Using a VLE to support Active Learning:

a Model for Training of Academic Staff

Patris van BoxelICT Educational Centre

vrije Universiteit amsterdam

Aim

• Overview VLE use in Dutch HE:– preliminary results survey – (+ comparison UK survey)– Dutch Blackboard support initiatives

• VLE use at the Vrije Universiteit:– context– training academic staff

• setup of introductory VLE course• description of use of case studies

1. Aim2. VLE in Netherlands3. Results Survey4. BB initiatives5. ‘Hot topics’

VLE use in Dutch HE

• Similar developments as in UK• Sharp increase use of VLE’s• ‘Quikscan’ survey november 2001

1. Does your institution use a VLE?2. More than one?3. Which one?4. Which phase of implementation?

• Testing• Pilot• Partial implementation• Full implementation

1. Aim2. VLE in Netherlands3. Results Survey4. BB initiatives5. ‘Hot topics’

Results Dutch HE Survey

• All universities that responded use at least one VLE

• 86% of all HE institutions that responded use VLE– 50% uses more than one

• Blackboard most adopted platform– 77% of universities– 57% of polytechnics

• At various stages of implementation– majority beyond initial test phase

1. Aim2. VLE in Netherlands3. Results Survey4. BB initiatives5. ‘Hot topics’

Comparison UK SurveyVLE use UK

WebCT30%

Blackboard17%

FirstClass15%

LLSpace8%

In house6%

Lotus Domino4%

Other20%

VLE use Netherlands

WebCT14%

Blackboard42%LLSpace

14%

N@tschool!5%

Teletop5%

Other20%

Source: Ucisa survey 2001

Source: Surf survey 2001

Number of VLE's in institutions

0%

10%

20%

30%

40%

50%

None One Two Three Four

UK

Netherlands

Conclusion survey

• Blackboard predicted to become a standard in the Netherlands – VLE most used in ‘full

implementation’ scenarios– VLE which most institutions

support officially

1. Aim2. VLE in Netherlands3. Results Survey4. BB initiatives5. ‘Hot topics’

Dutch Bb support initiatives:

• Blackboard usergroup– Co-ordinator– Study days– Feedback BB US

• Blackboard support site– Conference reports (ALT-C,

Educause,..)– BB contact persons in institutions– Q & A– Bb Training materials

www.edusite.nl/bbgg

1. Aim2. VLE in Netherlands3. Results Survey4. BB initiatives5. ‘Hot topics’

Current ‘hot’ topics

Technical:• Integration Blackboard with other

systems

Pedagogical:• Evaluation of VLE implementation

(quality assurance)• Good practices e.g in use of online

collaborative learning• Digital portfolio’s

Strategy and implementation• Ba/Ma structure; internationalisation;

flexible learning,...

1. Aim2. VLE in Netherlands3. Results Survey4. BB initiatives5. ‘Hot topics’

VLE training @ the Vrije Universiteit

1. Background2. The training method3. Use of case studies4. The lecturer's response5. Conclusions

Background

• Medium-sized university (14000)• Campus-based• Memorandum Vrije Universiteit

(1999)– Structural integration of ICT

• ICT Educational Centre – Manages ICT projects in faculties – Advice and support to lecturers– Staff development programme – Centrally supported VLE

1. Background2. The training method3. Use of case studies4. The lecturer's response5. Conclusions

Background

• Individual faculties use VLE’s since 1997

• Central VLE (Blackboard) adopted september 2000 – 11 faculties– 3000 users/250 courses– End december 2001 version 5.5

(level 1)

• 4 faculties use different VLE’s

1. Background2. The training method3. Use of case studies4. The lecturer's response5. Conclusions

Training Method

• Introductory Course: “Using a VLE to support Active Learning”

• Target audience: Lecturers who...– have to learn to use a VLE – need to integrate active learning

methods in their teaching practice– who don’t have a lot of time– may not like computers– feel alienated from pedagogical theories

1. Background2. The training method3. Use of case studies4. The lecturer's response5. Conclusions

2. Training Method

Using a VLE(hands-on)

Background reading material(self study)

Practical Skills

Concrete and achievable challengeApplication to own teaching practice

Analysing Case Studies(reflection, inspiration)

Pedagogical Skills

1. Background2. The training method3. Use of case studies4. The lecturer's response5. Conclusions

Use of Case Studies

• Authentic examples active learning at the VU (4)

• Description of the learning task • VLE facilitates activity• Emphasis on ‘learning from each other’

– peer feedback and assessment – group discussion– group problem solving

• Various disciplines and VLE’s• Various group sizes• Mix face to face and online learning• Good and bad practices

1. Background2. The training method3. Use of case studies4. The lecturer's response5. Conclusions

Description of Case Studies

• Mechanics: individual assignments and peer feedback

• Philosophy: discussion about ethical dilemma and peer feedback

• Dentistry: practical group task and lecture feedback and assessment preparation archive

• Psychology: selftest - multiple choice questions in pairs

1. Background2. The training method3. Use of case studies4. The lecturer's response5. Conclusions

Download case studies from: http://www.icto.vu.nl

‘Golden rules’

• Success of online learning activity depends on many factors

• ‘Golden rules’ increase chance of succes: – planning of the online learning

activity– aims of the online learning activity– conditions for participation

1. Background2. The training method3. Use of case studies4. The lecturer's response5. Conclusions

Golden rulesPlanning• Plan (online) learning

activity well before the start of the course

• Mix online learning activity with classroom activity

• Reserve time and opportunity for intervention by lecturer

• Be sparse in number of subjects and moments when using online activities

• Use peer instruction, assessment or grading if possible

Klemm, Van der Veen, Mason,...

Aims• Make aims clear and keep

everyone to the rules (moderate!)

• Formulate tangible results or end product

• Round activities clearly offConditions• Participation is

compulsory and will be assessed

• Don’t settle for opinions - demand arguments, explanations,..

• Provide regular feedback• Create a positive and

constructive atmosphere

1. The lecturer's challenge2. The training method3. Use of case studies4. The lecturer's response5. Conclusions

Review of Case Studies

• In pairs - choose one case study

• Evaluation, focusing on:– role of the VLE – application ‘Golden rules’ – gain in student activity

• Discussion and reflection • Group feedback

1. Background2. The training method3. Use of case studies4. The lecturer's response5. Conclusions

Final question on Training

• Will I use a VLE?

• Will I use a VLE similar to the use presented in the case studies?

1. Background2. The training method3. Use of case studies4. The lecturer's response5. Conclusions

4. The Lecturer’s Response

• Positive experience– Training reduces perceived

complexity of educational innovation• Technically• Pedagogically

• Case studies generate enthusiasm

• Remaining concerns– Assessment method– Time investment

1. Background2. The training method3. Use of case studies4. The lecturer's response5. Conclusions

5. Conclusions

• Setup of training course – Practical skills, pedagogical skills, bonded

by case studies

• Case studies– ‘Active learning’ scenarios – Stepping stones to gain ideas for practical

approaches– ‘Golden rules’ allow further analysis of

cases and guidance for own implementation

• Effectiveness (long-term) still needs to be evaluated

1. Background2. The training method3. Use of case studies4. The lecturer's response5. Conclusions

Further information

Case studies and backgroundinformation: http://www.icto.vu.nl

Email:pvboxel@icto.vu.nl