I have permission to do an evaluation project at a local college. The curriculum covers a wide range of courses from level 1 foundation studies through to level 3 advanced studies (all post-16 age group). In 2005 Moodle was introduced as a college wide virtual learning environment, VLE, (or learning management system) replacing an in-house intranet. All courses in the college have a presence on the VLE although the depth of that presence differs from course team to course team.
I thought I could concentrate on looking at two curriculum areas - probably small enough for me to manage but enough to provide a comparison of usage.
- Modern Foreign Languages - they seem to take a web enhanced approach whereby students are expected to use a 'virtual language lab' that is provided through Moodle (with additional software that has been linked to Moodle). This is a department that has a leader who is enthusiastic about the benefits of technology and has supported staff through the introduction of new methods of teaching/learning.
- Business/ICT - they seem to take a web supported approach whereby students are provided with some online learning material through Moodle to support their face-to-face classroom learning. The development/use of material is left to the discretion of each classroom teacher.
- Do students enjoy the 'blended learning' approach? The students are working towards graded examinations that can help them progress to further or higher education and often there is pressure to gain high grades. This pressure can sometimes lead to resentment of any 'new' or 'different' teaching approaches and I'm curious as to how teachers deliver the online part of their lessons and whether the students enjoy those types of learning experiences and feel they are beneficial/helpful. A variety of learning styles can be catered for more easily through eleaning resources?
- Do students learn more effectively as a result of 'blended learning'? Is there anyway to tell? For years I have heard collegues discuss how students today bore easily when
presentated with traditional teaching approaches and they therefore don't put in the required effort to achieve to their potential - they're de-motivated by face-to-face classroom learning. Has the introduction of elearning resources improved this situation?
- SD3 Do students gain knowledge relevant to employment and/or current thinking in their field?
- SD4 Do students acquire transferable skills such as communication, information and technology skills?
- SD5 Do students acquire the learning skills for successfully completing the course?
- ST4 Does the course require students to engage in analysis, synthesis and evaluation as part of their course and program requirements?
- ST5 Have activities been identified that allow individuals and groups to learn through experience, including opportunities to demonstrate, reinforce knowledge, develop understanding and practice skills?
- ST6 Are problem solving skills addressed through project and inquiry-based teaching & learning?
- ST7 Will the e-learning foster students’ curiosity and creativity?
- ST8 Rather than just recalling facts, does the course help the student digest, reflect on and review new learning?
- ST9 Do the technologies employed help students successfully meet the learning outcomes?
- ST7 Will the e-learning foster students’ curiosity and creativity?
- ST9 Do the technologies employed help students successfully meet the learning outcomes?
- ST5 Have activities been identified that allow individuals and groups to learn through experience, including opportunities to demonstrate, reinforce knowledge, develop understanding and practice skills?
How might the guidelines help address the issues?
The guidelines provide questions that help focus on the issues. This should help with the planning of evidence collection and the data/information eventually gathered should lead to conclusions for the two issues raised.
[Image by Richard]
