Consulting, training and service for teaching staff

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1 Consulting, training and service for teaching staff Online Educa 2008 Pre-Conference Workshop 5 December 3rd, 2008 Nadia Juhnke Brigitte Grote, Ulrike Mußmann CeDiS Competence Center E-Learning / Multimedia Freie Universität Berlin

2 Blended Learning Classroom Online Lectures Seminar Literature Online Surveys Chat Forums Exercises Tutorial Laboratory Multimedia Digital Materials Self-tests Lectures Blended Learning Lectures Tutorials Library Without LMS Lectures Tutorials Library Informations Blended Learning I»Introduction«Lectures Tutorials e-tutor Library Informations Blended Learning II»Extended«Lectures Exam preparation Tutorials e-tutor Library Informations Blended Learning III»Maximum«Materialcollection Multimediamaterial Exam preparation Tutorials e-tutor Library Informations Materialcollection Materialcollection Materialcollection Multimediamaterial Online-Courses 2

3 Project FUeL ( FU e-learning ) Objectives - spreading the use of e-learning university-wide - focus on Blended Learning - at least ¼ of all courses (already achieved) - extending the (technological) infrastructure - creating a student portal - promoting e-learning content exchange - marketing e-learning content, courses and services Funding - summer 2005 to autumn Federal Ministry of Education & Research (BMBF): 1.7 million - FU resources 3

4 Support for Teaching Staff Central Services (CeDiS) E-Learning Expert Team - advising university teachers - hands-on support - strategic cooperation with the deans Learning Management System (LMS) - training and consulting - software operation - hotline (phone, ) - cooperation with Charité Training - use of the LMS (Blackboard) - production of e-learning content - didactics of e-learning Authoring Software - training and consulting - technical support - products: Mediator, CMS, (Lectora) E-Learning Grants Program - administration - consulting and support E-Examinations - technical infrastructure - organizational framework Questions of Law - leaflets, question/answer pool - individual advice Evaluation - support for quality improvement - university wide student survey 4

5 E-Learning Consultants ( ) Use of the central LMS Content Creation Support E-Learning Consultants one contact person for each department Cooperation Deans Teachers Grants Program Media Didactics E-learning Coordinators 5

6 E-Learning Consulting: General Conditions Top-Down factors e-learning strategy (university, department) desirable e-competence centrally provided tools and services Bottom-Up factors demand and interest by teaching staff required e-competence Target groups teaching staff (individual and in groups) departments, institutes 6

7 E-Learning Consulting Subjects E-Learning in Higher Education - Blended Learning Scenarios - Evaluation Tools - Learning Management System - Content Management System - Content Production - E-Examinations - Blogs, Wikis Legal Assistance E-Learning Grants Program 7

8 Necessary E-Competence Media Literacy usage of the LMS Blackboard and other e-learning tools creation of e-learning content intellectual property rights Method Competence potential of e-learning for didactics of teaching and learning development of individual blended learning concepts Soft Skills tele tutoring Personal Skills modified role perception of teacher and student 8

9 Consulting: Conclusion Outcome many teachers started with basic e-learning technologies about 40 % of all universities courses are supported with the LMS advanced good-practice examples in every department the central LMS is well accepted among students increased e-competence of teaching staff Lessons learnt direct contact (face-to-face) with teachers is important hands-on support is strongly needed (consultants, hotline) consultants should have basic insight of the respective scientific subject advanced results (courses, material) can be achieved with additional support (grants, workshops, consulting, media production) students are a driving force incentives for teaching staff are helpful each department has its own general conditions and demands 9

10 Training Target Group teaching Staff (professors, lecturers, student assistants) very inhomogeneous in - pre-requisite knowledge and experience - motivation - specific requirements of different scientific fields Course Organization training courses, workshops: 2 hours 1 day courses of studies: 1 week 1 semester Implementation central: regularly organized and held by CeDiS local: on demand in departments, institutes 10

11 Course E-Teaching: Experiences Numbers 40 participants in 3 runs since 2006/07 Results innovative concepts for e-learning in higher education participants gain comprehensive e-competence opportunity for interdisciplinary discussion about teaching participants continue to apply e-learning (blended learning) Participants act as disseminators in their institutes Efficiency high effort for CeDiS relativly few people reached directly indirect impact? 11

12 Training program about E-Learning 12

13 Course E-Teaching Concept 1 semester (5 months) part-time course comprehensive curriculum on different aspects of e-learning target group: lecturers and teaching assistants Goal conception and implementation of a blended learning course use of the blended learning course in regular teaching increase in e-competence Implementation blended learning (workload > 150 h): - 13 classroom lectures/workshops - 4 online phases (with coaching) - additional topics on demand certificate of Freie Universität Berlin 13

14 E-Teaching: E-Learning is the Subject Matter E-Learning Technology central LMS web 2.0 tools E-Learning in Higher Education conception of a blended learning course integration of e-learning technology into teaching Production of E-Learning Material conception of learning modules, authoring software intellectual property rights Course E-Teaching Teaching a Blended Learning Course online coaching evaluation 14

15 E-Teaching: E-Learning is the Method I LMS course: course documents, communication, tests, evaluation Wiki: collection of results Blog: regular journal for experiences and questions 15

16 E-Teaching: E-Learning is the Method II Participants moderating parts of the e-teaching course 16

17 E-Teaching: Blended Learning Course Goal: conception and implementation of a blended learning course Modules Kick- Off A E-Learning Tools B Conception of a blended learning course C Implementation of the blended learning concept D Teaching of the blended learning course Abschluss Tools LMS course: course material, information, evaluation Forum, chat: online coaching, discussion, virtual consultation-hour Wiki: collection of results Authoring tools: production of e-content Blog: course journal Forum,blog,wiki:M,derat. 17

18 Course E-Teaching: Experiences Numbers 40 participants in 3 runs since 2006/07 Results innovative concepts for e-learning in higher education participants gain comprehensive e-competence opportunity for interdisciplinary discussion about teaching participants continue to apply e-learning (blended learning) Participants act as disseminators in their institutes Efficiency high effort for CeDiS relativly few people reached directly indirect impact? 18

19 Course E-Tutoring Concept 1 week course curriculum: practical e-learning skills (methods, tools) target group: student assistants Goal enable student assistants to support teachers applying e-learning Implementation blended learning (workload ~ 35 h): - 10 classroom lectures/workshops - 2 one-day online phases (with coaching) certificate of Freie Universität Berlin Numbers 42 participants in 2 runs

20 E-Tutoring: Blended Learning Day 1 Classroom Day 2 Online Day 3 Classroom Day 4 Online Day 5 Classroo Classroom Basic know-how about e-learning tools and methods Online Hands-on experience, follow up and consolidation of the classroom content assignments online coaching Professional conception and design of a LMS course about a topic of individual choice 20

21 Training: Conclusion Well accepted courses (central) introduction to the Learning Management System seminar about intellectual property rights intensive courses (e-teaching, e-tutoring, autumn school) local courses on demand Courses with poor attendance central courses on advanced topics courses about other tools than the LMS short (half-day) theoretical courses on method competence Lessons learnt central crash courses/workshops are appropiate for basic technologies for advanced topics problem based approaches are necessary courses (e-teaching) foster a general exchange of ideas about teaching institutional certification is a good incentive 21

22 E-learning Grants Program Goals promotion of blended learning - production of e-learning content - usage of the central LMS Blackboard support for early adopters Funding until 2010: Euro annually from the FU presidency individual projects, joint projects, department-wide projects extra budget for new professors support and administration by CeDiS Outcomes > 200 projects, involving every department broad dissemination of e-learning skills and competence 22

23 E-Learning Grant Program Workflow Instructor Application Application LGeL Application submission advice recommendation decision + - e-learning Project Know-how Grant 23

24 E-Learning Grants Program LGeL Multipliplication Effects Financial Support Know-How Project 1 Project 2 Project n Project 1 Project 2 Project n Project Project Project Freie Universität Departments 24

25 Central Learning Management System (LMS) Teamwork Chat Forums Learning materials Self-tests Evaluation Information Community Library Course Course Course Course Catalog Central entry point!!! 25

26 Central LMS (Blackboard) Dissemination Studierende Kurse Summer 04 Winter 04/05 Summer 05 Winter 05/06 Summer 06 Winter 06/07 Summer 07 Winter 07/08 Summer 08 26

27 Authoring: From Raw Material to E-learning Content?? Scientists Designers Programmers Educationalists Media Experts 27

28 Authoring Software E-learning Content intuitive work mode for authors (drag & drop of texts, images, media) What You See Is What You (almost) Get produce and edit web content without knowing HTML, Flash, JavaScript achieve fancy results in (comparatively) few time ( Rapid E-learning ) quick working, but sometimes dirty results interaction and animation media import (video, audio, ) templates for page layout and menus Freie Universitaet Berlin Mediator (Matchware): interaction, animation, tests Lectora (Trivantis): web pages, standards (SCORM, UTF 8) 28

29 Authoring Software: Examples Institute for Latin American Studies animations interactive (self tests) main menu, sub menus 9 Learning Modules (20-30 pages each) development time: 2-3 months Authoring software: Mediator Mediator Lectora training example (CeDiS) Ionic Migration (Biology) Origin of the Koran (Cultural Sciences) Systematic Phytology (Biology) Blood Groops (Veterinary Medicine) 29

30 Authoring Software: Mediator (Matchware) template structure page 30

31 Content Management Systems E-learning Content large e-learning projects - many (web-) pages - several users (different locations) templates and structure have to be set up at the beginning layout and design is controlled centrally deployment: web server; export to Learning Management System Freie Universitaet Berlin: NPS (Infopark) Examples Naturopathic Treatment in Veterinary Medicine Petrograph (Earth Sciences) 31

32 Tools for Production of E-learning Content Native Tools HTML-Editors (e.g. Dreamweaver), Flash-Editor, Java,... + flexibility, everything is possible flexiblilty, in-depth expertise (technology, design) required XML-Editors + reusability, modularity, adaptivity, standards abstract work mode, high initial effort (data model, templates, ) Content Management Systems + cooperation over distance, workflows, versions, templates initial effort, limitations of HTML (interactivity?, multimedia?) Authoring Software Examples: Mediator (Flash, HTML), Lectora (HTML) + What You See Is What You (almost) Get, interactivity, multimedia limitations of the software, flexibilty (-> chaos?) 32

33 E-Examinations Infrastructure Hardware: - four central examination rooms for notebook use (221 seats) - integrated power supply and internet access (LAN) Software: - online tests (webbrowser) - submission software (Windows, Mac) - online notebook compatibility check 33

34 E-Examinations: Experience Teachers (semi) automatic revision saves time in grading no increased need for supervision personnel high rate of last minute examination cancelations by students (initially) higher effort for preparing the exams question pools support reusabilty more possiblities and more fun appropriate to meet the need for more examinations (bachelor) Students results are available very soon CeDiS technical attempts to deceive were not observed need for optimization: notebook compatibility better estimation of students partizipation rate 34

35 Thank you! Questions? Nadia Juhnke CeDiS Kompetenzzentrum E-Learning / Multimedia Freie Universität Berlin

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