**For those interested in follow up discussions, please see last slide**
Kate Boardman
Learning Technologies Team

 Handbook
 Embedding tests
 Discussion board seminar work
= a perfect course?
© Kate Boardman University of Durham
Learning Technologies Team

 Diagnostic test (Quiz)
 Reflective task (Digital Drop Box)
 Weekly tests (Quiz + Feedback)
• end of topic/lecture block >10 questions
 Progress report (Survey)
• after first seminar: understanding/speed
 End of term test (Quiz)
 Provide results of progress survey
© Kate Boardman University of Durham
Learning Technologies Team

 Continuation of weekly tests (Quiz)
 Presentation of revision materials based on problems revealed in weekly tests
 Reflection on learning progress (Survey)
• to compare with initial response
• to include stating of any problem areas
 End of term test / revision test
© Kate Boardman University of Durham
Learning Technologies Team

 Revision seminars scheduled to answer problem areas requested in survey
 Further resources to respond to problems highlighted by weekly tests
 Feedback on the course (Survey)
• to include questions on whether the changes attempted after previous year’s feedback were successfully implemented
© Kate Boardman University of Durham
Learning Technologies Team

 Group of 6
 Fortnightly seminar
 2 presenters
• Presenters anxious / frustrated at transitory value
• Listeners minimal participation / minimal notes
•
Debate / discussion slow to kick off
© Kate Boardman University of Durham
Learning Technologies Team

 Group of 6
 Fortnightly seminar
 2 presenters
 2 reviewers
 2 reporters
•
Draft papers read by tutor
•
Finished papers have greater currency
• Shared notes available to all
• Review questions create instant debate
© Kate Boardman University of Durham
Learning Technologies Team

A+B submit drafts to tutor
C+D review, prepare questions
A+B publish final paper inc. references
E+F publish report on seminar
M T W Th F M T W Th F
Tutor publishes / comments
Seminar.
A+B present
C+D lead discussion
E+F take detailed notes
© Kate Boardman University of Durham
Learning Technologies Team
C+D moderate a discussion board

x 6 = far from perfect!
© Kate Boardman University of Durham
Learning Technologies Team

© Kate Boardman University of Durham
Learning Technologies Team

 What
 How
 Why
 Where/when
© Kate Boardman University of Durham
Learning Technologies Team

 Q: how do you get students to do an online quiz?

A: tell them it’s compulsory
© Kate Boardman University of Durham
Learning Technologies Team

 Q: how do you get students to do an online survey?
 A: ???

A: make it worth their while…
© Kate Boardman University of Durham
Learning Technologies Team

 Q: how do you make it worth their while?
 A: give them something they want in return
(preferably in advance)
© Kate Boardman University of Durham
Learning Technologies Team

 Not to give them something that costs you so much effort it’s not worth the end result
 How do you know how much you have to give them – you want the minimum effort

Can you put a ‘price’ on things?

Does each ‘VLE object’ have a value?
© Kate Boardman University of Durham
Learning Technologies Team


Last year’s results & actions
= 1
 Xmas quick survey & reactions
= 2
 Filling in an online module evaluation
= -3 peanuts?
beans?
=3
© Kate Boardman University of Durham
Learning Technologies Team

 How do you work out a price/value?
 Price = effort?
 Value = (usefulness – effort)?
 Who scores the usefulness = staff/student?
© Kate Boardman University of Durham
Learning Technologies Team

 a) an item which is +2 useful and takes -2 effort is ok, no major enhancement, but helpful to have
(running total = 0)
 b) an item which is +2 useful and 0 effort, is a good enhancement (running total = +2)
 c) an item which is +2 useful and -3 effort is more investment, but you have +2 in the bank from example b... (running total = +1)
 d) alternatively, if everything is costing you -3, and only being 0 or + 1 use, is it worth bothering...?
© Kate Boardman University of Durham
Learning Technologies Team

http://www.dur.ac.uk/k.l.boardman/smarties.php
 Enhance my teaching
 I'm curious about the software
 My department wants me to use it
 Enhance my C&IT skills
 My students want it
 Improve student learning
© Kate Boardman University of Durham
Learning Technologies Team


















Course announcements
Course outline
Staff information & office hours
Aims & Objectives, Learning Outcomes
Info on exams
Guidelines on how to write lab reports/essays etc
Lecture notes
Lecture summaries
PowerPoint slides from presentations
Bibliography without links to OPAC
Bibliography with links to OPAC
Link to library's reserve collection lists
Images - slides, pictures, maps
Relevant websites - museums, journals, resources
Regular end-of-topic tests
Revision tests for self-assessment practice
Animations, simulations, video















Amazon book links
Links to other software eg concordances
Annotated student essays/answers
Model answers/solutions
Role play (through/supported by discussion board)
Group work - increased by online factor
Discussion boards for pre/post seminar work
General discussion boards
Virtual classroom (chat) for office hours
Virtual classroom for online lectures/guest experts
Downloadable/printable materials (instead of handouts)
Diagnostic tests / formative testing
Adopted changes from previous module evaluations
Digital drop box / electronic assignment submission
Course calendar
End of module evaluation form
© Kate Boardman University of Durham
Learning Technologies Team

3
2
1
0
-1
-2
-3
© Kate Boardman University of Durham
Learning Technologies Team

Course announcements
Course outline
Staff information & office hours
Aims & Objectives, Learning Outcomes
Info on exams
Guidelines on how to write lab reports/essays etc
Lecture notes
Lecture summaries
PowerPoint slides from presentations
Bibliography without links to OPAC
Bibliography with links to OPAC
Link to library's reserve collection lists
Images - slides, pictures, maps
Relevant websites - museums, journals, resources
Regular end-of-topic tests
Revision tests for self-assessment practice
Animations, simulations, video
0.4
0.3
1.2
1.3
-0.3
-0.5
0.7
0.8
0
-0.3
-1.2
1.1
1.1
0
0.2
1.1
0.5
Amazon book links
Links to other software eg concordances
Annotated student essays/answers
Model answers/solutions
Role play (through/supported by discussion board)
Group work - increased by online factor
Discussion boards for pre/post seminar work
General discussion boards
Virtual classroom (chat) for office hours
Virtual classroom for online lectures/guest experts
Downloadable/printable materials (instead of handouts)
Diagnostic tests / formative testing
Adopted changes from previous module evaluations
Digital drop box / electronic assignment submission
Course calendar
End of module evaluation form
© Kate Boardman University of Durham
Learning Technologies Team
-0.6
0.4
-0.4
-0.4
-0.2
-0.3
-0.1
-0.5
-1.2
-0.4
0.9
0.2
0.3
1
-0.7
0.5

Thank you for the stimulating discussion we began after this session in
Amsterdam. For those of you who would like to continue this, and I’d love some of you to do so, I’ve created a course in our Blackboard system. If you would like an account, please email me and I’ll create one for you. If, as many of us seemed to think, there was scope to have useful dialogue, then I see this as a great potential for collaboration.
Hope to hear from you!
k.l.boardman@durham.ac.uk
© Kate Boardman University of Durham
Learning Technologies Team