ABSTRACT
The PROS (Promoting Researchers Online
Supervision) project aims to provide the necessary resources and tools
to support the online supervision process for projects and research. One of
the objectives is to develop a mediation tool to aid the instructional designer
and the subject matter expert during the conversion process of traditional
face-to-face teaching to web-based delivery and collaboration. Another objective
is to take an evidence-based approach in the design process of the Virtual
Project Environment for Research (ViPER) by conducting a needs analysis and
usability study.
E-learning projects are commonly done based upon previously
conducted research or worse, with no measurement of the learner’s needs at
all. This paper addresses that particular gap in the research process. Details
of the needs analysis and usability study conducted with this project are
also presented.
This paper offers the Virtual Project Environment
for Research (ViPER) taxonomy as a focus of discussion. A 'taxonomy'
is a scheme of classification or, in this study, a matrix that is defined
as a situation that aids a person (or society) grow and develop. This document
argues that the ViPER taxonomy supports the online learning and development
process. As applied to this study, the definition of an educational taxonomy
can be refined to: 'A general sequence in the growth of the structural
complexity of many concepts and skills that may be used to guide the formulation
of specific targets or the assessment of specific outcomes.' Several topics
are discussed leading to the design of the taxonomy. The presentation of the
taxonomy is developed into a three-dimensional (3D) model. Two examples are
offered: a real world paper-based tool and an online 'navihedron'. An interactive
Javascript form is used to input the taxonomy data producing a graphical guideline
for the instructional designer as to the appropriate online tools to use in
supporting the learning process. (http://www.iclml.mdx.ac.uk/research/viper/ViPERprofile.HTM
)
Expert review will be the evaluation method used to assess
the taxonomy. Online pedagogical academics will be interviewed and surveyed
to gauge the value of the research as well as live events such as the NLC’02
conference.
Web-constuctivism, the adaptation of Constructivist learning
principles to a web-basedVLE, and the Transitional Autonomy Model (TAM) are
the supporting theories for this study supported also by the Transactional
Distance Theory (Moore, M 1993).
Keywords
Virtual learning taxonomy, online pedagogy, Web-Constructivism,
Research-based VLE, 3D data representation, VLE needs analysis, HCI usability
study, research-based learning, online supervision
Introduction
The aim of this research is to answer the question, How can
a research-based web learning environment support the needs of the online
researcher? The preliminary proposition is that a web-based virtual learning
environment (VLE) designed from online pedagogical principles and using communication
protocols produced through this study can facilitate the research process
via online tools. According to Laurillard (2000), virtual project environments
for research (or research-based web-learning systems) will be the 'next generation'
of managed learning environments (MLEs) from current instructionally-based
systems. This paper explores two aspects of the PROS (promoting researchers
online supervision ) project:
Interviews were conducted by telephone and in person with
individuals and focus groups. This was conducted using a semi-structured approach
starting with the survey topics listed above. A review was also conducted
in person with research expert Professor Peter Newby to highlight any issues
concerning online research factors. There were four emergent themes that rose
from the interviews. Listed in terms or priority from highest to lowest they
were: online resources, communication, research community and research workshops/seminars.
Online resources
Most DProf. researchers were primarily concerned with accessing
library resources. The main reason was to "help with the theory part
of the research". The difficulty was that at the moment ‘you must come
in person to access Middlesex University library materials." Some students
used the Library Plus facility to get information from other UK libraries.
However, it was generally agreed that that for library provisions there needed
to be a set of online resources. Examples of other suggested online resources
include; sample research reports, case studies, a battery of sample survey/test
questions and a research glossary. Additional links were made in the ViPER
system to support these needs.
Communication
There were two areas of concern related to communication;
accessing up-to-date NCWBLP (National Centre for Work Based Learning Partnership)
information and student – supervisor/advisor feedback. Concerns about getting
current logistical information was seen in these comments:
"I just started and missed the ( f2f ) meeting. Now I
must wait for the next one." "My problem is not knowing what
questions to ask." "There is just too much information in
the handbooks that it is unclear."
The current procedures at the NCWBLP use a paper diary and
postal delivery of information. Queries are answered primarily by telephone
from administrative and academic staff. The ViPER system offers online support
in several ways: online registration, online diary, online FAQ (frequently
asked questions), online Board of Studies.
The PROS registration web server supports these key stages
of the DProf. programme as provided by Dr. Kathy Doncaster, DProf. Academic
Advisor. This is summarised in table 1.0 below.
Table 1.0 DProf. registration stages
The ViPER (WebCT) online calendar tool or diary provides a
dynamic, accessible and central area of NCWBLP activity. Training manuals
and workshops were developed to support the adoption of this online utility
by the staff and students. It was suggested that ‘the duty tutor role could
also be supported online." A dynamic online FAQ utility was created to
support the communication process. It uses a private guest book web form for
the NCWBLP administrative staff to enter telephone queries and answers. This
data is then sent to a public web page that is dynamically updated with each
entry. The DProf. Board of Studies for the NCWBLP, November 2001, offered
its students the opportunity to submit comments online. Since representation
at the meetings in the past was a problem, this pilot website supported the
communication process.
The last communication topic focused on interaction between
the researchers and advisors. The current communication model at the NCWBLP
uses the post and telephone as the default media between researchers and advisors/administrators.
These comments summarised the current situation: "Working with my advisor
(Carol Costly) keeps me on track." "One supervisor uses the post
for comments. We then need to phone to translate." "(Some of) the
advisors are technophobic. They only use the post to comment."
A transition is starting to take place with the use of email:
"My advisor is not (always) available by phone, so most
work is done by email." "Email at work is fast but slow at home.
I check my advisors comments in the morning." "My advisor uses BLOCK
CAPITAL comments in the body of the email text."
But email alone is not always the best solution:
"The problem with email is the gap between the comments
return." "I hate email with my advisors."
Other forms of online communication have been developed for
the ViPER system as a result of comments like these:
"I would like to communicate online, but not in a bulletin
board." "I’m interested in an online discussion list serve."
The list serve or news group is an email distribution list
that is sent to each member. This differs from the discussion forum that requires
the user to go to the website for use. The ViPER (WebCT) system supports asynchronous
text chat in its bulletin board and a Javascript email distribution list.
Live (real-time) interaction is facilitated in ViPER via the ‘chat room’ tool
and white board (shared program) feature. Registration interviews were successfully
completed in November 2001 and January 2002 with students in America using
Microsoft NetMeeting. They were reviewed as successful by the staff involved.
Research community
Due to the nature of the NCWBLP DProf. programme, students
often feel detached from other researchers as seen in these comments: "I
need to be self-motivated. Work is lonely." "I lost momentum after
two years." "I feel isolated because of the … administration."
The development of an online research community seems to be
a solution:
"I would like to meet other ‘like-minded’ people."
"There is (currently) a lack of a research community."
Research workshops/seminars
Face-to-face research events (i.e. – workshops and seminars)
act as a meeting place for researchers and advisors to network and collaborate.
There is a need for online training as well: "I need a tutorial on doing
web searches." "I’m interested in online writing workshops."
" I need to do a research module. Doing it online would be helpful."
Expert Review
Professor Peter Newby, Director of the Centre for Higher Education
Research (CHER) at Middlesex University, was interviewed for an expert review
of the needs analysis while Dr. Stylianos Hatzipanagos, an HCI usability expert
for VLEs in the School of Computing Science at Middlesex University, rated
the system for usability. Their complete comments can be found on the web
[1.0].
Summary and conclusions
Three main issues arose in this study. First, the ICT experience
/ confidence level of the stakeholders needs to be established. Next, a research
methods module for web-based delivery should be created. Lastly, the research
should address the current gap in VLE design concerning organisation through
the Transitional Autonomy Model (TAM) online pedagogy. Once a profile is established
for the ViPER stakeholder’s ICT experience and confidence a conclusion can
be formed about the current preferences in the use of online communication
tools. Email and web forms ranked high in the survey, while the use of web-cams
was low. Further study should indicate if this is due to the default level
of ICT use or restricted access to the web-cam hardware. Developing online
research seminars and workshops, such as the School of Lifelong Learning and
Education research module at Middlesex University, will be a key task in the
next phase of this study. One objective is to investigate its affect on the
‘online research community’. Lastly, the Transitional Autonomy Model (TAM)
is the ‘telepistemolgical’ underpinning that will be developed
in the second phase of the research. This will produce guidelines and protocols
for VLE design and organisation.
ViPER 3D Taxonomy
The next part of the PROS project concerns the construction
of the VLE. Now that the needs analysis has provided valuable data as to issues
concerning the online research process, the online instructional designer
and subject matter expert need to sit down and make decisions on various key
factors for the VLE. A 'taxonomy' is a scheme of classification (Oxford Dictionary
1996), or in this study, a matrix that is defined as a situation that aids
a person (or society) grow and develop (Longman 1996). This document argues
that the ViPER taxonomy supports the online learning and development process.
As applied to this study, the definition of an educational taxonomy can be
refined to: 'A general sequence in the growth of the structural complexity
of many concepts and skills that may be used to guide the formulation of specific
targets or the assessment of specific outcomes.' [1.1] An educational taxonomy
may also 'provide a useful structure in which to categorise test questions.'
[1.2] The ViPER taxonomy is a ‘framework’ or structure that helps
to organise a complex subject, identifying relationships between parts and
relating the areas in which further research and development is required (Duncan
W. 2002).
A virtual 3D ViPER taxonomy is offered as an online mediation
tool to support the communication process between the VLE construction stakeholders.
This model is generated online using the software from Navihedron.com. [1.3].
Six stages comprise the virtual 3D Viper taxonomy. First, establish the virtual
autonomy values for geographic location, telepistemology, cognitive types,
tutor-student role and curriculum. Next, enter the values into the Javascript
chart maker. Thirdly, apply the total range to the suggested online models
for suggested appropriate online tools and protocols. Fourthly, consider web-conversion
options. Fifth, check the QAA guidelines. Lastly, complete the online review
survey.
Figure 1.0 is a screen capture of the interactive Shockwave
program that allows the learning environment designer to ‘click and select’
points of the Navihedra to display text description of the VLE elements. A
scale for virtual autonomy used in this study is: [1] low, [2] medium and
[3] high.b
Figure 3 Starting screen of ViPER virtual 3D taxonomy
The following is an overview of the VLE Taxonomy virtual autonomy
topics and values:
GEOGRAPHIC LOCATION AUTONOMY LEVELS:(a) physical location
(b) peer contact (c) support
[1] Local [2] Mixed [3] Distance (remote)
TUTOR / STUDENT ROLE: This describes the stakeholder's relationship
in the learning process:
[1] Teacher: leads / Student: passive [2] Teacher: leads /
Student: active [3] Teacher: moderator-coach / Student: autonomous self-managed
learner
TELEPISTEMOLOGY - WAY ONLINE KNOWLEDGE IS VIEWED: This is
the general view of your learning system: Online knowledge is...[1] a product
[2] a guided procedure [3] an individually constructed process
COGNITIVE TYPE: This rates the level of cognitive skill:
[1] Propositional - rote facts [2] Procedural - incremental
skills [3] Abstract - analyse, conclusions, predictions
CURRICULUM DESIGN: This describes the nature of the learning
material or content:
[1] Fixed, static [2] Semi-open, changes periodically (each
term) [3] Flexible, dynamically generated by students
The animated .gif rollover was made in the popup window for
Stage 1 using screen recorder software called Camtasia [1.4]. This created
an .avi movie file of the Navihedra that was then converted to an animated
.gif with a Javascript ‘on mouse over’ rollover added.
The Javascript chart maker graphically represents the virtual
autonomy values. Each section is given a value of [1], [2] or [3], from low
to high and then totaled for an overall score. In the Netscape 4 + browser
it will be necessary to reload the window (reload button or control + R) [NB:
This script will not work in Internet Explorer or Opera Browsers]. The Javascript
takes the values entered into the text fields and generates horizontal and
vertical charts. A working model can be tested at: http://www.iclml.mdx.ac.uk/research/viper/ViPERprofile.HTM
The VLE elements and the suggested models based upon the virtual
autonomy values is summarized in table 2:
As stated earlier in this chapter (VLE Set Up – Web-conversion)
a model should be established to facilitate the conversion process of current
real-life teaching into a supported virtual learning environment (VLE). This
research offers three general options: the parallel model, the fixed model
and the open choice model. In this stage of the 3D taxonomy an expanded description
is given to the designer and tutor to discuss [1.5]. The Quality Assurance
Agency (QAA) in the UK [1.6] has a set of guidelines that must be followed
to obtain academic accreditation. Each country has a national agency for this
purpose. It is important to include this factor in the discussion process
with the VLE designer and tutor for validation awareness.
At the time of this writing only one expert review was conducted
on the taxonomy. Although the "descriptions of the VLE elements could
be expanded" the reviewer found the online Navihedra model as ‘very good’.
Stage one of the online 3D ViPER taxonomy, the click-and-drag interactive
Shockwave animation, was seen as ‘a good way to support discussion, but had
some gaps in the descriptions." It was rated between fair and good. The
Javascript chart maker (where the online autonomy values were entered) used
in stage 2 was seen as ‘good’. Although the sample VLE models in stage 3 was
only seen as ‘fair’ it did "help make the user’s needs more obvious."
The web conversion models were rated as ‘good’ and "a nice way to find
the polarities as an introduction (to VLE elements)." Full details are
online [1.0].
Summary Conclusion
This paper takes an evidence-based approach to provide analysis
from on and offline surveys and interviews by researchers and experts of two
parts of the PROS project; the Needs Analysis/ Usability Study and the ViPER
Taxonomy. It is recognised that due to size constraints placed on this paper
that not all of the data was presented. The reader is encouraged to read a
more detailed account of this report on the web [1.0]. However, a good framework
was presented in this paper through its pilot study to suggest a continuation
of this research. At this stage some answers have been provided to the initial
research question of how online research supervision can be supported.
References
Duncan, W. 2002 "Unit 5 BIS4224 E-Commerce",
Global Campus – School of Computing Science, Middlesex University – London,
England http://www.gc.mdx.ac.uk
Laurillard, D. 2000 "Interactive Learning Environments
for Learning Conversations"
ILTAC 2000 Conference Keynote Presentation
http://www.ilt.ac.uk/archives/iltac2000_resources/laurillard/sld042.htm
Longman Dictionary 1996 - Oxford Press, England
Mason, R. (1998), "Models of Online Courses" ALN
Magazine 2 (2)
http://www.aln.org/alnweb/magazine/vol2_issue2/Masonfinal.htm
Oxford Concise Dictionary 1996 – Oxford University Press,
England
Moore, M.G. 1993 "Theory of transactional distance"
In: Desmon Keegan (Ed) Theoretical principles of distance education London,
New York: Routledge 1993
Moore, M.G. 1983 "On a theory of independent study"
In: Stewart, D. Keegan & B. Holmberg (Eds.) Distance Education International
Perspectives, London: Croom
Web references <as of Feb. 2002>
[1.0] http://www.iclml.mdx.ac.uk/research/#Transfer.
[1.1] Teaching and Educational Development Institute, University
of Queensland - Au. 2000
www.tedi.uq.edu.au/assess/assessment/classgol.html
[1.2] Counselling Services, University of Victoria, Canada-
1996
www.coun.uvil.ca/learn/program/hndouts/bloom.html
[1.3] http://www.navihedron.com/
[1.4] http://www.techsmith.com
[1.5] http://www.iclml.mdx.ac.uk/research/viper/ViPERprofile.HTM#stage4
[1.6] Quality Assurance Agency (QAA) http://www.qaa.ac.uk/public/dlg/guidelin.htm
[1.7] http://www.iclml.mdx.ac.uk/research/viper/ViPERprofile.HTM