Posted by: MandyS | June 27, 2013

More learner experience

Block 2, Weeks 13 7 14, Activity 3a & 3b:

Reading Vignettes:

Both these students are at opposite ends of the spectrum; for A, ICT is his job so of course he wants the experience of practical application, whereas for B, ICT is not an integral part of her role, although it may make life easier for her in terms of using systems to record information. In some respects, Student B reflects the majority of students; it certainly reflects my own role as a lawyer – I need to be able to use ICT effectively and efficiently to record my decisions and present cases in court but has no influence in terms of my constructing arguments, providing advice or reaching a decision.

Collaborative Learning in a Wiki: Minocha & Thomas (2007)

What was the rationale for the use of a wiki, in terms of real-world practice and in terms of the learning outcomes for the module?

To emulate real world practice and achieve learning outcomes by facilitating the sharing of information etc.

Which areas of learning theory do the authors draw upon specifically?

Social constructivist theory

In what ways did the module designers seek to persuade students to view the wiki positively?

An introductory paper to analyse for the first TMA, an ice breaking activity and assessment of collaboration.

How effectively did the wiki function in relation to key features of the learning requirements; e.g. the need to track individual contributions, to publish written contributions, to edit a single, collaborative text and to discuss and collaborate?

The wiki functioned well although a number of teething problems were highlighted.

What role did the assignments play in shaping the students’ use of the wiki?

These were the driving force behind its use.

What conclusions do the authors come to in relation to:

a. the ways in which the wiki worked well?

Students understood the purpose behind using the Wiki

b. the main disadvantages of the wiki?

Waiting for others to contribute, editing, having to check regularly, no means of discussion

c. the software changes that would improve the wiki for this purpose?

Editing window, navigation, locking mechanism

‘Analysis of interviews with students studying Software Requirements for Business Systems

Does the interview data offer a different perspective from Minocha and Thomas?

Yes, because it actually describes how it worked in practice and what the shortcomings were.

Does it affect your perception of how the wiki functioned in any way?

It confirms my own view of Wiki’s which is that I fail to see their benefit. Our Wiki for this activity is just a collection of everyone’s answers and has no real structure.

Does it provide more documentation of the student experience?

Yes, but it only confirms what Minocha and Thomas found in any event.

If you had access to accounts of learner experience for a module you were responsible for, would you be able to make direct use of those accounts in revising your module?

Could certainly take them into account, but as I have said previously, much depends on the student perception and this will differ from student to student.

What other data might you benefit from?

Will have to think about this one.

Advertisements

Leave a Reply

Fill in your details below or click an icon to log in:

WordPress.com Logo

You are commenting using your WordPress.com account. Log Out / Change )

Twitter picture

You are commenting using your Twitter account. Log Out / Change )

Facebook photo

You are commenting using your Facebook account. Log Out / Change )

Google+ photo

You are commenting using your Google+ account. Log Out / Change )

Connecting to %s

Categories

lawyerineducation

Putting the MAODE into practice

Lawyer In The Making

Rebecca Morgan

Public Law for Everyone

Professor Mark Elliott

Paul Maharg

legal education :: technology :: rhetoric :: legal theory

The Ed Techie

My Journey through MAODE

Legal Verdict

Legal Commentary from The Open University Law School

%d bloggers like this: