PROJECTVOORSTEL VIRTUALISEREN IN AVANS Volgnummer project: ASIS_1415_03 Academie(s): Naam projecteigenaar: Naam andere betrokken docenten (die uren maken): Datum:
ASIS Tatia Gruenbaum English Department ASIS March 2015
Primaire doel ViA: het verbeteren van de kwaliteit van de leeromgeving in de economische academies, met gebruikmaking van ICT-middelen. Randvoorwaarden gevorderd project: Het project dient een bijdrage te leveren aan het oplossen van een bestaand probleem of nieuw te ontwikkelen onderwijs; De student dient er in positieve zin iets van te merken binnen het onderwijs. Denk aan: hogere betrokkenheid, betere leerprestaties, efficiënter onderwijs- of leerproces; Kosten en baten van het project moeten acceptabel. Kosten zijn in overeenstemming met uit te voeren activiteiten en/of aan te schaffen middelen (in overleg met ViA-projectleiding. Er wordt ook gekeken naar evenredige verdeling van het ViA-academiebudget binnen het gehele ViA-project; De docent voert een effectmeting en studentevaluatie uit, ondersteund vanuit ViA-projectgroep (LIC). Randvoorwaarden gevorderd project:
1. Titel: ASIS e-LEARNiNG Project: ‘How-to-videos for study skills...’ 2. Onderbouwing en beoogd resultaat Probleemstelling of ambitie en analyse 2.1 Describe the problem / In tertiary education,
cause or the ambition underlying the project and its relevance in relation to the theme
Year 1 and Year 2 can be considered undoubtedly fundamental to academic success. Embedded in many first year classes, study skills such as note taking, working in teams, referencing and research skills can be found.
Virtualiseren in Avans.
Equally acknowledged is the fact that the first years at university can be overwhelming; classes are missed, lecture notes lost. However, missing out on essential skills can be crucial to the success of students’ studies and internships. It therefore seems indispensable that students, of all study years, are given the opportunity to acquire, refresh or expand on (missed) essential academic and career skills. At ASIS a large range of skills is taught by the English Department. Questions raised in our department have been twofold. First of all, how can students be motivated to take initiative to catch up on missed content and to become responsible for their own learning and academic progress? Secondly, how can this learning take place without increasing the teaching workload? The solution that the ASIS English Department would like to propose is ASIS e-LEARNiNG: an online platform (channel) consisting of a series of short (5-8 min) How to … Presentations with voice over & Videos. 1
These made-to-measure presentations & videos will cover a range of different skills which will be useful for ASIS students as well as all AVANS students. Idea is to use mainly ready-made resources, only a few will be produced made to measure. NB: 2.2 provides links with examples.
Projectdoelstellingen en ambitieniveau 2.2 Describe the objectives of The objectives
the project: what is the desired state you want to achieve by implementing the project? Please note that students must be positive to notice it
of the ASIS e-LEARNiNG project are as follows: Students are more responsible for their own learning in learning essential skills and are more motivated to take more initiative to catch up on missed content, by providing them an online learning platform with instructional ‘how to-videos’ on a range of different study skills. Furthermore, objectives are: to raise the standard of basic and essential skills to provide knowledge in an accessible form to a range of different learning styles and needs to provide knowledge in an accessible form for English Second Language Speakers to provide knowledge in an innovative and mobile form to ensure equal opportunities with regard to knowledge access, taking mature working students into account but also other scenarios such as illness which lead to students having to catch up. to take mixed abilities into account by offering additional resources / e.g. links to extension activities Throughout the planning of this project attention has been paid to elearning barriers. As a result the following tools have been selected: Authorstream:
http://www.authorstream.com/channels/tatiagruenbaum/ASISeLEARNiNG/ Slide sharing platform / channel Students can subscribe to the channel and receive updates Upgrades enable creating a branded channel and privacy settings if required Platform which offers a mobile app with good reviews Platform which can upload ppt with embedded sound and hyperlinks 2
Platform which can convert ppt into video Platform which links to social media sharing Platform which allows downloading of uploaded material Analytics provided
Facebook: https://www.facebook.com/ASISELEARNING
Familiar social media tool and popular with students Content from authorstream can be shared Students ’Like’ the page and receive updates in their personal fb feed Allows for comments to encourage sharing of other suitable resources / info. All comments can be monitored / approved prior to posting Page can be restricted Analytics provided
Vimeo / You Tube:
Popular video sharing platform Mobile app available Possibility to create a channel Linked to fb Analytics provided Platforms – has all been changed following the meeting –and student feedback.
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Fb now used as main tool with added apps to store content 2.3 Argue how the project
contributes to the realization of the ambition of raising educational quality ( attractive, effective and efficient education for students (better academic performance , higher involvement in less time equal or better academic performance , more motivated ) ) . For example o.b.v. previous experience and / or literature, other studies.
As so often with projects, selecting a suitable framework to provide structure and guidance is a suitable first step. After consideration, the selected framework to support and scaffold the development of this small e-project is the straight-forward, 5-Step framework by Salmon (2002). This framework offers clear guidance on how an e-learning environment can be created, which is engaging, motivating, supportive and nonintimidating. Moreover it is a framework which supports the development of thinking and communication skills and the giving of responsibility to the student. Salmon’s framework, classes the online learning process into 5 steps: 1 Access and Motivation, 2 Online Socialization, 3 Information Exchange, 4 Knowledge Construction, 5 Development. Without expanding too much, it can be confirmed that Access & Motivation is supported by the fact that the selected tools are a popular choice for the target student. Students are used to viewing videos and sitcoms on their mobile devices. Therefore, receiving skills packaged in form of voice over presentations and videos of 5-8 min duration will be a familiar experience. All the selected platforms allow for students to socialize, add comments and exchange resources, something that can be encouraged by the way the page / channel is managed. If engagement is active, a message board can be added. Creating a space for students to be part of supports the sense of community (3) which for many creates security. In Year 1, when many students do not always possess the necessary confidence to approach fellow students or lecturers, being able to access resources in a familiar online environment could be beneficial and ultimately support Steps 4 and 5 of the framework.
2.4 Can you also briefly
N/A
indicate whether this project has an effect on the physical learning environment , and if so, what effect Beoogd resultaat en afbakening 2.5 Describe what you do
(activities) to achieve the objectives of the project.
Create scripts for screencasts and videos Record presentations & voiceover yes /use explora Create / Develop short videos - security as public page vital Ensure standardized look / level of content Upload Monitor pages / channel Develop integration within the study program / lessons – With pintrest boards can now be created so this can be achieved if required Promote within ASIS and cross-Academies Provide support to academies requiring specific skills presentations 4
See provided links for examples (2.2) 2.6 Describe the concrete results obtained by the project. = Concretisation of objective 2.2
Greater and more developed student skills set Greater support for teaching staff trying to increase the level of students essential study skills Avoiding additional hours / workshops to teach skills to students who missed classes All resources will be in English – in line with greater focus across AVANS on English skills / Level B2 | C1 An online platform with an estimated (3x5=15) 15 videos on study skills, combined with a social media platform.
2.7 Appoint, as concretely as
possible , the digital tools or application (s) that you bet to virtualize education.
Doelgroep 2.8. Describe the specific
Tools mentioned in 2.2 PowerPoint Video mixing tools – e.g. Magisto Animated Presentation Tools: Pow Toon
Students of ASIS Students of AVANS – all academies / all campuses The following list is a small example of suggested How to Videos & Presentations:
target groups , the project aims , and what importance these and possibly other groups ( can) have the results of the project
Study Skills: Team work, Managing Anxiety Writing Skills: APA, Avoiding Plagiarism Reading: Reading & Note Taking, Analyzing Text in detail Speaking: Articulation, Pronunciation & Intonation Research Skills: Presenting Data, Interview Guide, Coding Career Skills: CV & Cover Letter, Linked-in Profile Thinking Skills: Critical – Creative
3. Plan van aanpak Planning 3.1 Estimated completion time,
education period (s) and year.
Q4 2014/2015 Q1 & 2 2015 / 2016
3.2 Describe the " project
budget " : hours , names, materials. NB Students also may be used. * Fill due obstruct / -roosteren lecturer by resource manager / planner bet / roasting weird
In welke periode(n) worden uren gemaakt voor dit project en door wie (denk aan voorbereiding, uitvoering, evaluatie en uren voor Kennisdeling (zie 3.6))?
Uren (door wie (namen) en voor welk deel/activiteit):
Q4 : Development hours/ setting up tools / platforms etc 70 h Q4 / Q1: Content development - filling pintrest boards 80 h – will include making instructional video, welcome message etc . Q1 : manage fb page – 4 h p/w – 40 h: resharing content from boards to timeline, polls, comments . Promotion – seems ASIS PR can help – so not sure regarding hours. At the moment, I will be the only one making resources. Should in Q1, teachers want to participate, develop short videos etc, I will put in a new proposal.
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**wanneer de duur van het project over 2 studiejaren loopt, dan graag zelf tabel uitbreiden met nieuwe studiejaar erbij en/of studiejaar aanpassen wanneer 2013-2014.
Overige kosten (materiaal, studenteninzet): possible channel upgrades / authorstream – depending on privacy requirements and interest from IFM, other majors etc
Evaluatie en kwaliteitsbewaking 3.3 Describe how the project will be evaluated
by the teacher during implementation and after completion and how quality is defined.
ASIS e-LEARNiNG will run as additional online resource. Presentations are skills-focused and teachers from the English Department will be matched to the projects according to their interests, experience and strengths. Subject Lecturers are welcome to ‘’order’’ a skill How to and can of course comment on provided content. Initial student feedback will be collected by coaches. Quality will be: defined by the content, level of content, clarity, formatting and to what extent students’ needs are addressed. defined by the experience when accessing and viewing resources which explains the choice of popular social media tools and the need for information sharing platforms with mobile apps. defined by the scale of different learning needs that are taken into account – e.g. visual learner. ensured by Tatia Gruenbaum who will manage the resource development, channel and approve all uploads.
3.4 Describe how you will measure whether
the desired effects ( students? ) Are realized and using the indicators that happens and when.
Viewings / statistics Performance of skills – e.g. APA referencing.
Kennisdeling 3.6 Describe the activities are organized for
knowledge to share the results and experiences with others , and when.
Feedback within ASIS – General meetings / newsletter Meetings cross academies
* Voorbeelden van digitale tool of toepassing: Smartboard, Wiki, Camtasia/screencast, specifieke toetssoftware, open educational resources (bijv. instructievideo’s), fysieke opstelling, Blackboardcourse, Blackboard discussion board, digitale game, video-opname, Twitter, Powerpoint/Prezi, etc.
Resource used:
Salmon, G. (2002), E-tivities: The key to active online learning, Taylor & Francis, London.
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Bijdrage aan ontwikkeling docent op gevorderd niveau Virtualiseren Het gevorderd project heeft effect op de student én draagt ook bij aan de ontwikkeling van de docent. In het competentieprofiel van Virtualiseren staat een indicatie van de start- en eindsituatie van de docent op niveau Gevorderd: Start: Een gevorderd ICT-gebruiker (in onderwijs) heeft enige routine in het gebruik van ICT in het onderwijs. Hij vraagt zich regelmatig af hoe technologie in de dagelijkse onderwijspraktijk kan worden geïntegreerd. Hij is niet alleen instrumenteel vaardig, maar vooral didactisch. Hij gebruikt de mogelijkheden vooral in zijn eigen onderwijspraktijk. Nog meer intuïtief.
Eind: Een gevorderd ICT-gebruiker (in onderwijs) heeft routine in het gebruik van ICT in het onderwijs. Hij integreert technologie regelmatig in zijn onderwijspraktijk. Hij vraagt zich regelmatig af wat het effect is van ICTgebruik in de onderwijspraktijk op zijn studenten. Hij inspireert ook andere collega’s en praat regelmatig over zijn opgedane kennis en ervaringen. Hij heeft nagedacht over de relatie tussen onderwijsvisie en het gebruik van ICT.
Monitoring door projectgroep ViA Graag je medewerking tijdens en na afloop van het project in kader van monitoring door een projectmedewerker: A.
Voortgang: wat is er al gebeurd? is het beoogd resultaat (on)veranderd? wat moet er nog gebeuren? wanneer is het project afgerond?
B. 1. 2. 3. 4.
End Review: is de doelstelling en beoogd resultaat (on)veranderd? wat heb je gedaan? wat is het opgeleverde resultaat? is de doelstelling bereikt? en waarom (niet)? o
wat is het effect op studenten? Is er een hogere betrokkenheid? Is er sprake van een verbeterd leerproces? Bijvoorbeeld: effectiever (hoger leerresultaat), efficiënter (in minder tijd vergelijkbare of zelfs betere leerprestaties), student is meer gemotiveerd.
o
wat betekent deze toepassing voor docenten? Kan de docent meer effectief of efficiënt voorbereiden, lesgeven/begeleiden? En waarom?
5. wat betekent deze toepassing voor de ondersteuning vanuit de onderwijsorganisatie (binnen de academie of daarbuiten)? (in dit project; en in de toekomst?) 6. komt er een vervolg of zou het (breder) uitgerold kunnen worden, en zo ja hoe? 7. kennisdeling: o o o
wat wil je delen over de vernieuwde onderwijspraktijk c.q. het experiment? welke producten zijn opgeleverd die we kunnen delen (bijv. screencasts) welke tips heb je voor andere docenten (lessons learned)?
Mogelijke vragen voor studenten:
Hoe heb je deze toepassing ervaren? (toepassing = onderwijspraktijk waarin de docent gebruik maakt van een of meerdere digitale tool(s) c.q. toepassingen in het leren/lesgeven)
Wat is het effect op jou? Is er sprake van een hogere betrokkenheid? Is er sprake van een verbeterd leerproces? Bijvoorbeeld: effectiever (hoger leerresultaat), efficiënter (in minder tijd vergelijkbare of zelfs betere leerprestaties), student is meer gemotiveerd. 7
