using the 'AVERmedia visualiser' to model reading strategies

I am learning how to use this new technology in the classroom, to put up documents that we can collaboratively annotate, and also to make short videos to post on Moodle. For example, I made a couple of short clips to model some pre-reading strategies - thinking out loud - so students could see and hear what was doing. I model these strategies in the face-to-face class, and sometimes spend time going over them again with students who don't feel they've 'got it' yet, outside of class time. However, I thought posting video clips on Moodle might also improve access and flexibility for students. They could view them in their own time, pause, replay. I suggested to students that they might also like to make some videos about reading and writing strategies they are using, to share with the class. Haven't had any takers yet :( There never seems enough time to follow up on these ideas.

It was hard at first to learn to use the Visualiser. I had attended a demonstration, but really had to learn myself, overcoming frustration, remembering which cable to plug where.... I am good at asking for help - the problem was the new technology was new to all staff at first. However, Audrey from Vet, and Donald from ITS joined me for some practise sessions. It helps to remind myself, learning involves some pain as well as satisfaction! I model perseverence to my students!

I think only one student has looked at my videos, but I will survey them to check. The sound quality was fine on my computer, but a bit jumpy in H121, so that would be off-putting. (I am happier with the numeracy videos I have made for Animal Care).

Encouraging and monitoring students' use of Moodle

To keep modelling and encouraging students to use Moodle, I spent a little time during most classes going into the Academic Reading and Writing course in Moodle, to show them resources or messages. I also held a 30 min. tutorial session 2 mornings p.w. in H121 computer lab, where students could drop in to chat or get help with any course work, including finding their way around Moodle.

I tried to keep the format of the Moodle course clear,and not add too many items. (Last semester I put up lots of useful links - but on reflection, felt it was probably overwhelming).

Even trying to be more restrained about posting content or messages, a student told me recently, he didn't like going in to Moodle because it just made him feel bad about all the things he felt he had to do. On the other hand, some students have commented they like it as it allows them to reread what we covered in class, at their own pace. They also said they liked being able to catch up if they missed class. I guess if something works even for a few students, it's worth persevering.

A bit about my Foundation Learning Students and the Learning Outcomes

This semester I have been teaching the Academic Reading and Writing course in the Certificate in Foundation Learning, Level 3. This is a semester length programme for students who don't have any/ many qualifications from school, who are generally entering tertiary education for the first time. Most need to build reading skills, formal writing skills and develop softer, but essential, skills to manage their own learning.

Most of the students in the current cohort are 16-20 years old, but there are a few older students (35 -55). There is quite a wide range of reading and writing skills in the class, from Step 3 on the Reading Assessment Tool, to Step 6, (the top of the scale the Assessment Tool measures), with the majority of learners at Step 3-4.

I think the learning outcomes for the course are appropriate, given the aim of the course, and allow for quite a bit of flexibility in terms of learning activities and assessment. Here they are:

• Use a variety of sources to research information for written assignments
• Summarise passages succinctly and accurately
• Recognise and use appropriate grammar, punctuation and writing styles
• Interpret assignment questions and marking criteria
• Plan, draft, proofread and edit assignments
• Demonstrate understanding of plagiarism and its implications
• Use APA style referencing correctly
• Structure a sound argument that will support, defend or explain an idea
• Develop an appropriate personal writing style
  

Traditionally, there has been a lot of emphasis on the face to face sessions, which occur over two days p.w. for 3.5 hours in total. This is appropriate as lecturers are trying to re-engage students in learning. Ensuring the classroom is a positive and safe place for learners is a key underpinning goal, so that students are prepared to take the risks that are part of learning.

Moodle had been used to a limited extent before I started teaching this course, as a fairly sparse filing cabinet for handouts, which were also available as hard copies. I felt the limited use of Moodle partly reflected a lack of staff confidence in using it (and limited time to learn how to), but also because of the belief that adding another layer of complexity might overwhelm students. Some students are just beginning to learn how to use computers, in a separate course which is part of the Certificate.These are the older students. They often find using computers very stressful, and although some may have access to a computer and the internet at home, this is largely for their children's usage.

I surveyed students at the beginning of the course about how they felt about computers, what they used them for, whether they had a computer at home and whether they had broadband. This semester about 75% had a computer at home, and almost all of these had broadband. The younger students reported using computers for games, facebook and Youtube, and said they were fairly confident.

From previous experience I knew full attendance at the face-to-face classes was unlikely. Some students work part-time. All are learning how to manage their study on top of other commitments and daily life, eg flatting/ away from home for the first time; caring for other family members. I wanted an efficient mechanism for helping students to catch up on any work they missed, plus to help students learn how to use a platform that is widely used at Otago Polytechnic, and build their computing skills. I explained all these skills were important to learn as part of preparing for future study, and that therefore we would be using Moodle. There would always be a summary of what we did in class each day and the handouts would be posted there. Students would be expected to catch up on anything they missed in this way, however, to reduce stress, hard copies of handouts were also available to students who needed this, especially early in the course.

I'm very much a beginner at using Moodle myself, and I knew some students might need quite a bit of support. I arranged to use the seminar room in the Robertson Library for an hour during a couple of classes early in the course (impossible to find a free computing room at Polytech initially, when I had my classes). This had the added benefit of getting them into the library - a place they need to feel comfortable in. Initially, there were two tasks. The first was to introduce themselves in an introductory forum I had set up, using formal writing skills (not like a posting in Facebook I told younger students). The second was to open a punctuation worksheet I had posted, make corrections, save and send to me. As I anticipated, this was a huge task for some of the older students, but younger students and I were able to buddy up with them to minimise pain and frustration.