VLE Session

Liverpool Hope University

Welcome

Beyond the Screen: Transforming VIRTUAL LEARNING ENVIROMENT to Cultivate Student Engagement

Goals of the session

• Understanding the University’s Virtual Learning Environment Framework.
• Reflect on student engagement and sense of belonging in Virtual Learning Environment.

hope.ac.uk

Content

University's VLE framework

1.

Learner Support

5.

Reflect on Student Engagement and Sense of Belonging

6.

Course Design

2.

Interaction and Collaboration

3.

Conclusions

7.

Action Plan

8.

Assessment

4.

Q&A

9.

About the University's Virtual Learning Environment (VLE) framework

2013

University’s VLEframework

2020

Global Crisis

2023

Adjust VLE framework

hope.ac.uk

The VLE framework should be open to feedback from academic staff at all levels

This is an ongoing process.

An invitation for feedback has been sent to the following departments/staff:

The library

The Students' Union

Student Support and Wellbeing

IT

Learning & teaching committee heads

hope.ac.uk

The framework will be presented at Learning and Teaching day on May 13th, 2024, to ensure maximum exposure and familiarization for staff preparing for the upcoming academic year.

hope.ac.uk

Interaction & Collaboration

Course Design

Type and quantity of interaction and collaboration within an online environment.

Course structure, learning objectives, content organization, and instructional strategies.

The framework consist of four main areas

These areas are divided in subsections.

Learner Support

Assessment

Quality and type of student assessments within the course.

Support resources available to students enrolled in the course.

hope.ac.uk

INTERACTIVE QUIZ

hope.ac.uk

An overview

Course Design

Content Presentation

Goals and Objectives

• Segmented content for manageability
• Intuitive navigation
• Comprehensive topic introductions
• Consistent use of headings, subtitles, and file names.
• Clear descriptions for content & activities
• Varied presentation mechanisms for content
• Incorporation of visual and auditory elements
• Accessibility of all materials and descriptive URL links

• Easily located within the course.
• Clearly written at the appropriate level & reflect desired outcomes

Technology Use

Learner Engagement

• Tools available within Moodle
• Links to needed resources

(e.g. Padlet)

• Use Panopto to host video content.

• Activities and resources on Moodle are designed to assist students.
• Guidance for learners on how to engage with content.

hope.ac.uk

Best practice: Make use of materials with a variety of modes

hope.ac.uk

Best practice: Foster a feeling of belonging among learners (student community)

hope.ac.uk

An overview

Interaction & Collaboration

Interaction and Collaboration can take many forms

Development of Learning Community

Communication Strategies

Interaction Logistics

• Asynchronous communication strategies promote critical reflection.
• Synchronous communication activities benefit from real-time interactions.

• Clarity on Expected Participation Levels
• Grading Criteria Document
• Transparent Expectations for Non-Evaluated Contributions
• Offering Constructive Input to Students
• Communication of Course Updates.

• Communication activities.
• Student-to-student interactions.
• Collaboration activities.
• Open discussions.

The framework’s criteria place emphasis on the type and amount of interaction and collaboration within an online environment

hope.ac.uk

Best practice: Public feedback

hope.ac.uk

Best practice: teamwork technique (breakout rooms)

hope.ac.uk

An overview

Assessment

It involves course activities that evaluate students’ progress towards achieving learning outcomes, offer feedback to students and instructors, and facilitate grade assignment.

• Clarity in activity descriptions
• Creating realistic assessments for transferable skills
• Frequent integration of assessment activities
• Transparent processes for collecting and returning work
• Constructive self-assessments with meaningful feedback

• Assessments align with the goals specified in the course
• Learners are directed to objective(s) for each assessment
• Rubrics are provided.
• Instructions are written clearly
• Communicate the importance of submission, deadlines, and feedback dates.

Assesment Design

Expectations

hope.ac.uk

Best practice: Interactive assessment

hope.ac.uk

An overview

Learner Support

Lecturer Role & Information

Technical Accessibility Issues

Orientation to Course & LMS

Accommodations for Disabilities

Course Policies & Support

Supportive Software (Plug-ins)

Learner support resources address a variety of student services.

hope.ac.uk

Best practice: Student moderator selected at random to assist the teacher

hope.ac.uk

Think about student engagement

Source: https://www.youtube.com/watch?v=goQ5oz3WI7Y

hope.ac.uk

Student engagement in VLE refers to the degree to which students are actively participating in their learning experience.

Student Engagement in VLE

This includes both how they behave and how they think, such as how much time and energy they commit to their assignments, how well they communicate with their classmates and teachers, and how much they understand and remember from the course content.

hope.ac.uk

Think about sense of belonging in VLE

Watch 1:39 to 3:46 min

Source: https://www.youtube.com/watch?v=yXv00Lz4F3k

Think about sense of belonging in VLE

How do you incorporate and showcase the relevance of your subject matter and teaching methods in the VLE to motivate and inspire your learners?

How do you design and facilitate online activities that promote social interaction and collaboration among your learners?

Conclusion

The session on VLE development has provided us with valuable tools to transform our online courses. By prioritizing student engagement and a sense of belonging, we embark on a path that not only enriches learning experiences but also strengthens the bonds within our virtual academic community.

'The work of education is divided between the teacher and the environment'

- Maria Montessori

hope.ac.uk

1.

Reflection and Assessment

Next Steps

2.

Prioritize Areas for Improvement

Action Plan

Crafting an action plan ensures tangible implementation. Let's collectively elevate our courses, making a lasting impact on the academic journey.

3.

Set Achievable Goals

Explore New Engagement Strategies

4.

5.

Integrate Collaborative Tools

hope.ac.uk

Any questions?

• You can also send us an email at administration@hope.ac.uk
• Visit our website at https://www.hope.ac.uk/

Thanks for your attention

Christeen Cjahua

References

Kim, M. K., & Kim, S. M. (2020). Dynamic learner engagement in a wiki-enhanced writing course. Journal of Computing in Higher Education, 32, 582-606. Kennedy, G. (2020). What is student engagement in online learning… and how do I know when it is there. Melbourne CSHE discussion papers, 1-6. Luo, N., Li, H., Zhao, L., Wu, Z., & Zhang, J. (2022). Promoting student engagement in online learning through harmonious classroom environment. The Asia-Pacific Education Bedi, A. (2023). Keep Learning Student Engagement in an Online Environment. Online Learning, 27(2), 119-136.

• Transparent information on course software, including costs.
• Listing required software with installation links.
• Strategically placed links for software usage.

3.

Set Achievable Goals

Guideline: Establish clear and achievable goals based on the identified areas for improvement. Action: Define specific, measurable objectives for each aspect you plan to enhance in your courses.

4.

Explore New Engagement Strategies

Guideline: Experiment with different engagement strategies discussed in the training session. Action: Choose at least one new strategy to implement in your courses and outline how it will be incorporated.

• Inclusive mechanisms enabling full participation for learners with disabilities.
• Incorporating accessibility in content design and delivery.
• Accessible information on institutional support for disabilities
• Design elements, including color choices, text sizing, audio and video controls, and alternative tags, embody considerations for universal accessibility

Go further:

• Explore principles of Universal Design for Learning
• Use Moodle accessibility tools to identify common accessibility issues
• Check and update old documents

• Clearly labelled tutorial materials (eg videos)
• Seamless navigation within and beyond the course
• Fostering Learning through Audio, Visual, and Text Modalities.

1.

Reflection and Assessment

Guideline:. Begin by reflecting on the key insights gained from the training session. Action: Identify aspects of your current courses that may benefit from enhancements related to student engagement and a sense of belonging.

• Ensuring accessibility through standardized formats in course materials
• Inclusive approach to software requirements
• Efficient file management
• Providing compact alternatives
• Optimizing multimedia delivery (e.g. Panopto)

• Accessible and diverse contact information for lecturers/tutors.
• Inclusion of anticipated e-mail response time.
• Clear explanation of lecturer/tutor responsibilities in the course

Go further: Create a course FAQ with a forum where students can ask you questions

1.

Prioritize Areas for Improvement

Guideline:. Prioritize specific areas or aspects in your courses that align with the training's focus. Action: List the key elements you believe will have the most significant impact on student engagement and belonging.

5.

Integrate Collaborative Tools

Guideline: Explore tools that promote collaboration and interaction among students. Action: Explore tools that promote collaboration and interaction among students.

• Identified links to institutional resources for student success
• Effortless navigation and clear policies
• Convenient access to institutional services