Reflection 3: Formative feedback

Recommendations from the online session were to use a Learning Management System (LMS) such as Blackboard, Moodle or Edmodo instead of the blog to manage questions.  It was also suggested that a FAQ list is compiled which students can access from their mobile phones.  The use of Facebook for Q and A was also suggested for the discussions and feedback.

Currently the Institute is running three programmes that are in partnership with other Higher Education Institutes (Stellenbosch University etc.) and does not have any LMS of their own.  For one programme we have access to WebStudies from Stellenbosch University but some of the functions are disabled due to the government internet policy.  Edmodo was explored and confirmation from our management that a LMS will be implemented very soon.  There is already system development underway to tailor-made the system for our use and bypass the restrictions from government.  I already have a FAQ list that is posted on a local network and the restriction is however that the list is only available on campus and therefore a LMS would be ideal.  I consider a LMS to form part of the academic setup which is a very useful management tool in general.  First year students, especially in Soil Science, need a distraction from the norm to motivate them to use it and anything that appears different from academics, they will definitely explore with good outcomes for them.  The use of Facebook is therefore a very useful tool but the restrictions for me as lecturer would mean that all activities would be off campus.

I therefore diverted my focus to the use of digital ink (tablet with OneNote or InkSeine).  Enhancing mobility of the lecturer, transform the development from learning material in and out of class, providing the student with complete problem and answer after class, moving away from talking to your PowerPoint presentation or reading it (creating a more human and non-mechanical rhythm), leading students through problems with step-by-step processes.  The aim is to enable the student to eventually apply the knowledge and be able to solve real-time problems.

The questions that will form part of the formative feedback to determine the usefulness of this tool for the specific problems are:

1.     Which tablet function you find most promising for teaching or student learning?

2.     Does the laptop/pc have this function?

3.     Did the tablet have a positive/negative effect on your teaching or learning?

4.     In the class where a tablet was used I feel

4.1.  Important or ignored

4.2.  Comfortable or uncomfortable

4.3.  Involved in the lecture or restless and bored

4.4.  Part of a team or alone

4.5.  Sure of where I stand or not sure where is stand

5.     The lecturer has been

5.1.  Prepared or unprepared

5.2.  Fair or unfair

5.3.  Helpful or unhelpful

5.4.  Well organised or lacking organisation

5.5.  Sensitive to my needs or insensitive to my needs

5.6.  Fully engaged and exited / seemingly bored

5.7.  Knowledgeable or not on top of the technology /subject

5.8.  Able to make difficult concepts accessible and interesting / over our heads

6.     The use of the tablet has been

6.1.  Thought provoking or dull

6.2.  Effective in helping me learn or ineffective in helping me learn

6.3.  Too fast or too slow

6.4.  Too abstract or too simplistic

Learning Intervention

The first year Soil Science course will be selected as this module brings together mathematics, biology, chemistry and Soil Science principles.  Students have a problem to apply the principles to do the necessary calculation.  Calculations are for the determination of the current water content and water movement in the soil.  These principles are required in an irrigation and drainage subject that follows this soil science. 

The activity that will be develop is twofold viz the determination of the student’s knowledge of mathematics, biology and soil science principles and to teach the application of these principles in the calculation of water content and movement.  The tablet will be used to transfer the knowledge in a lecture room and the http://elsenburg1styears.blogspot.com will be used to determine the embedded knowledge as well as follow-ups after lecturing with the tablet.  This course has ± 170 students and it becomes extremely difficult and time consuming to address the problems of all students with regards to the subject matter. 

With the blog, students can post their problems about the embedded knowledge and it can be done in their own time and anonymously.  Other students with similar problems will have access to it and can learn from it.  In class the students can follow the steps in the calculations and the file from the tablet with the live narration from class will be published on the blog.  The normal PowerPoint files with the theoretical information will be converted to Windows Media Video file and also published on the blog.  We are a governmental institute and have numerous limitations and restrictions with internet access. 

ALL social media, video files and streaming content is blocked for students and staff.  The institute has no learner/learning management system and on campus (dedicated student network drive) is the only site where students can actually access any material from the lecturer.  This blog gives the student an opportunity to remotely access the study material from their cell phone or computers and respond whenever something is unclear.  The calculation section of the course relies heavily on mathematical, biological and soil science principles which should be embedded knowledge.  This is, however, not always in place as the entrance criteria allow students without these school subjects.  The student can therefore access the information in his/her own time so that contact time is used for the actual curriculum.  In class the students can follow the steps in the calculations and understand how to apply it.  During revision or preparation for a test students can refer to the blog with the class content.