Exemplar technology-enhanced curriculum for two Masters distance learning programmes in Occupational Psychology

Transcription

1 Exemplar technology-enhanced curriculum for two Masters distance learning programmes in Occupational Psychology Introduction This document illustrates the changes made to the curricula of two Masters work-based distance learning programmes in Occupational Psychology (OP) offered by the School of Psychology at the University of Leicester. It is aimed at academics looking for ideas on how to design or redesign curricula, capitalising on the affordances of new learning technologies. The work was implemented within the JISC-funded research project called DUCKLING (Delivering University Curricula: Knowledge, Learning and INnovation Gains, DUCKLING aimed to enhance the experience of work-based learners studying at a distance through appropriate incorporation of four technologies: podcasting, Second Life (SL), e-book readers and Wimba Voice Boards. The first three of these technologies were piloted and researched in curriculum redesign and delivery in OP. The project generated a number of research-based case studies, also available from the project website, which expand on the changes made to curriculum design and delivery. Figure 1 was produced to demonstrate how the OP curriculum was supported by technologies before and after DUCKLING. Before DUCKLING (see columns 1 and 3), the course materials and assessment were delivered electronically through the University s Blackboard Virtual Learning Environment (VLE). Students were supported via the Blackboard discussion board and personal s with their tutors. Columns 2 and 4 show the technology-enhanced curriculum delivery through the incorporation of the three DUCKLING technologies researched in the OP context. Through the DUCKLING evidence-based enhancement process, over 100 podcasts were produced to support learners, provide guidance and feedback for module assignments and the dissertation. All the module materials were converted into e-book format (epub). They were made available via Blackboard for students to drag and drop onto their e-book readers. A Second Life activity (SL-tivity) was designed and incorporated into Module 5 Psychology of Organisational Training and Learning. SL was used to create a simulated working environment for students to explore health and safety issues within the module. The DUCKLING technologies made a significant contribution to the redesign and delivery of these OP programmes. The changes made, supported by the research evidence, have become embedded features in both programmes, in particular the pedagogically sound incorporation of podcasts. The rest of this document illustrates these changes and the impact they have had on the curricula. Additional information and project outputs can be accessed via the project website. 1

2 Figure 1: Technology-enhanced curriculum delivery for two Masters distance learning programmes in Occupational Psychology 2

3 Curriculum delivery before DUCKLING The University of Leicester s School of Psychology started delivering two distance-taught programmes in 2000: the MSc in Occupational Psychology and the Diploma/MSc in the Psychology of Work. There are two intakes each year in October and April. The two programmes attract about 50 part-time students per year. Student population The student population on these programmes is very diverse. Most students are engaged in full-time employment, and are completing the MSc in their spare time. Students come from public and private sector organisations, whereas others are taking the course during a break from employment. Those who are employed take on a variety of occupational roles. About 60% of students are based in the UK, and the remaining 40% are from a variety of geographic locations around the world. Many students are therefore working from different time zones and their first language may not be English. The mean age of students on the course is 34 years old. Course material Each programme involves six 20-credit modules and a 60-credit dissertation over two years. All modules are compulsory. Module 1: Research methods in occupational psychology Module 2: Personnel selection and assessment Module 3: Ergonomics Module 4: The psychology of organising Module 5: Psychology of occupational training and learning Module 6: The individual at work Module 7: Dissertation The MSc in Occupational Psychology is accredited by the British Psychological Society (BPS). Course materials need to meet a number of stringent requirements. The content delivered on both programmes is identical. Assessment Modules are assessed through module assignments (3,000 words) and short unit assignments ( words). Application as a practitioner is important on these courses, and this is reflected within the assignments. 50% of the assignments require students to write as a practitioner, writing reports and referencing through footnotes, rather than more traditional academic citation procedures. There is a requirement to submit an early essay prior to the first assignment to allow students to receive feedback prior to formal assessment. The practical, applied work also takes place when students work within organisations to complete their empirical dissertations. The dissertation portfolio consists of three documents: the dissertation, a reflective report, and an executive summary. Before they are able to begin their dissertations, students are required to submit a dissertation proposal and a project plan, which must be approved before the empirical work can be conducted. Students are also required to submit a draft version of their dissertation before it is formally assessed. The assignments are the same on both programmes with one key difference: Occupational Psychology students are required to complete an empirical dissertation. Students on the Psychology 3

4 of Work programme can also complete an empirical dissertation, but this is not mandatory (they can choose between completing an empirical study, a detailed research protocol or an extensive literature review). Curriculum delivery before DUCKLING In 2006 the OP team began to significantly develop its use of Blackboard VLE beyond a document repository to enhance the delivery of the two programmes. Course material has now been supplemented with web-based versions and active links to course readings. Initially, the team used Blackboard s discussion board to allow students to interact with their supervisor, and with fellow students from similar topic areas. Tutor-moderated discussion forums provided guidance on the content and assignments for each module. Later, the team extended the use of the discussion board to support and supervise learners at all stages of the dissertation process, from initial ideas to final submission. Blackboard is now the central hub for all student resources. Since 2007, students have submitted their assignments and dissertations through Blackboard s online submission system, and marking is now fully electronic. The design and delivery of both OP programmes have seen major developments since A summary of these developments is given below: Electronic module material and course manuals Centralised support and resources on Blackboard Extensive and systematic use of discussion board on Blackboard (i.e. as part of early assignment, dissertation supervision, and tutor support groups for modules) Online submission and marking The University s Blackboard VLE was being used extensively beyond a document repository before DUCKLING. Course materials were provided in both PDF and web-based versions, and course readings with active links, manuals, and assessment were delivered electronically via the Blackboard VLE. The Blackboard discussion board was used systematically and extensively to support students learning the module content and to support and guide early assignment and dissertation process. Students also received support via personal s with their tutors. Column 1 and 3 in Figure 1 show how course materials and assessment were supported before DUCKLING. Challenges Since 2006, the OP team have been systematically addressing five key challenges in curriculum design and delivery, most of which are common in distance learning: 1. Improving learner engagement with materials by bringing the materials to life and offering a variety of teaching approaches 2. Improving teacher support by offering enhanced guidance, support and feedback in a variety of media formats 3. Enhancing flexibility and mobility in programmes aimed primarily at time-poor, work-based learners 4. Reducing learner isolation through the provision of additional opportunities for studentstudent and student-tutor interactions 4

5 5. Enabling skills development and transferring theory into practice for work-based learners Additionally, retention rates have been relatively low. Table 1 shows student progression data of the two programmes from 2005 to Year Intakes Total number of students registered to start the course Total number of students proceeded to the 2nd year 2005 October Intake April Intake October + April Intakes October Intake April Intake October Intake Table 1: Student progression data between two OP programmes Identifying ways to ensure good retention rates, which can be a particular problem in distance courses, is another challenge the course team identified. DUCKLING technology-enhanced curriculum delivery Between 2009 and 2010, the OP team focused on enhancing the overall learning experience of distance and work-based learners through the appropriate incorporation of three DUCKING technologies: Podcasting, Second Life (SL) and e-book readers. Podcasting Between 2009 and 2010, the OP team produced over 100 podcasts in six categories (see Table 2) and embedded them into different modules (see Column 2 and 4 of Figure 1): (1) module overview (for two modules), (2) research methods, (3) assignment guidance and support (for five modules), (4) discussion key concepts, issues or topics (for one module), (5) dissertation guidance and support, and (6) formative feedback for module assignments (for one module) and draft dissertation. Podcast categories Module(s) the podcasts were relevant to No. of podcasts Purpose Module overview Personnel Selection and Assessment Psychology of Organisational Training and Learning 2 1 To provide an overview of the modules 5

6 Podcast categories Module(s) the podcasts were relevant to No. of podcasts Purpose Research methods Research Methods in OP 11 Research Methods in OP 1 To explain key concepts and approaches associated with research design, data gathering and analysis in OP Assignment Psychology of Organising 4 Psychology of Organisational Training and Learning The Individual at Work 4 4 To provide support and detailed guidance on module assignments, including: Clarification of assignment requirements How to tackle assignments What markers are looking for Personnel Selection and Assessment 4 Key concepts Psychology of Organisational Training and Learning 2 To provide discussions about key concepts, issues or topics Dissertation Dissertation 17 To guide students through the dissertation process (see Figure 1 for a small sample of these podcasts) To offer a scaffold and pointers to sources of help Feedback Psychology of Organisational Training and Learning Dissertation 47 3 To provide general feedback to module assignments To provide individual feedback and comments on draft dissertation chapters Table 2: Summary of the OP podcasts Podcasts providing formative feedback on students dissertation drafts were made available to individual learners. All other types of podcasts are accessible to learners through the Blackboard VLE. Second Life A structured SL activity (SL-tivity) was designed by the OP team and embedded in Module 5 Psychology of Organisational Training and Learning (see Column 2 of Figure 1) to enable students to apply their learning about workplace training in a real-life scenario. This SL-tivity involved students to participate in an evacuation excise from a SL oil rig. Table 3 shows this SL-tivity designed using Salmon s 5-stage model (2004) and the concept of e-tivity (2002). 6

7 5-stage model Weekly target Key activities Stage 1: Access and Motivation Stages 1 and 2: Access and Motivation and Online Socialisation Stages 2 and 3: Online Socialisation and Information Exchange Stage 4: Knowledge Construction Week 1: Introduction Week 2: Getting started Week 3: Acquiring competence, improving confidence and motivation Week 4-1: Explaining and discussing the task Week 4-2: Initial visit to the Oil Rig Week 5: Revisiting the Oil Rig Week 6: The live event Explain why we are using SL Provide an overview of the SL-tivity Provide students with links, resources, and training guide Students using the training guide and resources to acquaint themselves with SL and learning how to: log in, choose an avatar name, create an avatar, teleport, move and communicate. A group training session in SL for students and staff led by Beyond Distance Learning Technologists, aiming to assist in the acquisition of the following skills: Specific movements and gestures Navigation Camera control Different modes of communication An initial meeting will be held in SL to explain the task which will feature on a virtual Oil Rig. It will allow students: Ask questions Discuss their views Discuss general concerns Comment on the task Talk about the process so far The tour will enable students to look around, inspect and familiarise themselves with the environment. At the end of the tour they will be asked their thoughts in relation to a brief which they will then present in a brief to the senior project team. Students will be free to visit Oil Rig as much as they wish whilst they are preparing their ideas. This may be done on their own or with other members of the project team. The live fire will occur in which students will have to perform an evacuation. Week 7: Presentation of results Students will be asked to present their findings in SL in a group. Stage 5: Development Week 8-1: Feedback Each student will receive individual feedback on their presentation by . 7

8 5-stage model Weekly target Key activities Week 8-2: Evaluation Participants will be ed and thanked for their participation, and invited to respond via to give their thoughts about the project and reflect upon the task if they wish to. Table 3: A SL-tivity developed for Psychology students E-book readers Eleven SONY PRS-505 e-book readers pre-loaded with module materials and 17 dissertation podcasts were given to 11 Psychology students from the April 2009 cohort. The primary purpose of the incorporation of e-book readers into the two programmes was to address the curriculum flexibility challenge to better accommodate the needs and demands of highly mobile work-based learners. There were other purposes, for example, a stand-alone e-book reader, pre-loaded with course materials, has the potential to increase students access to the essential readings and help them to maximise the benefit of their limited study time. All module materials were converted into epub format (see Column 2, Figure 1). They were made available via the Blackboard VLE for students to drag and drop onto their e-book readers. Conclusion Evidence from the podcasting, Second Life and e-book reader studies suggests that DUCKLING s technology-enhanced approach is appropriate for work-based distance delivery. Compared to the previous approach used in OP, the addition of the three DUCKLING technologies in the ways described above provided several benefits. It increased the interactivity and flexibility of the curricula to better support mobile learners, enriched teaching and assessment approaches and increased the transfer of theory into practice for work-based delivery. Table 4 summarises how the three DUCKLING technologies effectively addressed the original challenges identified by the Psychology team at the beginning of the project. Challenges Podcasting Second Life (SL) E-book readers Lack of interaction Increased and improved interactions with tutors Enabling interactions with tutors and peers through collaborative tasks in SL - Dry material Bringing materials to life Bringing materials to life - Lack of variety in teaching approaches Enriching teaching approaches Enriching teaching approaches Enriching teaching approaches Need for mobility Enabling students to play podcasts from their mobile - Enabling students to read course materials on the move 8

9 Challenges Podcasting Second Life (SL) E-book readers devices (i.e. ipod, iphone, MP3 player) and use them on the move (i.e. on a bus or train) (i.e. on a train or plane) Need for flexibility Enabling students to use podcasts at different locations: at home, office, public places (i.e. Café) and on the move - Enabling students to read course materials at different locations: at home, office, public places (i.e. Café) and on the move. Need for transferring theories into practice - Enabling students to practise skills as occupational psychologists in a simulated, nonthreatening working environment - Table 4: How DUCKLING technologies addressed the challenges in curriculum delivery in OP References Salmon, G. (2002). E-tivities: The key to active online learning. London: Routledge Falmer. Salmon, G.K. (2000, 2004). E-moderating: the key to teaching and learning online. London and New York: Routledge Falmer. 9