Assessing Learning Achievements when Reducing Mobile Video Quality

When using mobile phones for learning purpose, video content is considered to be the preferred type of multimedia content. However, the video file has a big size in comparison to text or audio and might lead to a high delivery cost when transmitted over a mobile network, a cost that not all users are willing to pay. Concerns regarding the monetary cost for accessing data content through mobile networks have been raised by various researchers. A solution that considers the user preference for trading off between video quality and price in order to reduce the content delivery cost is presented. This paper also evaluates the proposed solution and presents the results of an experimental study that assesses the video content adaptation impact on information assimilation. The results show that although the video quality is reduced information assimilation is not negatively affected by the adaptation. This holds true regardless of the mobile device used in the study

Reducing the Cost of Technical and Vocational Education

Teaching/Communication/Extension/Profession,

Stroud College of Further Education: report from the Inspectorate (FEFC inspection report; 59/96 and 30/00)

The Further Education Funding Council has a legal duty to make sure further education in England is properly assessed. The FEFC’s inspectorate inspects and reports on each college of further education according to a four-year cycle. This record comprises the reports for periods 1995-96 and 1999-2000

Newbury College: report from the Inspectorate (FEFC inspection report; 25/96 and 13/99)

The Further Education Funding Council has a legal duty to make sure further education in England is properly assessed. The FEFC’s inspectorate inspects and reports on each college of further education according to a four-year cycle. This record comprises reports for periods 1995-96 and 1998-99

UniCraft: Exploring the impact of asynchronous multiplayer game elements in gamification

This paper describes the development and evaluation of UniCraft: a gamified mobile app designed to increase the engagement of undergraduate students with the content and delivery of their course. Gamification projects rely on extrinsic motivators to encourage participants to engage, such as compulsory participation or real-world rewards. UniCraft incorporates an asynchronous multiplayer battle game that uses constructive competition to motivate students, without using motivational levers that may reduce intrinsic motivation. The novel battle game employed by UniCraft employs Player vs Environment (Shafer, 2012) and Player Matching (Jennings, 2014) to ensure students work together in similarly ranked small groups as a team against a shared enemy. A study was undertaken which examined students' long-term engagement with UniCraft within the context of a 12-week long undergraduate programming course. The app was initially provided with the battle feature disabled, so that the effect on motivation and engagement could be studied when it was introduced during the intervention. Detailed interaction data recorded by the app was augmented by semi-structured interviews in order to provide a richer perspective on its effect at an individual and group level. The interaction data revealed convincing evidence for the increased motivational power of the battle feature, and this was supported by the interview data. Although no direct negative effects of competition were observed, interviews revealed that cheating was prevalent and this could in turn have unintended negative side-effects on motivation. Full results are presented and case studies are described for three of the participants, giving an insight into the different styles of interaction and motivation experienced by students in this study

The Blended Learning Unit, University of Hertfordshire: A Centre for Excellence in Teaching and Learning, Evaluation Report for HEFCE

The University of Hertfordshire’s Blended Learning Unit (BLU) was one of the 74 Centres for Excellence in Teaching and Learning (CETLs) funded by the Higher Education Funding Council for England (HEFCE) between 2005 and 2010. This evaluation report follows HEFCE’s template. The first section provides statistical information about the BLU’s activity. The second section is an evaluative reflection responding to 13 questions. As well as articulating some of our achievements and the challenges we have faced, it also sets out how the BLU’s activity will continue and make a significant contribution to delivery of the University of Hertfordshire’s 2010-2015 strategic plan and its aspirations for a more sustainable future. At the University of Hertfordshire, we view Blended Learning as the use of Information and Communication Technology (ICT) to enhance the learning and learning experience of campus-based students. The University has an excellent learning technology infrastructure that includes its VLE, StudyNet. StudyNet gives students access to a range of tools, resources and support 24/7 from anywhere in the world and its robustness, flexibility and ease of use have been fundamental to the success of the Blended Learning agenda at Hertfordshire. The BLU has comprised a management team, expert teachers seconded from around the University, professional support and a Student Consultant. The secondment staffing model was essential to the success of the BLU. As well as enabling the BLU to become fully staffed within the first five months of the CETL initiative, it has facilitated access to an invaluable spectrum of Blended Learning, research and Change Management expertise to inform pedagogically sound developments and enable change to be embedded across the institution. The BLU used much of its capital funding to reduce barriers to the use of technology by, for example, providing laptop computers for all academic staff in the institution, enhancing classroom technology provision and wirelessly enabling all teaching accommodation. Its recurrent funding has supported development opportunities for its own staff and staff around the institution; supported evaluation activities relating to individual projects and of the BLU’s own impact; and supported a wide range of communication and dissemination activities internally and externally. The BLU has led the embedding a cultural change in relation to Blended Learning at the University of Hertfordshire and its impact will be sustained. The BLU has produced a rich legacy of resources for our own staff and for others in the sector. The University’s increased capacity in Blended Learning benefits all our students and provides a learning experience that is expected by the new generation of learners in the 21st century. The BLU’s staffing model and partnership ways of working have directly informed the structure and modus operandi of the University’s Learning and Teaching Institute (LTI). Indeed a BLU team will continue to operate within the LTI and help drive and support the implementation of the University’s 2010-2015 Strategic plan. The plan includes ambitions in relation to Distance Learning and Flexible learning and BLU will be working to enable greater engagement with students with less or no need to travel to the university. As well as opening new markets within the UK and overseas, even greater flexibility for students will also enable the University to reduce its carbon footprint and provide a multifaceted contribution to our sustainability agenda. We conclude this executive summary with a short paragraph, written by Eeva Leinonen, our former Deputy Vice-Chancellor, which reflects our aspiration to transform Learning and Teaching at the University of Hertfordshire and more widely in the sector. ‘As Deputy Vice Chancellor at Hertfordshire I had the privilege to experience closely the excellent work of the Blended Learning Unit, and was very proud of the enormous impact the CETL had not only across the University but also nationally and internationally. However, perhaps true impact is hard to judge at such close range, but now as Vice Principal (Education) at King's College London, I can unequivocally say that Hertfordshire is indeed considered as the leading Blended Learning university in the sector. My new colleagues at King's and other Russell Group Universities frequently seek my views on the 'Hertfordshire Blended Learning' experience and are keen to emulate the successes achieved at an institutional wide scale. The Hertfordshire CETL undoubtedly achieved not only what it set out to achieve, but much more in terms of scale and impact. All those involved in this success can be justifiably proud of their achievements.’ Professor Eeva Leinonen, Vice Principal (Education), King's College, Londo

Application of Knowledge-based Short Videos in University Students’ Learning: Examination and Enhancement of Motivation, Goals, Strategies, and Achievements

In today’s world of accessible knowledge education, knowledge-based short videos have become a favored learning tool for many learners. However, the effectiveness of this learning method remains unclear, and research in the field of short video learning is still in its early stages and needs further exploration. This study surveyed 202 university students and conducted case analyses on 4 students to investigate the effects of self-determined motivation, goal orientation, self-regulated learning strategies, and cognitive academic achievements in the context of learning through knowledge-based short videos. The results indicate that students who use short videos for learning demonstrate a moderate level of self-determined motivation, while their goal orientation, self-regulated learning strategies, and cognitive academic achievements require improvement. Senior students exhibited better self-determined motivation and cognitive academic achievements compared to junior students. Additionally, an increase in self-determined motivation, self-regulated learning strategies, and cognitive academic achievements was observed with increased time spent watching short videos. It was found that a moderate viewing time of about 2 hours per day is associated with certain learning benefits, while excessive viewing time may result in the opposite effect. Based on these findings, the study concludes with learning recommendations aimed at optimizing the application of short video learning tools and providing insights for future research in this area