User Guide to CRAM tool v0.5 - LKLDev
Contents
1. Figure 1 In this document Ap praisal M oq el we shall assume that the user begins by Open Module Quit Figure 1 The Startup Dialogue Box creating anew module from scratch May 21 2014 1 3 New Module Dialogue box The New Module dialogue box BOS een A contains several sections as Module Name 7 Details f Tutor Group Size 0 illustrated in Figure 2 The upper a tae E section contains basic details of the Number of Weeks 0 module At a minimum the user is one Run 1 Run 2 Run 3 required to enter the name of the Number of Home Students 0 0 0 module the number of students per Home Income for Teaching per Student 0 0 0 J tut f th d th Number of Overseas Students 0 0 0 utor group for the module the 6 p Overseas Income for Teaching per Student 0 0 0 number of credit hours that the EE AE EE o o r module provides and the number of Day rate for higher cost staff 0 0 0 Teaching amp Learning Activities weeks that the module ot Activity Number of Weekly Non Weekly Total Weeks Learner Hours Learner Hours Learner Hours In addition the user is asked to enter the estimated number of home and overseas students per run at least for the first run Optionally the user Add may enter the home and overseas teaching related income per student es Cancel for the module and the daily rates Figure 2 New Module Dialogue Box for lower cost and higher cost members of teaching staff2. Teaching Learning Activity hours May 21 2014 4 The user is asked to enter the number of hours required for the teaching staff to prepare the activity for each run and the number of hours required by the teaching staff to support the activity For example in Figure 5 students are expected to spend three hours per week over a period of 10 weeks engaged in online tutored discussion The user estimates that it will take three hours per week in the first run of the module for the teacher to prepare for the three hours per week of learner time reduced to two hours per week and one hour per week in subsequent runs The number of hours per week needed to support the activity for all the five students who are members of the tutor group in this case is six hours that is twice the number of hours that the students are expected to spend perhaps assuming that the tutor reads and comments on all discussion threads whereas students will not This amount is constant across all three runs of the module because the amount of per student or per group support is assumed to remain stable The user may also specify the degree to which a lower or higher cost member of teaching staff engages in preparing or supporting this activity In the example provided the user estimates that a higher cost member of staff is responsible for preparing the activity such as developing materials for all three runs whereas a lower cost member of staff is responsi
3. The teaching related income is roughly half the student fee as the remainder pays for administrative costs and overheads and this is just an analysis of the teaching learning activities As an example a postgraduate MA degree typically contains six modules If the home and overseas student fees for the degree are approximately 6000 and 13000 respectively then the home and overseas student fees for each module are approximately 1000 and 2000 respectively The share of income for teaching each module is therefore typically 50 i e 500 for a home student and 1000 for an overseas student The distinction between lower cost and higher cost members of staff often matches the distinction between the member of staff responsible for developing writing and preparing the course and the member of staff responsible for teaching on the course advising marking etc Acommon example is one where a professor acts as the course leader and a postgraduate teaching assistant takes the course tutorials In this example the professor would be classified as the higher cost member of staff and the teaching assistant as the lower May 21 2014 2 cost member of staff The model only asks for two approximate staffing cost figures because these are essentially rough estimates to support the design process not exact budget figures The lower section of the New Module dialogue box contains a list of Teaching amp Learning Activiti
4. a whole For example if the tutor group size for the module is 20 and the student cohort for a run is 40 then the calculation assumes that two tutors will undertake the module activity 4 A Module level Activity does not require separate preparation support times May 21 2014 8 The user may edit the details of the teaching learning and module activities in the same way as described for the Student Hours pane Similarly the user may remove an activity by selecting it in the table and using the menu option as described above 000 Create new Module Activity Module Activity Name 2 activity to this table as described for the The user may add a teaching learning Student Hours pane and add a Module sa saab ak Hours per Non Weekly Higher Lower Activit via the menu o tion Week Hours Cost Staff Cost Staff y p Run 1 0 0 0 100 Activity gt Add Module Activity This ane a nie prompts the user to complete the details FRA 0 0 0 100 for the module activity as illustrated in eR cance Figure 9 The dialogue box is similar to the one described earlier to describe the details Figure 9 New Module Activity Dialogue Box of a teaching learning activity except in this case there are no learner hours or teacher preparation time Tutor Costs The Tutor Costs pane presents a similar view to that
5. difference between GIENE PEee ey EMOS SaDa the income and costs for each run of the Figure 14 Summary Table module 7 Menus CRAMTool File Edit Activity Windows Help The CRAM tool provides a menu bar for the Macintosh iaiinsan iiaiai idaan sl platform and a per window menu for the Windows platform Figure 15 Menus as shown in Figure 15 In both cases the contents of the menus are identical We have already described the menu items available from the Activity menu to add remove and modify a teaching learning activity or a module level activity The other menus are described below File The menu items in the File menu provide the functionality to create a new module via New to open an existing module via Open to duplicate the module presented in the frontmost window via Duplicate to save the module via Save As or to quit the CRAM tool via Quit In addition the File menu offers an option to export a report of the module in the form of a Microsoft Word document via the menu item Export Report this option presents the user with the usual dialogue box specify where to save the document May 21 2014 11 Edit The Edit menu provides the user with the ability to undo or redo previous changes as well as the usual cut copy and paste operations Windows The Windows menu provides a list of menu items corresponding to the open CRAM Windows that is the collection of modules that ar
6. kind of Student Feedback In Figure 7 we illustrate a completed example for the ie see a activity named Building up own notes 5 Same for All lt Back Next gt Cancel The next final step prompts the user to Figure 7 TLA Creator Wizard Entering Interaction enter the number of hours spent on this p details for a Teaching Learning Activity activity by the learner and by members of teaching staff This is the same information as described earlier in section 3 1 when browsing predefined activities To complete the entry of the details of the new activity the user should click on the Finish button This will add the activity to the list of activities in the New Module dialogue box as described in section 2 The user should click on the OK button when all the detail of the module and activities have been entered this will close the New Module dialogue box and open a new window that presents an overview of the module 2 See the Appendix for definitions of learning types May 21 2014 6 5 Open Existing Module Instead of creating a new module the user can open an existing module The user is presented with a dialogue box from which to choose a file containing a module description the file ends with the extension mamx 6 CRAM Window e
7. A User Guide to the CRAM Tool 1 Aims and purpose of the tool As we consider making the transition from conventional teaching models to running a module wholly online it will be important to consider the extent to which this process is beneficial to both students and staff If it improves the learning experience but at the cost of increased staff workload it will be unsustainable if it improves workload but diminishes the quality of the learning experience it will be unacceptable The critical question for an online course strategy is can we improve quality without increasing the per student workload for academic staff for higher student numbers The Course Resource Appraisal Model is an online modelling tool that enables a course team to model and test their approach to going wholly online It elicits the main design ideas and parameters and summarise the implications of these in terms of its learning benefits and teaching costs Where the bottom line looks unacceptable the team can experiment with changing any of the parameters and so work out what course design would work better This is a modelling tool so there are no right answers It is simply a tool to explore the possibilities 2 Introduction Course Resource Appraisal Model Build 168 Date January 27 2014 The tool starts by asking the user to either create a New Module from scratch or Cou rse ReESOU rce Open a Module that already exists as illustrated in
8. activities that comprise a module one in which the number of tutor hours is detailed In addition to the teaching learning activities presented in the Student Hours pane the list in the Tutor Hours pane also includes module activities A module level activity is one that is undertaken by a member of teaching staff such as staff induction staff evaluation module administration or CPD For each activity the table presents the number of hours that are required to prepare for the activity and to support it for each of three runs The values in the table are calculated in the same way as described in the Student Hours panel For example the value for the number of hours taken to prepare for the first run of an activity is calculated from the number of non weekly hours to prepare for the activity in addition to the product of the number of weeks duration of the activity and the number of hours to prepare each week for the activity The calculation of the number of hours to support a run of a teaching learning activity takes into account the activity s learning experience For example a Social activity may have a tutor group size of 15 If the student cohort for the run is 30 then two tutor groups will be required and thus the number of hours to support the activity is multiplied by two Likewise the calculation of the number of hours to support a run of a module activity takes into account the number of tutor groups for the module as
9. ble for supporting learners such as presenting tutorials for all three runs Clicking the Finish button will close the wizard causing the activity to be added to the list of activities in the New Module dialogue box shown in Figure 2 From there the activity can be edited or deleted 4 2 Creating a new Teaching Learning Activity Instead of browsing existing teaching learning activities the user may create a new one from scratch for example when the list of existing activities is insufficient The sequence of dialogue boxes is similar to that described in section 3 1 with the addition of two extra steps described below eoo TLA Creator Wizard Steps Learning Details 2 of 4 i Create Teaching amp Teaching amp Learning Activity Name If the user selects the option Start from Building up own notes each learning type it elicits Nature of Learning Experience pane penile rn Scratch in the first step of the TLA Acquisition o lsmea Collaboration Creator Wizard as shown earlier in Figure i 0 Discussion 3 the next step shown in Figure 6 inquiry arr ME Practice a AJZ 70 prompts the user to enter the name of mon the activity the learning types it elicits gt ae and the nature of the learning experience it provides The learning types for each activity are represented in terms of lt Back Next gt Cancel sliders in which each slider represents Figu
10. dcast audio book Working in pairs or groups to produce a shared output combining discussion and practice to reflect on how best to produce the performance design text picture report video diagram Discussing debating with each other or with the teacher describing what they know responding to questions asking questions listening commenting challenging critiquing negotiating ideas Investigating and inquiring into books papers audio visual physical and digital resources with a specific goal to e g find information solve a problem answer a question Doing something an exercise using a tool an educational game making something to achieve a goal by using their knowledge and using the feedback on what they do to improve their knowledge and Skill Producing a text performance design picture video diagram report by reflecting on their reading investigations discussions practice or collaboration Encourage attention and interest with a clear structure Make the ideas and information relevant Provide illustrations Link the content to their experience Define the goal of the collaboration Ensure they get feedback that helps them improve what they produce Guide them on how to work together Guide the focus and process of the discussion Suggest whether it takes the form of a debate or a dialogue Ensure the students challenge and comment appropriately Make the
11. e currently being viewed or edited Help The Help menu contains a menu item that can be used to open the User Guide i e this document 8 Contact The CRAM tool is available from http web lkldev ioe ac uk bernard cram index html The tool is part of the Learning Designer project which is developing learning design tools to support teachers collaborative innovation http buildingcommunityknowledge wordpress com The tool is still under development SO we would very much appreciate your feedback comments and suggestions for further development Please contact Bernard Horan b horan ioe ac uk or Diana Laurillard d laurillard ioe ac uk 9 Acknowledgements The underlying model of the CRAM tool was developed as part of the LDSE project RES 139 25 0406 Technology enhanced Learning funded by ESRC EPSRC The current development as a stand alone tool is funded through the Higher Education Innovation Fund at the Institute of Education The tool is freely available and is open source under version 2 0 of the Apache License from http code google com p course resource assessment modelling May 21 2014 12 10 Appendix Definitions of learning types Learning type _ Learning through Collaboration Discussion Inquiry May 21 2014 Reading a text book paper website electronic text Watching a teacher demo model performance video Listening to a teacher discussion radio po
12. er Feedback to Individuals OF group of hours it represents If the user double clicks on a bar of the bar chart a small SGUN Ede TERENEF FeeGBach nar dialogue box appears presenting a list of all the teaching learning activities in the module From the dialogue box the user may select a teaching learning activity to modify which will cause the user to be presented with another dialogue box in which the details of the activity may be modified May 21 2014 10 Teacher Time Chart 700 The Teacher Time Chart is a stacked bar 600 chart that summarises the amount of time 500 spent by teaching staff preparing and supporting a module for all runs The user E Support Hours may hover the cursor above a bar of the Preparation Hours 200 h chart to view the name of the bar in SAR m addition to the number of hours that it Preparation Hours Run 1 503 represents An example is shown in Figure 13 Run 1 Run 2 Run 3 Figure 13 Teacher Time Chart Summary Table The Summary Table illustrated in Figure 14 SS a E a presents a description of the module in terms of Student 15 20 20 Support 171 198 189 the total number of students the hours Prep Ho 503 94 12 required to prepare and support the module Total Ho 0 4 232 201 Income 10 000 15 000 15 000 the teaching related income received and the Cost 34 330 10 445 5 306 vi aa 3 costs incurred and also the
13. es TLAs for the module which is initially empty To add a new activity the user should click the Add button prompting the user through a sequence of dialogue boxes the TLA Creator Wizard to provide the description of the activity as described in section 3 above When the user has entered the activities for the module the OK button of the New Module dialogue box closes the dialogue box and opens a new window that describes the module as detailed below in section 5 4 TLA Creator Wizard Browse Existing Activities Start from Scratch The Teaching Learning Activity TLA Creator Wizard presents the user with a sequence of steps to create a teaching learning activity In the first step shown in Figure 3 the user is asked to decide whether to use an existing activity by browsing the ones available or to create a new activity from scratch We shall first describe the user interface flow if the Net Cancel user decides to browse existing activities and Figure 3 TLA Creator Wizard First Step later describe the user interface flow when creating a new activity from scratch 1 Each institution will determine how to calculate the daily cost of a member of staff A nominal day is assumed to contain 7 5 hours May 21 2014 3 eoo TLA Creator Wizard 4 1 Browsing existing TLAs c Mae TAN The user is presented with an interface n ening Act ae ae Bea for browsing existing activities acco
14. ndow with reference Tutor Hours a Activity Preparation Support Teacher Time hours A Run 1 Run 2 Run 3 Run 1 Run 2 Run 3 to Figure 8 in which all panes have Tuored discussions 230 0 52 0 5 0 840 108 0 104 0 70 Reading online and o 250 0 38 0 6 0 27 0 10 0 5 0 600 Formative practice 8 0 2 0 5 15 0 20 0 20 0 PR Summative Assessment 12 0 2 0 5 22 5 30 0 30 0 rati been expa nded Building up own notes 1 0 0 0 0 0 0 4004 Exploring resources 1 0 0 0 0 0 0 E Support Hours Application of Concept 1 0 0 0 0 0 0 300 E Preparation Hours Personal Tuition 0 0 22 5 30 0 30 0 200 Totals 503 0 94 0 12 0 171 0 198 0 189 0 1004 N E Module Data Jaan Tutor Costs a Run 1 Run 2 Run 3 The Module Data pane of the CRAM fees a Tutored discussion o 13 800 3 120 300 2 038 2 621 2 524 E d h d il f h Reading online and o 15 000 2 280 360 655 243 121 RE bund m Runz m Bund m Formative practice 480 120 30 364 485 485 u ees WINGOW presents t e etal SO t e Summative Assessment 720 120 30 546 728 728 Support 171 198 189 _ _ Building up own notes 60 0 0 0 0 0 Rreplls 303 aa 12 module as originally entered as Figure 8 Example Module described in section 2 above The user may directly edit all the fields in this pane which in turn will update the contents of the tables and the charts Student Hours The Student H
15. of the Tutor Hours pane but with the focus on the costs of preparing and supporting the module s activities For each activity the table presents the cost incurred to prepare and support the activity for each of three runs The values in the table are calculated in much the same way as described in the Tutor Hours panes but includes the percentage allocation to lower and higher cost members of staff along with their respective day rates Learning Types Chart The Learning Types Chart is a pie chart that summarises the distribution of learning types for the module An example is shown in Figure 10 The user may hover the cursor above a segment of the pie chart to view the name of the segment in addition to the percentage of learning type that the module elicits If the user double clicks on a segment of the pie chart a small dialogue box appears presenting a list of the Wa Practice 33 Double click for more O Acquisition Collaboration S Discussion Inquiry Practice Production Figure 10 Learning Types Chart teaching learning activities that contain the learning type corresponding to the selected segment From the dialogue box the user may select a teaching learning activity to modify gt A Module Activity does not require separate preparation support times A nominal day is considered to be 7 5 hours May 21 2014 which will cause the user to be presented
16. oo Example mamx The CRAM window provi des a Module Data Learning Types 7 Module Name Details display of the data for a single CRAM Example Tutor Group Size 15 Credit Hours 300 F peau stie Collaboration module The numeric data are cali 2 P Discussion Runs Inquiry i P Run 1 Run 2 Run 3 Practice arranged In conce rtina fo rmat on Number of Home Students 10 10 10 oe Home Income for Teaching per Student 500 500 500 the left hand side of the window Number of Overseas Students 5 10 10 j m a Overseas Income for Teaching per Student 1 000 1 000 1 000 Learning Experiences H d h t d Day rate for lower cost staff 182 182 182 eeoa a O n 8s e C a r S a n a S u m m a ry Day rate for higher cost staff 450 450 450 Social Same for All table in the right hand side i e the usmmun 5 Learner Feedback A h d f h f d Activity Number of Weekly Non Weekly Total Weeks Learner Hours Learner Hours Learner Hours 80 ea er O eac pa ne ca n expa n Tutored discussion online 10 3 3 0 33 0 70 Reading online and offline 12 6 7 0 80 4 60 Formative practice 12 0 2 22 0 and collapse The following Summative Assessment 12 0 3 23 0 ES E Tutor Building up own notes 12 3 3 0 39 6 g 40 BConnuechesed Exploring resources 12 ZL 0 25 2 30 P Application of Concept 12 5 0 60 0 20 E Peer paragraphs describe each pane of Personal Tuition 12 0 LS L5 a Self regulated Learning 0 0 15 3 15 3 i R Feedback to individuals or group the CRAM Wi
17. ours pane presents a list of the teaching learning activities that comprise the module in terms of the learner hours that have been assigned to each activity Each activity is presented as a row in the table with an additional row that describes the learner hours assigned to self regulated learning The total learner hours for an activity is calculated by adding the number of non weekly learner hours to the product of the number of weeks and the number of learner hours 3 Calculated by subtracting the sum of the total TLA learner hours from the number of credit hours required for the module May 21 2014 7 The user may edit the details for an activity by double clicking on a row of the table except for the row that describes self regulated learning or by selecting a row and then accessing the menu option Activity gt Modify Activity Either operation prompts the user with a dialogue box in which the details of the activity may be modified The user may remove an activity from the module by selecting it in the table and then selecting the menu option Activity gt Remove Activity in which case the user is given the chance to confirm removal of the activity Finally the user may add an activity via the menu option Activity gt Add Teaching amp Learning Activity This operation prompts the user with the TLA Creator Wizard as described in section 3 Tutor Hours The Tutor Hours pane presents an alternative view of the
18. rding a iam aie to each activity s student interaction Bio and student feedback Two lists of rate practice ae existing activities are presented the Lv student presen Live tutored discussion Personal Tuition Reflective journal Role play Summative Assessment utored discussion online Social size 5 Online Time specific Tutor present Tutor feedback left hand list includes a pre defined list of activities provided by the developers the right hand list includes all those activities that the user has already Baa Ea nt Cae created For example in Figure 4 the Figure 4 TLA Creator Wizard selecting an user has selected check boxes to browse existing Teaching Learning Activity for an online activity for which there is a tutor present where the tutor or the student s peers provide feedback The window shows all the existing activities with those properties When an activity is selected a description of its characteristics is provided in a text box below the lists in addition to the distribution of learning types described for that activity which is shown in the pie chart In Figure 4 the user has selected Tutored discussion online Here the pie chart is showing that for this TLA the dominant learning type is discussion along with learning through inquiry such as asking questions of the tutor and acquisition such as listening to the tutor s explanations It also indicates that
19. re 6 TLA Creator Wizard entering the percentage of each learning type Learning details for a Teaching Learning Activity May 21 2014 5 elicited by each activity2 The button labelled Normalise can be used to make the percentages add up to 100 The user should then select the nature of the learning experience for the activity from the menu that contains the following options Personalised Social and Same for All with the following definitions e A Personalised TLA is one in which each student receives feedback from a program or quiz or works with a tutor It assumes that the tutor group size is one student e Fora Same for All activity each student interacts in the same way with a tutor or the materials The group size is the cohort size for the run of the module e Fora Social activity students are working with other students in a group this requires the user to enter the maximum size of each group The next step prompts the user to enter 208 TLA Creator Wizard Steps Interaction Details 3 of 4 the interaction details for the activity L Crema Tuchini Teaching amp Learning Activity Name 2 res E co m p ri si ng th e St u d e nt nte ra ctio n a n d A I baal l Student Interaction Student Feedback _ Tutor Present Tutor nature of Student Feedback The user ete Pee Location Specific Computer based Time Specific None may select any number of the four kinds of Student Interaction or none and one
20. resources accessible Provide a focus for the investigation Guide the students in the process of the inquiry Ensure the experience and practice links to the goal Ensure they get feedback from the environment a peer or the teacher to help them reflect and improve Define what the product should be Make sure it draws on previous learning or experience and relates to the learning outcome Set the criteria of what counts as a good product of their learning Offer good examples Provide feedback 13
21. the tutor group size is 5 This value is used to estimate total support time If tutors are supporting small groups then the total support time will depend on the quantity and size of these small groups In the next step shown in Figure 5 the wizard prompts the user to enter the number of hours spent on this activity by the learner and by members of the teaching staff 2 e090 TLA Creator Wizard If the activity takes place weekly then a ee 1 Create Teaching amp Teaching amp Learning Activity Name the user should enter the number of earning Activity IERA Activity Deals Learner Total Hours weeks for which the activity takes place gt No of Weeks 0 of 0 hours Non weekly o Teaching Preparation Hours along with the number of hours per Hours perWeek Hours Staff Staff Run 1 0 0 100 0 week that the learner is expected to Run 2 0 0 100 0 Run 3 0 0 100 0 spend on it However if the activity Teacher support hours per group student Hours per Week il geal an Sat Sii takes place only once or irregularly such Run 1 0 0 0 100 oa ae Run 2 0 0 0 100 as fieldwork or a Summative eet N 7 a assessment then the user should enter Social size 5 Online Time specific Tutor present Tutor feedback the total number of hours the learner is lt Back _ Ne Cancel expected to spend for the whole module Figure 5 TLA Creator Wizard entering on that activity under non weekly details for a
22. with another dialogue box in which the details of the activity may be modified Learning Experiences Chart The Learning Experiences Chart summarises Personalised the distribution of learning experiences for dy socia the module The user may hover the cursor Same for All 72 Se ea al above a segment of the bar chart to view Double click for more the name of the segment in addition tothe __ Figure 11 Learning Experiences Chart percentage of learning experience that the module provides An example is shown in Figure 11 If the user double clicks on a bar of the stacked bar chart a small dialogue box appears presenting a list of the teaching learning activities that contain the learning experience corresponding to the selected bar From the dialogue box the user may select a teaching learning activity to modify which will cause the user to be presented with another dialogue box in which the details of the activity may be modified Learner Feedback Chart The Learner Feedback Chart provides a summary of the kinds of feedback provided to individuals or groups Each bar 60 corresponds to the number of hours of tutor n 50 P 5 eer 2 o 40 feedback peer feedback and computer E Computer based based feedback Figure 12 indicates that the g E Tutor example module provides only tutor y Yt 10 Tutor 79 5 hours feedback the user has hovered the cursor 0 l Double click for more above a bar of the chart to view the numb
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