Case study:Disability support in computer-based assessment

The use of this e-learning approach

• It helps all students, included students with certain forms of disabilities, to pass exams.
• Describes steps taken to enhance an online assessment system ‘Touchstone’
• Focus on ‘the measurement of subject matter understanding rather than a students' ability to interact with a particular assessment format’.

Context

• A number of new laws to protect students who have various disabilities
• ‘This case-study is written from the perspective of the Medical School within the Faculty of Medicine and Health Science. Reported numbers of students with some form of disability are low at 3%.’

Design

• ‘Implemented quickly before each exam with no specialist personnel required’
• ‘Could be used on any computer used for examinations rather than being limited to specific machines’
• ‘Permit accommodation at the individual level rather than whole groups’
• ‘To create an additional database table to hold individual requirements’
• ‘Utilising an extra table within the main CAA system had the advantage that accommodations can be 'distributed' to any client machine that the candidate sits at for an exam and is easy to centrally administer’
• ‘ A new simple interface was then added to the system to allow non-technical staff to easily set student preferences’

Implement of this e-learning approach

• Talk with experts from the Disability Policy Unit to advise the programming team on what in theory would be needed, and conversely as the design was implemented the programming team.
• ‘The design is now formally embedded within an official departmental/institutional policy. Firstly an assessment method is approved at school teaching committee level’.
  

Technology Used

• ‘Screen readers and Braille tablets for severe forms of disability.’
• ‘Most modern browsers can alter the size of text and force background colours but these are quite crude devices’
• ‘Within an assessment system there are a number of different colours that are used: background, foreground, headings, number of marks, and notes.’
• ‘Images whose backgrounds do not change because it was assumed that the background would always be white.’
• ‘The accessibility capabilities of a browser would not know about any extra time permitted for a dyslexic student’
• ‘The assessment system itself should be redesigned to provide more flexibility.’

Benefits

• Help students with mild disabilities who may face problems with the computers or online exams
• Creation of personal profiles within the system
• Save staff time
• Enables students who can not use the mouse to be examined
• Enables the provision of extra time to students who may need extra time during the exams
• Provision of separates rooms for candidates with additional time

Disadvantages

• Time cost for altering the CAA system
• ‘High level of negotiation that is required with the examinees’

Lessons Learned

• ‘informal discussions with several individuals have highlighted the acceptability of this customisation approach in the students eyes’

Case Study: Use of video case studies to highlight issues in Qualitative research Methods

The use of this e-learning approach

The aim is ‘the integration of video texts into content and delivery, providing examples which illuminate issues in Qualitative Research Methods at Masters level.’

Context

• within Qualitative Research Methods (level 1 and 2) Master's level modules
• within the MA in Social Science Research Methods
• the students are:

-a few internal applicants
-a small number of overseas students
-students from Sports and Tourism courses at Sheffield Hallam University
-a number of others from Applied Social Studies

Implement of this e-learning approach

• It was used an action-based approach to research
• The results of the research were disseminated at several conferences
• Very little additional support or training was needed due to the simplicity format of the streaming video.
• ‘The collection of Online Visual Resources is currently merely listed alphabetically by themed area - but the resource would clearly be better presented as a wiki file, and this is being planned for the near future’
• A non-copyright collection is being produced for the use of Google video links.
• Academic target: ‘Develop a range of learning contexts & models to meet the needs of a diverse student population & provide opportunities for culturally-diverse learning experiences.’
  

Technology Used

• Short videos were produced
• Professional assistance was used for higher quality in camera work and sound
  The videos were placed onto the Helix Server and onto a website hosted by C-SAP (http://www.teachingrace.bham.ac.uk/resource_overview.htm)
• The materials were available on BlackBoard sites
• Collection of online video material on the public domain:
  · YouTube
  · Google Video
  · NewfilmOnline
  

Benefits

• increase in the interest expressed by students in visual methods
• enhance the value of using small amounts of video
• students who have been exposed to critical approaches to visual research are more likely to become what Bell Hooks (1997) has termed 'enlightened witnesses'
• the development of a more active research culture at department and faculty level
• this approach has assisted a social justice agenda, vulnerable groups like those who contributed to the video sequences have actively used images and articles from the production to support their case for remaining on the contested home site.
• the universal appeal of the materials and the method of integrating visual culture into the research process.
• important aspect of ongoing professional development

Disadvantages

• Requirement of technical knowledge and is time consuming.
• Visual methods can be inappropriate and intrusive, require lengthy periods to build trust, and are best used in a collaborative fashion which can take much longer.
• Visual evidence may give the illusion of objectivity
• Need to be used in conjunction with other forms of evidence in research.
• Needs to complement other texts when used in teaching and to encourage reading
• May encourage a passive form of learning if not used interactively and in conjunction with developed teaching strategies
• In terms of the use of other visual resources such as online video clips there are issues of copyright and their use on and off campus is uncertain and must be carefully considered
  Lessons Learned
• Overall the use of digital video is beneficial as long as the design of the resource and integration into teaching is carefully considered.
• This visual approach is complex, and can be time consuming but the benefits to social scientists are many.

Case study:A team based approach to develop e-resources

The use of this e-learning approach

• ‘Development of a sustainable and transferable team-based approach to the provision of e-resources’
• The first year of the project UReCA (Understanding Research and Critical Appraisal in Health Care) for developing e-resources highlighted the weaknesses in staff development. ‘Specifically these related to lack of familiarity and confidence with the tools used to deliver materials and support online discussions and conceptualising the link between paper-based activities and e-resources.’

Context

‘The UReCA project had provided the evidence-base for the advantages of:

• flexible access to resources via 24/7 online environment
• differentiation of resources online increasing the range of options available and matching them to specific groups where appropriate
• reflections on the structure and design of e-resources informing the developing structure and design of the modules taught sessions

UReCA dissemination events highlighted that key points for effective practice included:

• varied mix of skills and experience amongst staff team taken into account and confidence levels increased through co-operation
• supportive approach to e-tutoring and moderation of forum required to engage learners and staff team members ‘

Design

Design a programme, which promotes a gradual understanding, enables staff to communicate and supports face-to-face sessions.

Implement this e-learning approach

• A series of face-to-face sessions
• A series of interactive sessions open to all staff
• A hot lunch as an incentive
• ‘Summary reports of each session were posted to the staff blog. Session updates and news posted to the staff forum including links to the blog.’

Technology Used

• ‘part of the University's Web Architecture which is supported and developed by E-lab the division of Warwick IT Services’
• ‘The design of online staff development content and activities integrates a range of features available web content and related activities including those for creation of forms, quizzes, forums, blogs, personalised content etc.’

Benefits

‘Benefits to date can be measured by significant improvements amongst staff in:

• understanding
• enthusiasm for investigating e-resources
• ability to deliver e-learning
• wider participation in e-learning developments
• confidence in the use of e-tools
• networking. ‘

Disadvantages

• Investment in time on the design
• Cost implications
• ‘equired in maintaining parallel online support for face-to-face sessions and preparing supporting notes in hard copy for colleagues who find operating in an online environment more of a challenge'

Lessons Learned

• ‘Bringing staff together as a team provides a supportive environment’
• ‘promote (…) team members to communicate on 'similar wavelengths'.’
• ‘the benefits of taking a strategic approach to staff development are already becoming apparent in the growth of collaborative (peer-to-peer) initiatives and the dissemination of outputs via the staff forum’

Case study: Collaborative teaching and video-conferencing in Classics

The use of this e-learning approach

The video-conference enables several expertises to offer their knowledge to the students. Additionally, it allows the development of collaborative teaching across three institutions.

Context

The e-learning approach was used to support modules for three Welsh universities:
Swansea University's MA in Ancient History and Classical Culture
University of Wales Lampeter's MA in Ancient History
Cardiff University's MA in Ancient History
Despite the fact that the first scheme was to ‘have an intercollegiate University of Wales MA in Ancient History under auspices of the University of Wales Institute of Classics and Ancient History (UWICAH)’ institutions operate parallel with several modules. The modules, finally, ‘are delivered in total by video conferencing’ and the modules are taught either jointly by staff in all institutions or by a staff member in one institution (but the module is ‘taken by students in other institutions’).

Design

· Co-ordinated by David Gill in Swansea who acts as the chair of learning and teaching for UWICAH
· Representatives: Lampeter and Cardiff
· The students (from any location) attend two hours seminars and have to prepare material as for any other class.
· ‘A video-conferenced module is supported by a Blackboard site where teaching materials can be placed’.
· ‘each institution should be responsible for research methodologies’
· ‘The design of modules is monitored by the School Learning and Teaching Committee and confirmed by the Faculty’

Implement this e-learning approach

‘Video-conferencing is an integral part of the Swansea MA in Ancient History and Classical Culture’
‘There was training provided to staff and students by members of the WVN team.’
‘Modules are assessed in the normal way (by double blind marking)’
‘There is feedback from students at the end of each year as part of the module and scheme review’

Technology Used

· ‘The video-conferencing is provided by the Welsh Video Network (WVN) (http://www.wvn.ac.uk/). Swansea has several rooms (most recently in the School of Humanities). These allow for use of laptops, white boards etc which can be transmitted to other sites.’
· ‘More experienced users engage with the full range of facilities on offer; others just use it as an interactive seminar.’

Benefits

· Students can pursue modules from external resources.
· Help students with research issues
· Lectures from three institutions are better than lectures from only one institution.
· ‘colleagues from other institutions attend the seminar’
· ‘Students seem to have enjoyed the dialogue aspect of the module especially when they see staff members explaining difficult issues’
· Cost-saving benefits
· By statistical analysis students were not disadvantaged.

Disadvantages

There is the need for:
· Training staff members
· technician support
· local academic support
· booking. Sometimes it is ‘difficult to book a regular slot for a module’
· balance teaching between institutions

Case studies of elearning innovation

I have selected the following case studies:

The University of Nottingham: Background & Context
http://www.jiscinfonet.ac.uk/case-studies/tangible/nottingham/index_html1
CAMEL (tangible benefits of e-learning) Case Study: The University of Nottingham, Disability support in computer-based assessment

Swansea University: Background & Context
http://www.jiscinfonet.ac.uk/case-studies/tangible/swansea/index_html1
CAMEL (tangible benefits of e-learning) Case Study: Swansea University, Collaborative teaching and video-conferencing in Classics

The University of Warwick: Background & Context
http://www.jiscinfonet.ac.uk/case-studies/tangible/warwick/index_html1
CAMEL (tangible benefits of e-learning) Case Study: The University of Warwick, A team-based approach to developing e-resources

Sheffield Hallam University: Background & Context
http://www.jiscinfonet.ac.uk/case-studies/tangible/hallam/index_html2
CAMEL (tangible benefits of e-learning) Case Study: Sheffield Hallam University, Use of video case studies to highlight issues in Qualitative Research Methods

Week 3.Task 2

I believe that we all have some specific criteria (in the back of our mind) when we decide to adopt an innovation. These criteria often coincide with the referred ones. For instance, when I was indecisive weather the H807 was appropriate for me(I was pertubated if my computer skills werw good enough-complexity-). I read the sample course material which is available on-line to check if it was appropriate for me(trialability).

Activity task 1_Q3

Q3

I believe that as Roger defines his model he assumes that innovation is a good thing. Consequently, innovators are people who help the advantages of new technologies to start benefit the whole community. But as the history has taught us, every new technology/approach (or something like that) isn’t always good. Moreover, it depends on how people use it. For instance, the nuclear technology from a powerful technique for power production (with little environmental pollution) became one of the most catastrophic weapons of the mankind.

Week 3, Activity 1: Applying Roger's ideal types. Q1

On the one hand, I believe that Roger’s model correspond with my experience. As an undergraduate student I noticed that only very few professors used new technologies for teaching. To my mind, these professors correspond to the ‘innovators’ or the ‘early adapters’ (I believe that the differences between these two categories are quite difficult to be noticed. What is more, as a student I was not in a position to know when and how each professor had adopted the specific methods). The majority of rest professors can easily be classified as ‘late majority’ and ‘laggards’. These people were the oldest who used the technology unwillingly.
On the other hand, I am not sure if each person can be categorized in a specific group. For instance, a person may easily adopt new technologies for personal use, but he/she uses new methods or approaches for professional needs more difficultly.

Thedora's Intro

Hello all,

My name is Theodora Kyriakou and I come from Cyprus. The last 8 years I live in Athens, Greece. I am a graduate of the Department of History of the National and Kapodistrian University of Athens. I have attended several very interesting seminars on education and a whole-year lesson on ‘Introduction to Greek Sign Language-Education of deaf people. First Grade’.

Now, I attend lessons to a private journalism school in Athens. I would like to continue my studies in education as I would like to teach Greek Literature, Classical Greek and History in secondary school in Cyprus or Greece. This is my second OU module and I hope to finish the Master in Education. I do not have working experience at a school but I have been working as a private tutor of 17 years old pupils assisting them with their school lessons in Greek Literature and History in order to take the Pahnellenic Exams.

In my free time I attend lessons for the European Computer Driving Licence(ECDL) and I spent a lot of hours in a gym. My favorite place for holidays is Agia Napa in Cyprus