Collaborative trails in e-learning environments

This deliverable focuses on collaboration within groups of learners, and hence collaborative trails. We begin by reviewing the theoretical background to collaborative learning and looking at the kinds of support that computers can give to groups of learners working collaboratively, and then look more deeply at some of the issues in designing environments to support collaborative learning trails and at tools and techniques, including collaborative filtering, that can be used for analysing collaborative trails. We then review the state-of-the-art in supporting collaborative learning in three different areas – experimental academic systems, systems using mobile technology (which are also generally academic), and commercially available systems. The final part of the deliverable presents three scenarios that show where technology that supports groups working collaboratively and producing collaborative trails may be heading in the near future

Online mentoring and peer support: Using learning technologies to facilitate entry into a community of practice

A vital aspect of any professional education is the opportunity for students to engage in meaningful practical experiences. In pre‐service teacher education in Australia, this vital teaching practice component has undergone challenges in recent years due to increasing student numbers (linked to the increasing demand for new teachers) and limited resources in university and school sectors. As such, initiatives to enhance the practical component of this professional degree have been sought. This paper details the methodology and outcomes associated with a pilot project that utilized asynchronous Web‐based communication tools to facilitate mentoring and peer support through the teaching practice experience. Analysis of the online discussions and interviews with participants provides an indication of the nature of the interactions and the perceived value of the intervention, and informs the potential for larger‐scale implementation

Quality Assessment for E-learning: a Benchmarking Approach (Third edition)

The primary purpose of this manual is to provide a set of benchmarks, quality criteria and notes for guidance against which e-learning programmes and their support systems may be judged. The manual should therefore be seen primarily as a reference tool for the assessment or review of e-learning programmes and the systems which support them. However, the manual should also prove to be useful to staff in institutions concerned with the design, development, teaching, assessment and support of e-learning programmes. It is hoped that course developers, teachers and other stakeholders will see the manual as a useful development and/or improvement tool for incorporation in their own institutional systems of monitoring, evaluation and enhancement

Analytic frameworks for assessing dialogic argumentation in online learning environments

Over the last decade, researchers have developed sophisticated online learning environments to support students engaging in argumentation. This review first considers the range of functionalities incorporated within these online environments. The review then presents five categories of analytic frameworks focusing on (1) formal argumentation structure, (2) normative quality, (3) nature and function of contributions within the dialog, (4) epistemic nature of reasoning, and (5) patterns and trajectories of participant interaction. Example analytic frameworks from each category are presented in detail rich enough to illustrate their nature and structure. This rich detail is intended to facilitate researchers’ identification of possible frameworks to draw upon in developing or adopting analytic methods for their own work. Each framework is applied to a shared segment of student dialog to facilitate this illustration and comparison process. Synthetic discussions of each category consider the frameworks in light of the underlying theoretical perspectives on argumentation, pedagogical goals, and online environmental structures. Ultimately the review underscores the diversity of perspectives represented in this research, the importance of clearly specifying theoretical and environmental commitments throughout the process of developing or adopting an analytic framework, and the role of analytic frameworks in the future development of online learning environments for argumentation

Anonymity as an instructional scaffold in peer assessment : its effects on peer feedback quality and evolution in students’ perceptions about peer assessment skills

This is a post-peer-review, pre-copyedit version of an article published in European Journal of Psychology of Education 33.1 (2018): 75-99. The final authenticated version is available online at: http://dx.doi.org/10.1007/s10212-017-0339-8Although previous research has indicated that providing anonymity is an effective way to create a safe peer assessment setting, continuously ensuring anonymity prevents students from experiencing genuine two-way interactive feedback dialogues. The present study investigated how installing a transitional approach from an anonymous to a non-anonymous peer assessment setting can overcome this problem. A total of 46 bachelor’s degree students in Educational Studies participated in multiple peer assessment cycles in which groups of students assessed each other’s work. Both students’ evolution in peer feedback quality as well as their perceptions were measured. The content analysis of the peer feedback messages revealed that the quality of peer feedback increased in the anonymous phase, and that over time, the feedback in the consecutive non-anonymous sessions was of similar quality. The results also indicate that the transitional approach does not hinder the perceived growth in peer feedback skills, nor does it have a negative impact on their general conceptions towards peer assessment. Furthermore, students clearly differentiated between their attributed importance of anonymity and their view on the usefulness of a transitional approach. The findings suggest that anonymity can be a valuable scaffold to ease students’ importance level towards anonymity and their associated need for practiceThe first author’s research was funded by Ghent University BOF fund number BOF13/24J/115. The second author’s research was funded by the Spanish Ramón y Cajal program number RYC-2013-1346

Learning recursively: integrating PBL as an authentic problem experience [Plenary presentation]

[Abstract]: Problem based learning (PBL) is widely recognised as a desirable approach to education of future professionals. One strong basis for its appeal is the use of authentic problems of practice, which make the relevance of what is being learned apparent to the learners and encourage development of attitudes and skills that will be central to continuing professional growth beyond graduation. However, the change from traditional lecture-based courses to PBL presents challenges to educators and the institutions in which they work. In many respects, the implementation of PBL can be itself an experience in PBL for the educator. This presentation will address some of the challenges associated with integrating PBL in a university setting from the perspective of those who design and teach courses using PBL, which will be understood as a spectrum of practices rather than a single approach that must be replicated in every instance

Learning dispositif and emotional attachment:a preliminary international investigation

This research investigated the significance of learning dispositif (LD) and emotional attachment (EA) on perceived learning success (LS) across a diaspora of Western, Russian, Asian, Middle Eastern and Chinese student cohorts. Foucault’s LD captures the disparate socio-cultural contexts, institutional milieus and more or less didactic teaching styles that moderate learning. EA is a multi-dimensional notion involving affective bonds that emerged in child psychology and spread to marketing and other fields. The sequential explanatory research reviewed the learning and EA literatures and generated an LD–EA framework to structure the quantitative phase of its mixed investigations. In 2017 and 2018, the research collected 150 responses and used a range of statistical techniques for quantitative analysis. It found that LS varied significantly across cohorts, intimating that dispositifs influence learning. Nonparametric analysis suggested that EA also influenced learning, but regressions were inconclusive. Exploratory techniques hint at a dynamic mix of emotional or cognitive motivations during the student learning journey, involving structural breaks in student/instructor relationships. Cluster analysis identified distinct student groupings, linked to years of learning. Separately, qualitative analysis of open-ended survey questions and expert interviews intimates that frequent teacher interactions can increase EA. The synthesis of quantitative with qualitative results and pedagogical reflection suggests that LD and EA both influence learning in a complex, dynamic system. The key constituents for EA are Affection, Connection, Social Presence (SP), Teaching Presence (TP) and Flow but student emotional engagement is conditioned by the socio-cultural milieu (LD) and associated factors like relationships and trust. Unlike in the Community of Learning framework, in the EA framework Cognitive Presence (CP) is an outcome of the interaction between these EA constituents, associated factors and the socio-cultural milieu. Finally, whilst awareness of culture and emotions is a useful pedagogical consideration, learning mainstays remain inclusive educational systems that identify student needs and support well-designed programmes. Within these, scaffolded modules should include a variety of engaging learning activities with non-threatening formative and trustworthy summative feedback. We acknowledge some statistical study limitations, but its tentative findings make a useful preliminary contribution

Innovation in Pedagogy and Technology Symposium: University of Nebraska, May 8, 2018

Selected Conference Proceedings, Presented by University of Nebraska Online and University of Nebraska Information Technology Services. University of Nebraska Information Technology Services (NU ITS) and University of Nebraska Online (NU Online) present an education and technology symposium each spring. The Innovation in Pedagogy and Technology Symposium provides University of Nebraska (NU) faculty and staff the opportunity to learn from nationally recognized experts, share their experiences and learn from the initiatives of colleagues from across the system. This event is offered free to NU administrators, faculty and staff free of charge. Tuesday, May 8, 2018 The Cornhusker Marriott, Lincoln, NE Technology has forever changed the landscape of higher education and continues to do so—often at a rapid pace. At the University of Nebraska, we strive to embrace technology to enhance both teaching and learning, to provide key support systems and meet institutional goals. The Innovation in Pedagogy and Technology Symposium is designed for any NU administrator, faculty or staff member who is involved in the use of technology in education at all levels. Past events have drawn over 500 NU faculty, staff and IT professionals from across the four campuses for a day of discovery and networking. The 2018 event was held in downtown Lincoln. The schedule included: • Presentations by University of Nebraska faculty, staff and administrators • Concurrent sessions focused on pedagogy/instructional design, support and administrative strategies and emerging technologies • Panel discussions • Roundtable discussions and networking time • Sponsor exhibits • Continental breakfast and lunch Keynote Presentation: Learning How to Learn: Powerful Mental Tools to Help You Master Tough Subjects • Barbara Oakley, Ph.D., Oakland University Fostering Quality by Identifying & Evaluating Effective Practices through Rigorous Research • Tanya Joosten, University of Wisconsin-Milwaukee Synchronous Online & In Person Classrooms: Challenges & Rewards Five Years Into Practice • Elsbeth Magilton We Nudge and You Can Too: Improving Outcomes with an Emailed Nudge • Ben Smith It Takes a System to Build an Affordable Content Program • Brad Severa, Jane Petersen, Kimberly Carlson, Betty Jacques, Brian Moore, Andrew Cano, Michael Jolley Five Generations: Preparing Multiple Generations of Learners for a Multi-Generational Workforce • Olimpia Leite-Trambly, Sharon Obasi., Toni Hill Schedule NU! Schedule SC! • Cheri Polenske, Jean Padrnos, Corrie Svehla See It & Believe It (Assessing Professional Behaviors & Clinical Reasoning with Video Assignments) • Grace Johnson, Megan Frazee Group Portfolios as a Gateway to Creativity, Collaboration & Synergy in an Environment Course • Katherine Nashleanas Learning to Learn Online: Helping Online Students Navigate Online Learning • Suzanne Withem Beyond Closed Captioning: The Other ADA Accessibility Requirements • Analisa McMillan, Peggy Moore (UNMC) Using Interactive Digital Wall (iWall) Technology to Promote Active Learning • Cheryl Thompson, Suhasini Kotcherlakota, Patrick Rejda, Paul Dye Cybersecurity Threats & Challenges • JR Noble Digital Badges: A Focus on Skill Acquisition • Benjamin Malczyk Creating a Student Success Center Transitioning Graduate Students to an Online Community • Brian Wilson, Christina Yao, Erica DeFrain, Andrew Cano Male Allies: Supporting an Inclusive Environment in ITS • Heath Tuttle (, Wes Juranek Featured Extended Presentation: Broaden Your Passion! Encouraging Women in STEM • Barbara Oakley, Oakland University in Rochester, Michigan Students as Creative Forces to Enhance Curriculum via E-Learning • Betsy Becker, Peggy Moore, Dele Davies Rethinking Visual Communication Curriculum: The Success of Emporium Style • Adam Wagler (UNL), Katie Krcmarik, Alan Eno A Course Delivery Evolution: Moving from Lecture to Online to a Flipped Classroom • Kim Michael, Tanya Custer Enhancing the Quality of Online Teaching via Collaborative Course Development • B. Jean Mandernach, Steve McGahan Collaborating Across NU for Accessible Video • Heath Tuttle, Jane Petersen, Jaci Lindburg Structuring Security for Success • Matt Morton, Rick Haugerud Future Directions for University of Nebraska Wireless Networking • Brian Cox, Jay Wilmes Using Learning Analytics in Canvas to Improve Online Learning • Martonia Gaskill,, Phu Vu, Broaden Your Passion! Encouraging Women in STEM • Featured Speaker: Barbara Oakley, Oakland University in Rochester, MI Translating Studio Courses Online • Claire Amy Schultz Hidden Treasures: Lesser Known Secrets of Canvas • Julie Gregg, Melissa Diers, Analisa McMillan Your Learners, Their Devices & You: Incorporating BYOD Technology into Your Didactics • Tedd Welniak Extending the Conversation about Teaching with Technology • Marlina Davidson, Timi Barone, Dana Richter-Egger, Schuetzler, Jaci Lindburg Scaling up Student Assessment: Issues and Solutions • Paul van Vliet Closing Keynote: Navigating Change: It’s a Whitewater Adventure • Marjorie J. Kostelnik, Professor and Senior Associate to the President doi 10.13014/K2Q23XFDhttps://digitalcommons.unl.edu/zeabook/1068/thumbnail.jp

Introducing the SAPS System and a Corresponding Allocation Mechanism for Synchronous Online Reciprocal Peer Support Activities

While student populations in higher education are becoming more heterogeneous, recently several attempts have been made to introduce online peer support to decrease the tutor load of teachers. We propose a system that facilitates synchronous online reciprocal peer support activities for ad hoc student questions: the Synchronous Allocated Peer Support (SAPS) system. Via this system, students with questions during their learning are allocated to competent fellow-students for answering. The system is designed for reciprocal peer support activities among a group of students who are working on the same fixed modular material every student has to finish, such as courses with separate chapters. As part of a requirement analysis of online reciprocal peer support to succeed, this chapter is focused on the second requirement of peer competence and sustainability of our system. Therefore a study was conducted with a simulation of a SAPS-based allocation mechanism in the NetLogo simulation environment and focuses on the required minimum population size, the effect of the addition of extra allocation parameters or disabling others on the mechanism\'s effectiveness, and peer tutor load spread in various conditions and its influence on the mechanism\'s effectiveness. The simulation shows that our allocation mechanism should be able to facilitate online peer support activities among groups of students. The allocation mechanism holds over time and a sufficient number of students are willing and competent to answer fellow-students\' questions. Also, fine-tuning the parameters (e.g. extra selection criteria) of the allocation mechanism further enhances its effectiveness.Peer Support, Peer Allocation, Computational Simulations, System Dynamics, Distance Learning

Scaffolding online peer collaboration to enhance ill-structured problem solving with computer-based cognitive support.

The results reveal significant effects of procedure and metacognitive question prompts in ill-structured problem solving at both overall and univariate levels. However, there was no significant effect of online peer collaboration and no significant interaction. This study supported some previous research on using question prompts as a scaffolding strategy to support problem solving. Further, these findings support a redefined IDEAL problem solving model for solving ill-structured problems. The findings suggest many implications for instructional designers, educators in web-based learning environments, and educational researchers. These implications and the limitations of this study are discussed.The present study investigated the effects of question prompts and online peer collaborations on solving ill-structured problems. Sixty undergraduate students were randomly assigned to one of the four treatment groups: collaboration with question prompts, individual with question prompts, collaboration without question prompts, and individual without question prompts. Question prompts were designed to both facilitate problem solving procedure and promote students' metacognition. Students worked either individually or collaboratively with partners via MSN Messenger during the problem solving processes