witnessing the beginning of a revolution. The agent provocateur is the Mooc (massive open online course) and, if some pundits are proved correct, it could change the way all students experience learning – including those at business schools – and put a few professors out of a job. Why the nerves? Moocs are free, millions have signed up and no one knows what the scene will look like after the dust has settled.
Anant Agarwal, professor of electrical engineering and computer science at MIT and president of edX, a Mooc provider, thinks the result will be positive. “I view online learning as a rising tide that will lift all boats. At the moment there are three big university level Mooc providers – all based in the US and all launched within months of each other last year: Udacity, Coursera, and edX. Predating them is the Khan Academy. The Mooc platforms have different approaches. ELESIG. Xpert Students. Xpert Students June 1st, 2011 at 11:06 The Open Nottingham team has recently conducted a number of focus groups to better understand how and why students use web based educational resources.
This follows on from the case study we conducted earlier this year into student use of OER, with the specific aim of helping to answer a number of questions that came to light during the case study. Namely: Do students know what open resources are? If they do, are they using OER, what are they using them for and where are they accessing them? How and why do students access web based learning resources generally, how aware of formal open licences are they and would the lack of an open licence discourage use? The focus groups have also helped us gather feedback on U-Now and Xpert, the two OER repositories that we run.
The qualitative data has been collected and a report will be published before the end of July. S Stapleton. ELESIG. Students’ views on lecture capture. Students’ views on lecture capture February 16th, 2011 at 10:02 We’ve noticed an increased interest at the University over the past five years in recording lectures, from audio only ‘podcasts’ to screen capture with audio and full presentations with screen, audio and video of the lecturer combined. There are now five interactive teaching rooms across the University’s campuses that simplify this process. The rooms include lecture recording and video conference facilities. A further facility has recently been installed at our campus in Malaysia, facilitating remote teaching. At the end of each semester, we survey students to find out how they are using the recordings, and how they would like to see the service develop in the future.
The results make for interesting reading. Students felt that recorded lectures helped them prepare for exams (75%), review material (66%), clarify complicated or confusing topics (58%) and/or learn independently (44%). Cczseh. Posterousing the Learner Voice. Talking with a manager today we were discussing how we could use various technologies to capture the learner voice. In the FE sector the learner voice has become strategically important and is part of the inspection framework . It’s not as though we didn’t listen to learners in the past, we certainly did, but we probably didn’t have the systems and processes to effectively capture the learner voice and importantly feedback to them. In my own college we have a robust system for capturing the learner voice across the college, however it doesn’t capture all the feedback.
Sometimes learners want to provide feedback on their own curriculum area (which they can do as part of the college wide learner voice) but may not think it important enough to talk about at a college level, but want their voice heard at a “local” level. So back to the conversation with the manager. We both knew that we could tap into the existing system, but wanted to allow learners to use video and audio.
ELESIG. International Journal of Internet Research Ethics: Issue 3.1 December 2010. The Visions of Students Today – Call for Submissions! College Students on the Web: User Experience Guidelines. ELESIG - Evaluation of Learners' Experiences of e-learning Special Interest Group. ELESIG.