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Topic: Enabling lecturers to use course data to support learning at Walter…
Topic:
Enabling lecturers to use course data to support learning at Walter Sisulu University.
Research Question
How can lecturers of large undergraduate courses master the utilisation of course data to enhance student learning?
Support questions
What strategies can lecturers use to generate course data to better understand student learning?
Gap
Courses not informative
to solicit course data
Guiding
Lit
.
What LR say now?
Gap in LR?
Researcher position
Guiding
concepts
Existing concepts
Responsive pedagogy
Moore interactions
3 more items...
Biggs
3 more items...
TF (Reeves, Herrington)
Situated Learning
How?
2 more items...
Activities
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Proposed
Solution
Responsive
pedagogy (Moore, Biiggs)
Implementation
Is there student activity?
Is learning data coming up?
Can we move to next step
(lecturer interview)
How can lecturers use interpretations of course data to design student learning interventions?
Gap
Lecturers not using LA tools
to understand student learning
Evidence
: LR
Gap in LR?
What LR say now?
Researcher position?
Solution
Lecturers introduced to LA like Dashboards, Reports and Grade Centre
Concepts
: TF
What is TF now?
Gap in TF?
Researcher position?
What intervention measures lecturers of large undergraduate courses can implement to support high-priority students with their learning?
Gap
Application of Data Informed Decision at teaching level
Evidence
: LR
Gap in LR?
Researcher position
What LR says now?
Solution
Feedback, parnering with student support units (WRC, Tutors/PAL, AAs, Library, LTwT)
Concepts
: TF
What is TF now?
Self-regulated learning
Student engagement
Learner centredness
Ubiquitous learning
Gap in TF?
Collaborative intervention
1 more item...
Researcher position
RQ:
How can lecturers of large undergraduate courses master the utilisation of course data to enhance student learning?
Notes
Reviews i
Study Hypothesis i
Gaps
(see workshop images)
To dos
Read about SL (see
Reeves, p198
)
Read outstanding DBR
Place pics of Gaps from workshop
Engage lecturers
Comp.
Comp.Acc
Dr Rulwa
Ndudula
Read article Pallit
shared
Study Structure
(Sobhowa, Armstrong)
Phase 1
: Analysis
Phase 2
: Development
Phase 3
: Evaluation
and Reflection
Participation
Sobhowa
Eight third year preservice history teachers in a Bachelor of Arts with Education programme at Makerer University
Me
3 lecturers and 3 courses
from undergraduate service courses
Data Collection
Me
Observations
Interviews
Face to face
Online
Online survey
Course reviews
Biggs
Moore
Consultation sessions
Workshop attendance
Sobhowa
Observation in the Wiki space
Face to face interviews
Literature Review
Guiding Framework
CBAM (LoU)
Helps in sequencing activities
Technological Innovation
LA
Why LAs (see literature)
Theory
Sobhowa
Historical
Hermeneutics
Me
Situated
Constructs/
Concepts
Sobhowa
Historicity
Authenticity
Hermeunitic Cycle
History altering
Me (To refine)
Community of Practice - Q2
Contextual Learning
Legitimate Peripheral
Participation
practitioners/novices -
there to be experts
Full Participation
become experts
Participants/Members
Experts
Novices
Just Plain Folks
Meaning and practice
Authentic tasks
Participation
Application of knowledge
Research
questions
Sobhowa
Historicity
– How is historicity constructed on the wiki platform among pre-service teachers at Makerere University
Authenticy
– how is authenticity constructed on the wiki platform
Which construct is addressed
? What design principles guide a pedagogical framework
Me
Q3: Community of Practice
How may course data enable lecturers to inform a community of different student support units about
high-priority students
on undergraduate service courses at WSU?
Addresses
intervention
Lecturer feedback becomes
part of community
Q1: LPP
How can lecturers become developers of insightful courses that gather course data for a more effective understanding of student learning?
move lecturers from JPF > LPP > FP (experts)
adresses development of interactive courses
involves workshop >>> scaffolding >>> application
Expert/novice dyad
Practitioner/Researcher dyad
Q2: Authentic tasks
How can lecturers use the analysis of course data to make informed decisions about student learning at undergraduate service courses at WSU?
Dashboards
solving problem of identifying
high priority students