Tag Archives: communication

Evaluating Motivational Interviewing Workshop training for academics and support staff to enhance student engagement

Trevor Simper & Ray Nolan

Parallel session 2, Short Paper 2.10

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Short Abstract
The aim of this work is to evaluate the effectiveness of a basic level of training in the approach of Motivational Interviewing with some follow-up coaching- as a potentially useful tool for academics and student support staff to enhance student engagement in and out of the classroom.

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Detailed Outline
Dr Trevor Simper will provide a conceptual context and guidance around the approach of Motivational Interviewing (MI) and its potential application to teaching and learning. Ray Nolan will critically discuss the benefits derived from completing a 2-day introductory workshop on MI.

MI is an approach used in the addictions and healthcare field proven to be effective in facilitating behaviour change (Miller, Rollnick & Butler, 2008) examples include: substance abuse, diabetes and weight management. Central to the approach of MI is a four-step process; engaging, evoking, focussing and planning between client and practitioner (Miller & Rollnick, 2013). In the context of this study MI helps student identify solutions to their own problems and engender engagement which is fostered through accurate empathy. Thus the benefits of MI in teaching and learning arise from improved educator-learner engagement. This supports the learner and equally promotes self-directed learning in the classroom as well as personal and professional development outside the classroom. MI can be connected with ‘self-determination theory’ (Ryan and Deci, 1986) which essentially asserts that autonomous motivation to perform a given behaviour is stronger than extrinsically motivated reason for change.

The approach of MI was interpreted and applied with a variety of learners in one to one and group sessions; support within professional academic advisor sessions, one to one dyslexia support sessions and group teaching within module seminars at level 6 (year three undergraduate). The effectiveness of the approach, relative to the tutors experience will be discussed alongside initial impressions from students in relation to engagement- in this ongoing psr/research activity.

The results from this investigation are suggestive of how a brief introduction to motivational interviewing with coaching and feedback can enhance engagement with learners. Specific techniques or ‘micro-skills’ such as: Open Questions, Affirmations, Reflections, Summaries (OARS) and E-P-E (Elicit Provide Elicit) are contextualized to classroom and non-classroom settings and discussed briefly.

References
DECI, E.L. RYAN, R.M. (1986). The empirical exploration of intrinsic motivational processes in L. Berkowitz (ed) Advances in experimental social psychology Vol.13, pp39-80 new York, academic Press
MILLER, W.R. ROLLNICK, S. (2012). Meeting in the middle: motivational interviewing and self-determination theory. International Journal of Behavioral Nutrition and Physical Activity 9:25.
MILLER, W.R. ROLLNICK, S. (2013). Motivational Interviewing: Helping People Change. NY: Guilford Press
MILLER, W.R. ROLLNICK, S. BUTLER, C (2008). Motivational Interviewing: Helping People Change. NY: Guilford Press

83 – Using social media to develop course communities – Sue Beckingham

This thunderstorm session will introduce you to the potential of social media as digital communication channels to develop communities of practice engaging both current students and alumni of the course. It will look at the role of social media as an effective and collaborative information channel, a discussion forum and a creative space to share as well as question through a variety of digital mediums. A selection of case studies from various disciplines will be referred to.

Slideshare: http://www.slideshare.net/suebeckingham/15-tips-on-using-social-media-to-develop-course-communities

259 – A Virtual Tour of the SHU3DED Cyber Campus – Louis Nisiotis, Martin Beer, Elizabeth Uruchurtu

Strand:The Technology-Enhanced Course. Anticipated outcomes: This CoLab workshop proposal aims to foster a virtual activity and discussion around the ability of Multi-User Virtual Environments to support teaching needs and facilitate learning.

Session outline: Cyber campuses are specially designed meeting points that operate on Multi-User Virtual Environments, where users can gather virtually and exchange learning materials, communicate and collaborate in a state of the art 3D environment (Prasolova et al., 2006). Facilitated on networked computerized systems, cyber campuses offers navigational spaces that support a variety of multimedia presentation techniques (Kallonis and Sampson, 2010), synchronous interaction and communication, enhancing the socialization among users (Freitas et al., 2010). By incorporating advanced graphics and communication technologies, cyber campuses support real time interaction between users and objects designed in the virtual world (Cronin, 2011), providing the “immersion” feeling to the user of actually being there (Beer et al., 2002).

Cyber campuses are considered an effective vehicle for learning support (Livingstone et al., 2008), so the need arises to identify the aspects of the teaching and learning process that this solution enhance as compared to traditional E-Learning. In particular, it is necessary to identify the factors making this model a strong solution to use for learning support and to what extent it enhances the learning experiences of people who are away from University. To investigate this, the SHU3DED Cyber Campus has been developed to conduct experiments with.

SHU3DED is a cyber campus prototype developed for the needs of my research, using the opensimulator virtual world package, to use as a proof of concept and to conduct a series of empirical studies with. The cyber campus has been developed following best practice applied in other cyber campuses, but the main driver was the “virtual school” concept as demonstrated by the Occupational Therapy Internet School (OTIS) project. This was an innovative and sophisticated system for its time (1999), capable of managing educational resources, handles communications and support educational activities through a virtual environment over the Internet. SHU3DED aims to develop this functionality in a modern virtual environment, for which MOODLE Leaning Management System (LMS) has been used and we will further explore some of the advances made learning support.

Having almost completely replicating the OTIS project theory and practice, we can say that SHU3DED is what OTIS project should have look like if it was implemented using the technology of today.

In this proposed workshop, attendees will be gathered in a lab setting, allocated a pre-configured workstation and participate in a virtual tour of SHU3DED cyber campus using a virtual representation of them selves (Avatar). During this tour, demonstration of the various facilities that cyber campus offers for teaching and learning support will be performed to initiate a constructive “in-world chat” discussion among the attendees through the chat facilities that are provided by the system. This discussion will be based on the potential context and setting they could use such solution for their teaching needs and how it could possibly enhance the learning experience of their students.

Session activities for engagement: A virtual navigation and communication among users activity, facilitated in the SHU3DED virtual world.

References: Official SHU3DED Website: http://www.learninvw.com

Bibliography.

BEER, M., SLACK, F. & ARMITT, G. Community Building and Virtual Teamwork in an Online Learning Environment.  Proceedings of the 36th Hawaii International Conference on System Sciences (HICSS’03), 2002.

CRONIN, P. 2011. An exploratory case study in the use of Multi-User Virtual Environments (MUVE) to support and enhance a community of practice. Master of Science in Technology & Learning, University of Dublin.

FREITAS, S., REBOLLEDO-MENDEZ, G., LIAROKAPIS, F., MAGOULAS, G. & POULOVASSILIS, A. 2010. Learning as immersive experiences: Using the four-dimensional framework for designing and evaluating immersive learning experiences in a virtual word. British Journal of Educational Technology, Vol 41, pp. 69-85.

KALLONIS, P. & SAMPSON, D. 2010. Implementing a 3D Virtual Classroom Simulation for Teachers’ Continuing Professional Development. Proceedings of the 18th International Conference on Computers in Education. Putrajaya, Malaysia.

LIVINGSTONE, D., KEMP, J. & EDGAR, E. 2008. From Multi-User Virtual Environment to 3D Virtual Learning Environment. Alt-J, Vol 16, 139-150.

PRASOLOVA, E., SOURIN, A. & SOURINA, O. 2006. Cybercampouses: Design Issues and Future Directions. Visual Computer Journal.

 

 

2012 Please – see ME!

Melanie Levick-Parkin

There is evidence in student experience research that students value the feeling of being treated and seen (by teaching staff) as an individual, not just a number. This desire/ expectation is confounded by the fact that as consumers we are moving from an era of mass communication to a time of (expecting) targeted, data selective and social media driven communication. 

This feeling of the personal can be difficult to achieve on a programme with large and expanding student numbers.

  • What sytems are in place, which hinder or help in providing this experience?
  • What is the pedagogic value in striving for it and do we understand the potential impact it can have on fulfilling the students learning potential and distance they can travel. 

The poster will be a three colour portrait graphic design on plain stock, using typography pictorially in order to communicate the intended meaning. There will be body copy set in a smaller area of the main print in order to further explain the issue depicted.

Presentation:  EN55 Virtual meeting and tutorial Spaces

(EN55) 14.00

2012 What alternatives are available when placement opportunities are limited?

Chris Hill

CANCELLED

Facing a reduction in opportunities for direct placement experience, it is difficult to maintain a dissemination of that experience throughout Built Environment undergraduate cohorts. However, using student presentations of the learning outcomes individually identified with their experience can allow all students to gain a wide variety of current practices in their chosen field. The expectations of students on vocational courses includes a thorough preparedness to enter the ‘world of work’, the correlation with this from employers expectations brings employability to the centre of the curriculum. The divide between notional academic and work related realms is seen to be artificial: the academic work reflects the workplace; the workplace develops the academic disciplines. The opportunity to experience the variety of the workplace, from the professional practice in London to the Local Authority in Derbyshire, the subcontractor in Rotherham to the Olympics village project, is hugely valuable to the student. Few individuals, beyond the tutor, can hope to visit all these first hand, but by allowing the whole cohort to witness the presentations made by returning students, the whole cohort can be exposed to the experience, described from a first hand and student perspective. The variety of experiences presented helps all students, those who have gained experience and those who have not had that opportunity. This benefit is seen in development of interpersonal skills such as reflection and communication. 

Experience of undergraduate Built Environment disciplines in combining explicit links between learning outcomes and professional body requirements has maintained an academic and professional standard for this practice. Cumulative academic conference publication supports the scholarly nature of this work.

C1 – (EX04, EX13, EX15, EX18) 14.20

2012 What happens when you don’t have time for Blackboard? Engaging busy professional Post Graduates using mobile learning technology

Alison Hramiak

The technological advantages provided by mobile technology are currently being explored in Higher Education with institutions investigating and implementing new ways of reaching students through their mobile devices (Rose, 2008). This paper describes a pilot study that was intended to capitalise on the culture of exploration in this exciting area, and also to try and capture good practice in doing so. It describes a small study that examined how ‘SmartPhones’ could be used with trainee teachers on placement in schools, to communicate with them, and to disseminate course information to them.

After setting up a BlackBoard© (BB) site for the trainees a review at a university session revealed that they did not find accessing the site convenient either from home or school but all had and used SmartPhones on a daily basis. A decision was then taken to utilise their mobile phones to replace the functions that would have been covered by the BB site. For the remainder of their course, the tutor used text and email to communicate with the trainees rather than posting announcements and resources on the BB site.

Trainees were questioned about the use of these mobile devices using surveys and a group interview at the end of the course. An initial quantitative analysis and qualitative analysis of this data using suggests that trainees strongly prefer being able to access course information and communicate with their tutor via their phone rather than through a VLE. The mobile technology provided a more convenient and accessible means to gain the information they needed, and because they could access course information when they wanted, rather than having to find a PC or laptop from which to log onto the VLE, they felt much more connected with their tutor and the other trainees who were placed in other schools geographically separated from them. 

Rose, (2008) Switch that phone on! Extending higher education opportunities for the iPod generation at http://www.heacademy.ac.uk/search/search?qt=mobile+learning&sb=relevance

C6 – (EN03 and EN34) 14.20

Presentation:  It’s easier to use my phone’