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The Department of Information Studies (DIS) integrated the °×С½ãÂÛ̳ Connected Learning Baseline checklist into established peer obvservation processes to help improve their online teaching.

Dr Karen Stepanyan, Dr Daniel Boswell and Dr Jenny Bunn from the Department of Information Studies (DIS) describe how they set about improving the design of their online modules byÌýembeddingÌýthe °×С½ãÂÛ̳ Connected Learning Baseline into ongoing module improvement and personal development processes, using the °×С½ãÂÛ̳ Arena Peer Dialogue Framework.

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Creating aÌýhigh quality, connected learning experience

The °×С½ãÂÛ̳ Connected Learning Baseline (formerly the E-Learning Baseline) is a helpful and comprehensive guide for staff on how best to structure and design online learning resources and activities in Moodle.

The Baseline's ten sections cover the essentials of how to structure and present a course so that it’s easy to navigate, how to help students get the most out of it and how to manage communications, along with a digestible take on your legal obligations. It’s intended as a practical tool; a set of ‘good practice’ standards that ensures consistent usability, availability and quality of online teaching and learning materials.Ìý

The Baseline ChecklistÌý– a simple form – lets you review your progress against the standards and supports you with improving your module delivery on Moodle byÌýidentifying areas where your Moodle course could use further work.Ìý

°×С½ãÂÛ̳'s Peer Dialogue FrameworkÌý

°×С½ãÂÛ̳ ArenaÌýPeer DialogueÌýprovides a framework for teaching staff to develop their teaching and learning practiceÌýby focusingÌýonÌýa range of dimensions of their practice, such as classroom teaching, feedback on assessment or development of resources.

The Department of Information Studies (DIS) employs Pair-Based Teaching Observation as a foundation for starting such dialogue.ÌýÌý

Two years ago, DIS decided to incorporate the °×С½ãÂÛ̳ Connected Learning Baseline check (then known as theÌýe-LearningÌýBaseline check) into the process of Pair-Based Teaching ObservationÌýby including its minimum expectations onÌýthe form completed between the observer andÌýobservee.Ìý

As part of the teaching observation,Ìýthe observer is invited to explore the module’sÌýMoodle course,Ìýand,Ìýwith theÌýobservee,Ìýcheck how closely it is aligned with the °×С½ãÂÛ̳ Connected Learning Baseline.

The peer-observation form includes a checklist that is completed as a result of the discussion. The completed form is used by theÌýobserveeÌýto take steps for improving the existing e-learning environment.Ìý

Module improvement is a collaborative effortÌý

The idea of incorporating theÌýBaseline check into the form emerged as a result of a discussion between the e-learning champions, academics and professional services team that revolved around good practice in maintaining Moodle spaces.ÌýÌý

It was clear that assigning the tasks of checking the alignment of Moodle spaces could not be delegated to a single member of staff. Firstly, this would lead to a top down approach that is pushed on individual module leaders and may be perceived as judgmental or intrusive, rather than supportive or collaborative. Secondly, finding a member of staff who would beÌýin a positionÌýto devote the needed time to explore the multitude of Moodle sites that exist in the department would be virtually impossible. It was also unclear whether the feedback from a single member of staff could be perceived as devoid of bias. Instead, organising the Baseline check as part of a peer dialogue would foster exchange of ideas and good practice within an already established collegiate environment.Ìý

The proposal was led by the e-learning champions in the department. Introducing a new form for peer observation was discussed at one of the staff meetings and welcomed by colleagues.Ìý

As aÌýresult, the staff handbook has been updated to include a new form and instructions for using it. The form has now been in use for two years.Ìý

Timeline and resources

Introducing new processes in the department requires input from all members of staff; adding the Connected Learning Baseline check into the process of peer observation requiresÌýtime from bothÌýobserveeÌýand observer.ÌýTheÌýobserveeÌýhas toÌýenrol the observer into the Moodle course prior to the observation. The discussion that takes place after the observation requires additional time to accommodate the exchange of ideas and maintenanceÌýof theÌýteaching and learning spaces on Moodle.Ìý

It is certainly important to involve members of staff in discussions and decisions around introducing new processes, especially given that the process requires additionalÌýtime resource.ÌýDIS decided to add the proposal for discussion at one of the departmental meetings. These take place several times a year. Adding the item onto the agenda for the meeting in Spring, might be a good opportunity for marking decisions and setting up the environment for the process to be introduced over the Summer, and before the start of the new academic year.Ìý

There was an obvious need to combine the peer observation form with theÌýBaseline checklist. We also spent time creating a wiki pageÌýto provide moreÌýextensiveÌý documentationÌýto complement the simplified summary on the printable Checklist form.ÌýÌý

Time is also required to maintain and update the printable form. For example, with the development of the new °×С½ãÂÛ̳ Connected Learning Baseline, the form may become bigger. There is a balance to be struck between keeping the form to a manageable size and providing explanatory text on the baseline criteria to facilitate discussion between observer and observe.Ìý

Reflections

A formal evaluation has not been carried out, but informal feedback suggests that the change has been welcomed by members of staff. It is true however, that the benefits to be accrued are dependent on individuals’ willingness to engage in a peer dialogue. If the process is perceived as a form-filling exercise, rather than an opportunity to discuss further improvements or sharing good practice, there is little if any use in using the form.ÌýÌýÌý

It is evident that not all Moodle spaces are structured and maintained in line with the Baseline. Departments across °×С½ãÂÛ̳ are aware and are developing strategies of improving their digital learning spaces in Moodle. Hiring Learning Technologists to help members of staff to improve the their learning environments may be a quick solution, but it will certainly be less collegial and less focused on the personal and professional growth that may result from an honest, open dialogue between two colleagues.Ìý

“Having a discussion with a colleagueÌýon the baseline checklist was very useful and led to some small but significant changes in the design of the Moodle pages of my modules. A fresh pair of eyes can more easilyÌýidentify problems with the presentation of the online learning material and suggest simple ways to improve them. It is quick, efficient and definitely very helpful! -ÌýDr. Antonis Bikakis,
Associate Professor,Ìý°×С½ãÂÛ̳ Department of Information Studies

Next steps

We have recently updated the Baseline checklist, to include the new °×С½ãÂÛ̳ Connected Learning Baseline. We have updated the Staff handbook with the new form and intend to continue using the approach.Ìý