Background

Taking a case study approach, this paper explores the experiences of Aboriginal students at a university in Western Canada that specializes in blended and online programs. When Aboriginal and non-Aboriginal students are compared, Aboriginal students withdraw or take leave from their program in greater proportions. Statistics Canada (2010), reported that the percentage of Aboriginal people with a university degree in 2006 was 6%, much lower than non-Aboriginals at 23%. Given these facts, it is imperative we explore ways to increase retention of Aboriginal students in post-secondary education. In the context of this paper, the term Aboriginal refers to the indigenous peoples of Canada, also known as First Nations, Inuit and Métis.

Approach

Hardes (2006) and Hutchinson, Mushquash and Donaldson (2008) discussed barriers to Aboriginal student success in post-secondary education, including family responsibility and financing. The impact of these challenges could be minimized by the use of blended and online educational platforms that allow students greater flexibility and can result in increased retention rates (Lorenzo and Moore, 2002). Because individuals can study in their home communities, these types of delivery models can reduce the financial impact and allow students to fulfil family responsibilities. With this in mind, through interviews and focus groups, ways to reduce the impact of student identified challenges were identified.

Results

While the study is still in the early stages, it is clear that careful implementation of educational technology is imperative for student success. Identifying obstacles to learning and challenge-mitigating strategies will lead to an enhanced learning environment, which in turn could positively influence Aboriginal student retention and contribute to a meaningful experience for all classroom participants.

Conclusion

This paper discusses challenges found by Aboriginal students working in a computer-mediated educational environment, and highlights some of the solutions aimed at increasing retention. While the study focused on challenges encountered by Aboriginal students, it is likely that the findings will have wider implications. By providing a heightened awareness of issues faced by Aboriginal students, as well as spotlighting some key solutions, this study will underscore the importance of targeting appropriate technologies when designing blended and online classrooms.

Previous research on eTextbooks often focuses on experiences of students with eTextbooks offered as a substitute for paper books (Berg, Hoffman, & Dawson, 2010; Estelle & Woodward, 2009; Levine-Clark, 2006). Both the content of the eTextbook and the role the lecturer plays are not often looked into, even though lecturers are an important link in the usage of digital material (Nelson, 2008).

In this study a theory on the ways lecturers want to use eTextbooks was developed based on research by the Dutch Secondary Education Council (VO-raad 2010) and on interviews with experts on the subject of eTextbooks. The following ways of using eTextbooks were expected to be found:

• The eTextbook is a replacement of the paper book; nothing else will change.
• Transfer of knowledge will take place in eTextbooks; lectures can be used for other purposes
• The eTextbook allows teachers to compose their own ideal multimedia course materials.
• The eTextbook contains all information about a module (like an electronic learning environment).
• The eTextbook is a social tool; students can use it to learn together.

Twelve lecturers of the Media, Information & Communications programme at the Hogeschool van Amsterdam, University of Applied Sciences explored, during two weeks, several examples of eTextbooks, that were selected according to criteria found in previous research and in interviews with experts. Then interviews were held in which the participants elaborated on how they felt each type of use would suit them and why.

The results show that the participants see three ways of using eTextbooks. They (1) would like to be able to compose their own multimedia eTextbook based on multiple sources, they (2) want possibilities to interact with that eTextbook (e.g. quizzes, updating) and they would like to (3) use the eTextbook as a social tool, that enables students to be in touch with eachother and their lecturer. The participants felt these ways of using eTextbooks do not rule eachother out, they are mutually reinforcing. These findings show that these lecturers are not likely to use eTextbooks that are an exact substitute of the paper book.

This presentation reports on the design, implementation and evaluation of an online ‘Masterclass’ for young trainee haematologists. The Masterclass was based on collaborative/peer learning and made use of existing, relatively well-tried tools and methods, However this group of participants had relatively little experience of either online or collaborative approaches. The Masterclass formed part of a European-funded project “Harmonisation of Haematology Training across Europe” (H-Net). 25 trainees took part, divided into 5 groups each with a ‘mentor’ (an experienced haematologist). Groups were mixed: no two group members shared the same nationality (all discussions and materials were through the medium of English). Mindful that both online and collaborative learning might well be unfamiliar to participants, care was taken to prepare them for the experience. Trainees and mentors met face-to-face on one occasion for three hours prior to the commencement of the Masterclass. Study materials based on real, complex cases were prepared by experts in the different sub-areas of haematology. Cases were divided into weekly sets of slides, each set ending with questions carefully designed to stimulate discussion. In all, six cases were studied over a six-month period, divided into blocks of between two and six weeks. While study material was presented weekly, groups were required to produce reports at fortnightly intervals. Following each case, case authors received the groups’ reports and at a set time made an online presentation (recorded and made available for further viewing) discussing the case and giving feedback to the groups. Three tools were used in an integrated way; a social networking site (NING) for the main learning and discussion; a conferencing tool (Elluminate) for feedback; and a portfolio/content management tool (Confolio) to store study materials, background literature and group reports. Evaluation, based on data gathered on three key aspects (the quality of learning; the experience of the learners; and the cost in time and resources of preparing materials and mentoring groups) suggests this is a sustainable model of international, online, collaborative learning for young medical professionals. The factors which contributed to its success will be analysed and their applicability to other professional groups discussed.

This session will demonstrate how the Echo360 Personal Capture tool is being used on the Me2U project (www.sussex.ac.uk/elearning/me2u) at the University of Sussex. As more institutions adopt lecture capture systems to record teaching sessions and other events, the amount of video and audio material created to support student learning is on the increase. A limitation is that systems are in fixed locations, so are generally used to record standard teaching sessions. Using a laptop-based version of the system, however, enables tutors to create learning resources wherever they feel most comfortable, whilst retaining the advantages associated with using a centrally-supported system. The Me2U project has explored the role that one such tool – Echo360 Personal Capture – can play in student learning. Teaching staff from a range of disciplines have created short recordings that are integrated into their modules. Through analysis of quantitative and qualitative data, we have established that students value the recordings and that they help to scaffold their learning. The project has also evaluated the extent to which lecturers find the tool useful for teaching. We will demonstrate how Echo360 Personal Capture can be used to create a screencast by recording the session itself. Participants will be taken through all stages of screencast creation, from configuring the system to the way in which recordings are integrated with the University’s virtual learning environment (based on Moodle). The session will also include an evaluation of the project and the resulting recording will be available to participants after the session. We will conclude by giving participants the opportunity to discuss the benefits and issues of using short screencasts to support teaching and learning and, in particular, the role that institutionally-supported (and potentially scalable) systems can play in this area of learning. Participants will have the opportunity to: – appraise the Echo360 personal capture tool and its integration with an institutional VLE; – recognise the value that students and staff place on short recordings; – assess whether the use of tools like Echo360 Personal Capture might increase the use of audio and video by teachers in their institution.

Background

Institutions are exploring more systematic use of ‘technology-enhanced’ and ‘blended’ approaches to delivery of learning and teaching. We had been looking at the issue of lecture capture and were aware that some dyslexic students use a lecture-recording tool, Audio Notetaker, which allows much more interaction and therefore engagement with the recording than a standard media player. For instance, they can review audio phrase by phrase, select key quotes for assignments, and reduce content to key concepts and thoughts.

We were interested firstly whether this kind of software could be used by the lecturer as a capture tool, as it allows greater control over what is included in a VLE upload than other solutions. We were also interested whether the general student population, rather than just dyslexics, could benefit from using the audio note-taking approach.

Description

The publishers supplied a new version of Audio Notetaker which allows us to capture the lecture in the background without any extra effort by the lecturer. We used this to record a variety of lectures, workshops and seminars, editing them where appropriate and then uploading them to the VLE.

All students can view files using the downloadable viewer, and some have their own copies of Audio Notetaker. Initial student feedback has been positive.

There have been unanticipated benefits; for example being able to refer students to recorded Q and A sessions on assignment briefs and placement requirements on professional courses, has been particularly useful.

Structure of session and activities

This is not a hands-on demonstration, but it will be easy to follow what is happening as the software is very visual.

• Brief outline of the context of the trial
• Demonstrations of:

o how to record a lecture

o how to easily edit your lecture before uploading on to the VLE

o how students can work with the recorded lecture

Intended outcomes for participants

To understand how Audio Notetaker can be used for recording & editing lectures and the ways students use the material produced.

This session welcomes new delegates to ALT-C 2011, the annual conference of the Association for Learning Technology. Come and meet other delegates, find out how to make the most of the conference and ALT's activities more generally.

In this session we will introduce you to all the areas in which ALT and ALT Members are active including publications, research, Special Interest Groups and membership services. Members will give you an insight into what their involvement with ALT means to them and how you can get involved.

Come and find out more about the work of the ALT Inclusive Learning SIG (ILSIG), their activities and members. This session is lead by SIG Officers and is open to all.