1/10 making the most of e-learning: a business department's experience paul saddington &...

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Making the most of e-learning: a business department's experiencePaul Saddington & Paul Clarke.(2006). Making the most of e-learning: A business department's experience. Teaching Business & Economics,10(1),19-23.

Presenter: Yu-Ting TsaiInstructor: Ming-puu Chen

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Introduction

• One department's approach to e-learning and describes how careful design of ICT-supported tasks for contact and non-contact time can improve students' learning.

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The school’s special context

• The school's emphasis on learning styles, on the importance of differentiated learning, and on the need for shared responsibility for learning between students and teacher is helpful for the development of e-learning.

• E-learning "is a complement to other forms of learning and not a replacement. It should form part of an articulated approach to learning" (Ashwin 2005).

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Approach to e-learning

• They can find preparatory study materials on the department site.

• There are interesting questions to prepare and to be ready to discuss in contact time.

• Materials are written with good learning principles in mind and try to engage all learners .

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Approach to e-learning

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E-learning at GCSE level

• Green-grades 8-10

thorough understanding, can make reasoned judgments and evaluate evidence

• Amber-grades 4-7

can use appropriate terms and apply knowledge to address business problems

• Red-grades 0-3

knowledge and understanding is either at a basic level or lacking

• To avoid red at all costs and don’t be an amber gambler.

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E-learning post-16

• Tasks are more focused on independent learning, with links made to a wide range of relevant and up-to-date resources.

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Different ways of assessing work and providing feedback

• ICT can help teachers by storing and recording information about how students understand material and in easing the process of feedback to students (EPPI 2005).

• Clear identification of assessment criteria for all set tasks.

• Trial e-valuation forms.

• The sharing of good practice through the teacher training partnership and through the specialist schools network.

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Implications for the department’s workload

• Most students are now so accustomed to generating work electronically that they want to "talk to their computers" at every opportunity.

• The department now has a working routine where the best features of lessons, a new idea or a good student response are quickly attached to the resources available for all.

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Conclusion - Where next?

The department is currently working on several developments.

• Making the intranet more interactive.

• Clear identification of assessment criteria for all set tasks.

• Trial e-valuation forms .

• The sharing of good practice through the teacher training partnership and through the specialist schools network.