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Using a VLE to manage a large class

This presentation discusses the implementation of a Virtual Learning Environment (VLE) in a large first-year BSc Computing module at London Metropolitan University, with over 300 students enrolled. The findings from the 2002/2003 academic year detail the integration of WebCT for course management, assessments, and student tracking, resulting in improved pass rates and enhanced student engagement. Key teaching methodologies, including constructivism and apprenticeship-style learning, are highlighted, along with the benefits of using digital learning aids and ongoing feedback mechanisms.

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Using a VLE to manage a large class

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  1. Using a VLE to manage a large class Peter Chalk Dept of Comp, Comm Tech & Maths London Met (North Campus) Learning Technologies Workshop 8/11/02 (City Campus)

  2. Introduction • “This year a large first year BSc Computing module (over 300 students) has been re-organised for delivery using a VLE. Student record management, course content and all assessment is now on-line. Nearly 30 teaching assistants are involved. Find out how things are progressing!” (my email, Oct 02)

  3. The reality • 443 students ‘doing’ IM110 (Intro to Java) • Peak (physical) = 315 (week 3 lecture) • Peak (virtual) = 323 (weeks 4-6 quiz) • 29 Tutorial Groups (23 tutors, FT, PT & PhD) a week to manage • 4 lectures (3 lecturers) a week • WebCT used to organise, track, assess etc

  4. Last Year (Pass %ages) 39% of the intake in 0102a passed 56% of the students who took the exam etc (‘finished’) passed

  5. So far this year (0203a) • ‘Finishing’ = 323 out of 443 (ie took assignment 1 quiz) • 37 failed quiz (level same as UEL, SBU & Bolton) • Pass rate so far • (323-37) / 323 finishers = 88.5% • (323 - 37) / 443 intake = 64.6%

  6. SIMT Response • One language (Java) over 2 semesters • Small tutor groups (15) • Constructivism (Piaget) • Graphics library (Papert’s Logo) • Web-based Multimedia Learning Objects • VLE - WebCT (well supported at North Campus)

  7. Learning Objects - Text

  8. Learning Objects - Animation

  9. Learning Objects - Situated

  10. Learning Objects - Interactive

  11. VLE - WebCT • Scaffold students (Woods) by: • variety of on-line support • graphical feedback & visualisation • learning aids (learning objects) • discussion & email • feedback on assignments • Weekly assessed exercises in log & VLE

  12. VLE course content

  13. Assessment using the VLE • Continuous, feedback-driven • Apprenticeship-style (Lave, Wenger) • On-line quiz question bank (2 MCQs & exam) • All marks viewable by ID, profile data • Assignment grades/comments on-line

  14. Research benefits of VLE • Tracking student visits to content pages & content page hits: • Insight into use of learning aids & how students learn • Qualitative data in discussion and chat logs • Also using: • Server log stats, evaluation questionnaires & interviews

  15. Tracking Hits on Learning Aids

  16. Sample Students’ Hit Summary

  17. One Student’s Record of Hits

  18. Conclusion – the industrialisation of education • Economies of scale, team building • Reusable resources: learning aids, quiz questions and VLE area (cf Bolton) • Requires ultra-reliable, well supported servers & mirrors plus staff training • Verifiable resources (eg on-line marks confirmed by students, randomised MCQ) • As far as possible, paperless • Community of learning in VLE? (Wenger)

  19. Thanks to • Learning object team: Tom Boyle, Claire Bradley and Richard Haynes • Teaching team, too numerous to mention! • Module leaders & lecturers: Ray Jones (& for graphics library), Ken Fisher, Nasrin Karim & Shanyu Tang • Collaboration & Academic Leadership: Poppy Pickard (Bolton) & Nancy Johnson

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