Research into practice: evaluation of Skills Hub content and implications for library staff development in the creation of video OERs

Research into practice: evaluation of Skills Hub content and implications for library staff development in the creation of video OERs

Jonas House, Georgina Dimmock

DOI: http://dx.doi.org/10.14234/elehe.v7i1.89

Abstract

The University of Northampton Skills Hub is an online open-access repository of academic skills resources whose primary content is a body of short video open educational resources (OERs) created in-house by staff. To ensure OER quality and to identify staff development needs, the Skills Hub: Review, Redesign, Rebuild project was conducted. The project assessed the quality of fifty of the Skills Hub’s video OERs by inviting fifteen reviewers from different user groups to critically assess the resources. The results were analysed thematically and then considered in relation to the extant literature on the creation of multimedia educational resources and online OERs. Four main practical categories required attention in the creation of future video OERs: technical, presentation, structural and content. These four categories fed into four superordinate categories regarding cognition and reception of OERs: comprehension, concentration, information retention and professionalism. Practitioner recommendations are made for video OER producers, and the findings are situated in relation the principles of multimedia learning theory.

Keywords

OERs; Skills hub; video; staff development; library; academic skills; multimedia learning; educational psychology

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References

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DOI: http://dx.doi.org/10.14234/elehe.v7i1.89

The Journal Enhancing the Learner Experience in Higher Education can be found at: http://journals.northampton.ac.uk/index.php/elehe/index

Blended learning and postgraduate skills: rethinking MA History

Blended learning and postgraduate skills: rethinking MA History

Matthew McCormack, Natalie Hanley-Smith

Abstract

This study focuses on the implications of blended learning for taught postgraduate education. It takes as its focus the pilot year of the MA History at the University of Northampton, which had been redesigned to blend online and face-to-face delivery. By employing a student researcher to canvass students’ views, the project evaluates the implications of the delivery mode for the specific skills associated with the discipline of History. As well as evaluating this particular programme, the project uses it as a case study to develop a transferable framework for blended learning. The article argues that both online and classroom delivery can develop the key skills associated with postgraduate study in History, but in significantly different ways, so combining them in an effective blend can offer a pedagogical enhancement.

Keywords

Blended learning; e-learning; postgraduate

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References

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DOI: http://dx.doi.org/10.14234/elehe.v7i1.96


The Journal Enhancing the Learner Experience in Higher Education can be found at: http://journals.northampton.ac.uk/index.php/elehe/index

Social media platforms as educational interfaces - considering the way forward for blended learning

Social media platforms as educational interfaces - considering the way forward for blended learning

Kelly Louise Preece

Abstract

Despite their pervasiveness, Virtual Learning Environments (VLEs) are subject to a number of criticisms of their efficacy as platforms for blended learning (Weller, 2006). This paper considers the use of social media platform Padlet as an alternative educational interface through evaluation of an intervention-based case-study. Focus groups were conducted with the student cohort, identifying a number of recurring themes that form the main body of this paper: visuality and clarity of the interface, autonomy over learning, students as co-producers and critical reflection. These themes address the intervention itself, and acknowledge the limitations of the research by proposing potential developments. The paper concludes by drawing together questions for further research, and notably reflects on whether it is more pertinent to address the way we use educational interfaces, rather than the interfaces themselves, in considering ‘the way forward’ for blended learning in Higher Education 2018.

Keywords

Blended Learning; Student Experience

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References

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DOI: http://dx.doi.org/10.14234/elehe.v7i1.95


The Journal Enhancing the Learner Experience in Higher Education can be found at: http://journals.northampton.ac.uk/index.php/elehe/index

Editorial Vol 7

http://journals.northampton.ac.uk/index.php/elehe/article/view/101/84

The Journal Enhancing the Learner Experience in Higher Education can be found at: http://journals.northampton.ac.uk/index.php/elehe/index

New edition of ELEHE out

Vol 7, No 1 (2015)

Table of Contents

Editorial

Editorial	PDF
Alejandro Armellini	1-2

Articles

Blended learning and postgraduate skills: rethinking MA History	PDF
Matthew McCormack, Natalie Hanley-Smith	3-14

Social media platforms as educational interfaces - considering the way forward for blended learning	PDF
Kelly Louise Preece	15-28

Research into practice: evaluation of Skills Hub content and implications for library staff development in the creation of video OERs	PDF
Jonas House, Georgina Dimmock	29-45

ISSN: 2041-3122The Journal Enhancing the Learner Experience in Higher Education can be found at: http://journals.northampton.ac.uk/index.php/elehe/index

Book Review: International Students in the Asia Pacific – Mobility, Risks and Optimism (Peter Kell & Gillian Vogl, 2012)

International Students in the Asia Pacific – Mobility, Risks and Optimism (Peter Kell & Gillian Vogl, 2012)

Rashmi Dravid

Abstract

The book offers a comprehensive understanding of complex dynamics of factors that characterize international student mobility while unpacking the inherent contradictions.

Keywords

Internationalisation; student mobility; student experience

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References

Beck, U. (2006) ‘Living in the World Risk Society.’ Economy and Society, 35 (3): 329-345. http://dx.doi.org/10.1080/03085140600844902

Kell, P. M. and Vogl, G. J. (2007) Internationalisation, national development and markets: Key dilemmas for leadership in higher education in Australia. In Kell, P. and Vogl, G. (eds) Between The Flags! From Local Dangers to Global Risks for International Students. International Students in the Asia Pacific. Springer.

Kell, P. and Vogl, G. (2012) International students in the Asia Pacific. Springer.

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Vogl, G. and Kell, P. (2010) Welcome to Wollongong: host communities and international students. Macquarie University Research Online.

DOI: http://dx.doi.org/10.14234/elehe.v6i1.91



The Journal Enhancing the Learner Experience in Higher Education can be found at: http://journals.northampton.ac.uk/index.php/elehe/index

Using focus groups to enhance student voice: a work-in-progress exploration of student learning experiences in large classes

Using focus groups to enhance student voice: a work-in-progress exploration of student learning experiences in large classes

Caitlin C Finlayson

Abstract

While course evaluations are traditionally used to gauge teaching effectiveness and provide an outlet for student voice, this metric does not integrate students as collective partners in the teaching and learning process. In promoting a shared learning experience between teachers and students, this project uses a focus group approach to solicit student feedback and ideas, and disseminate the results to faculty. This paper explores the results of a qualitative pilot focus group study related to student engagement in large classes and demonstrates that a focus group approach is an effective and empowering way to prioritise student voice.

Keywords

Focus groups; student engagement; reflective teaching

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References

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Fitzgerald, R. and Corazzo, P. (2013) ‘Out of sight, out of mind: Capturing the distance (online) learner experience’. Enhancing the Learner Experience in Higher Education. 5 (1): 58–64. http://dx.doi.org/10.14234/elehe.v5i1.76

Fluckiger, J., Vigil, Y. T. Y., Pasco, R., and Danielson, K. (2010) ‘Formative feedback: Involving students as partners in assessment to enhance learning’. College Teaching. 58 (4): 136-140. http://dx.doi.org/10.1080/87567555.2010.484031

Giles, A., Martin, S. C., Bryce, D., and Hendry, G. D. (2004) ‘Students as partners in evaluation: Student and teacher perspectives’. Assessment & Evaluation in Higher Education. 29 (6): 681-685. http://dx.doi.org/10.1080/0260293042000227227

Hamilton, D. M., Pritchard, R. E., Welsh, C. N., Potter, G. C., and Saccucci, M. S. (2002) ‘The effects of using in-class focus groups on student course evaluations’. Journal of Education for Business. 77 (6): 329-333. http://dx.doi.org/10.1080/08832320209599684

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Little, B. and Williams, R. (2010) ‘Students’ roles in maintaining quality and in enhancing learning: Is there a tension?’ Quality in Higher Education. 16 (2): 115–127. http://dx.doi.org/10.1080/13538322.2010.485740

Marsh, H. W. (1984) ‘Students’ evaluations of university teaching: Dimensionality, reliability, validity, potential baises, and utility’. Journal of Educational Psychology. 76 (5): 707–754. http://dx.doi.org/10.1037/0022-0663.76.5.707

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Wachtel, H. K. (1998) ‘Student evaluation of college teaching effectiveness: A brief review’. Assessment & Evaluation in Higher Education. 23 (2): 191. http://dx.doi.org/10.1080/0260293980230207

Williams, W. M. and Ceci, S. J. (1997) ‘“How’m I Doing?” Problems with student ratings of instructors and courses’. Change: The Magazine of Higher Learning. 29 (5): 12–23. http://dx.doi.org/10.1080/00091389709602331

DOI: http://dx.doi.org/10.14234/elehe.v6i1.92

The Journal Enhancing the Learner Experience in Higher Education can be found at: http://journals.northampton.ac.uk/index.php/elehe/index