Catherine Conlon

Catherine Conlon


Describe your digital artefact


The artefact is a presentation of lecture materials created in Articulate presentation software. The presentation is uploaded to the university’s virtual learning environment and delivered to the students in blended learning context.

What technology do you use?


The content was developed using Articulate and hosted in the virtual learning environment, Blackboard Learn.

How does this artefact relate to your teaching and learning practice and the development of digital skills?


In 2018/19 TCD introduced a new academic year structure and a semesterisation model. Course work assessment such as essays or projects needed to be assigned to students’ mid-way through the module. Deadlines needed to be set so that work was submitted by the end of the teaching term and before the examination period in order to support student management of workload. This raised challenges for me in how I could ensure that students could benefit from a detailed, integrated overview of key lecture content at the end of the module sufficiently in advance of assignment deadlines. Online lecture material in a Blended learning context are a helpful tool to supplement classes. I uploaded the online presentations to bring together didactic content introduced to students across the earlier sessions in the module. Students were able to review and access the on-line lecture materials independently and as often as they needed to learn and integrate the content of the overall module in preparation for formative assessments. The material offered online would usually be covered in the last week of the module, but in the new semester model, the last week of scheduled lecture contact hours coincided with the assignment deadline. To resolve this, I released the online lecture content collating the module's didactic content two weeks in advance of the assignment deadline. The advance release of on-line lecture materials allowed students to access the presentations in advance of scheduled lectures that were taking place very close to assignment deadlines. Students had the opportunity to work though the on-line material at their own pace and could also view and re-view the content multiple times. These two on-line lectures were complemented with face to face lecture where the same content was covered allowing students to unpack and discuss the on-line materials.

What scholarship guided you in this work?


Osguthorpe and Graham (2003) describe a model of Blended Learning where the same students can benefit from both activities in face-to-face classroom and activities in an online learning environment, while Garrison and Kanuka(2004) depict blended learning as the integration of classroom face-to-face learning experiences with online learning experiences. Smyth et al's (2012) findings that blended learning’s accessibility and flexibility is preferred by students, which help them on studying and planning their own learning. Güzer and Caner, 2014, in reviewing phases since Blended Learning first appeared in Scholarship in 2000, concluded that blending of face to face and online learning environments should be planned precisely in order to benefit more from this approach. My approach to integrating blended learning to the module was to allow the students online access to module material some weeks before the class. This allowed the students cover the content while the class period was used to recover difficult concepts and allow the students to unpack and discuss the materials.

Which training resources helped you in this work?


Attending a flipped classroom workshop and the follow up support from Trinity College Dublin Centre for Academic Practice and eLearning (CAPSL). I also used the resource TELU (http://telu.me).

How did you use technology to achieve the desired outcome?


I was involved in the instructional design and development process of two on-line lecture material presentations supported by the Trinity Online team. Articulate was used to develop the presentations. To flip the classroom, the online lecture material was uploaded to the VLE, Blackboard Learn and released to the students two weeks before the module ended and the assignment deadline fell. The advance release of the on-line materials allowed students to access this content in advance of scheduled lectures that were taking place very close to assignment deadlines. These two on-line lectures were complemented with an in-class discussion where the same content was covered allowing students ask questions, unpack and discuss the concepts.

What were the key outcomes of this work?


Students were able to access the content independently and with flexibility. They had access to the presentations in a timelier way than if the module was reliant on in-class lectures alone. Releasing the lecture content for students two weeks in advance of when the material could otherwise be covered in class provided students with the opportunity to work though the on-line material at their own pace. They and could also view and re-view the content multiple times. This prepared the students for the discussions in the classroom. Benefits to the flipping the classroom reported in the literature include - • Ease of access to materials for learning and revision • Increased depth of learning • Knowledge retention • Improved outcomes

Recommendations


To learn more on the flipped classroom – see http://www.allaboardhe.ie/stations/ http://www.allaboardhe.ie/flipped/ Timing the implementation of the materials is important. Being able to blend face-to-face and online content is preferable to having the Online content as a stand-alone

References


Garrison, D.R., & Kanuka, H. (2004). Blended learning: Uncovering its transformative potential in higher education. Internet and Higher Education, 7(2), 95-105. Güzer, B. and Caner, H. 2014 The past, present and future of blended learning: an in-depth analysis of literature. Procedia - Social and Behavioral Sciences 116: 4596 – 4603 doi: 10.1016/j.sbspro.2014.01.992 Osguthorpe, R.E., Graham, C.R. (2003). Blended learning environments. Definitions and directions. The Quarterly Review of Distance Education, 4(3), 227-233. Smyth, S., Houghton, C., Cooney, A., & Casey, D. (2012). Students' experiences of blended learning across a range of postgraduate programmes. Nurse Education Today, 32 (4), 464-468. Brewer, R., Movahedazartouligh, S. Successful stories and conflicts, A literature review on the effectiveness of flipped learning in higher education. Journal of Assisted Learning. 25the February 2018. https://onlinelibrary.wiley.com/doi/full/10.1111/jcal.12250

Funded by


Speeds HEA
Speeds HEA
Speeds HEA