Developing online Learning

Dr Derek FranceDepartment of GeographyChester College of H.E.

GEES

Aims

• Explain how current models of learning and teaching relate to e-learning

• Review the online learner experience

• Review the changed role of the online tutor

• Review strategies for managing large groups online effectively

Objectives

• Describe what its like to be an online learner

• Plan online activities appropriate to the level of your students

• Incorporate techniques for managing large online groups

What is learning?

acquiring skills

constructing knowledge and understanding

developing values

participating

Beetham 2002LearningProcesses

Current theories

• Student centred• Constructivism• Activity based• Communities of

practice

acquiring skills

constructing knowledge and understanding

developing values

participating

Learning processese-learning practices acquiring

skills

constructing knowledge and understanding

developing values

participating

using digital tools

using digital resources

using digital etiquette

using digital communications

media

Adapted from Beetham 2002

e-learning

• the delivery of learning with the assistance of interactive, electronic technology, whether offline or online

• where the exchange is mediated through information and communication technologies

Institute of IT Training (2002)

e-learning example

• Residential Fieldwork

• Group activities• Assessment:-

Production of individual website

e-learning example

• Workshop training• Netskills support• Online resources

and support• Archive• Electronic

submission

e-learner comments

• I found it really difficult but a worthwhile exercise

• Did not think I could do it at the beginning but at the end it was a real sense of achievement

• It made me realise even more just how lacking my computer skills are. Although it was interesting, I felt that I panicked.

Learner support needs

• Imagine you have been asked to tutor a new online course

• You are a competent subject expert but have not been involved in developing the course

• What are your greatest concerns?

Learner support needs

• Conference simulation• In small groups• List concerns individually, one per “Post-it” • Stick post-its to poster paper• Read other postings in your group• Respond to other postings • Produce rank ordered list

• No talking!

What happened?

• What happened?

• How did it feel?

What happened?

• Some people didn’t contribute

• Some people dominated

• It was hard to get started

• It was confusing

• It was slow

Online learning

• Intimidating• Confusing• Delayed responses• Faceless• No visual cues: body language, facial

expression, tone of voice and inflection• Different time zones and cultures• Lacks discipline and pacing of a f2f course• Technologies not reliable

Online learner needs

• Welcome• Clearly stated expectations • Recognition and acknowledgement• Constructive feedback• Reassurance• Interesting material• Help with self management skills• Help with using the technology effectively • Flexible ways of working

Tutor concerns

• Cluster under 4-5 main headings• Choose presenter• Present to other groups

Tutor concerns

• Changed role• Workload• Group size• Activities• Assessment

Tutor role

• Content facilitator

• Process facilitator

• Adviser/counsellor

• Assessor

• Manager

• Administrator

• Designer

• Researcher

• Technologist

Sage on the stage……………...

…………….. guide on the side

Workload

• Specify requirements clearly

• Be explicit about online availability

• Share tasks

• Allow extra time

• Reduce off-line activity

• Visibility

Group size

• No right size

• Match size to function

• Allocate tasks/roles to learners

Activities

• Clear expectations

• Motivation

• Share tasks/roles

• Extra time

• Meaningful assessment• Salmon, G. (2002) E-tivities: the key to active

online learning. London: Kogan Page

Salmon’s 5 stage model

Activity specification

• Use the e-activity specification work sheet to frame an activity for your course.

Activity specification

• Name• Stage• Objective(s)• Assumptions• Assessment• Purpose

• Duration• Time allowance• Task/process• Support resources• Help

Assessment

• Why assess?

Assessment

• Its expected• To enable student progression• To facilitate students choice of options• To diagnose learner problems• To diagnose teacher problems• To motivate students• To provide course statistics• To enable grading and degree classification• To add variety to the student learning experience

Assessment techniques

• Essays/reviews/reports

• Exams

• MCQs

• Practical exercises

• Presentations

• Portfolios

Assessment specification

• Use the assessment specification work sheet to frame an assessment item for your course.

Review

• Explain how current models of learning and teaching relate to e-learning

• Describe what its like to be an online learner

• Plan online activities appropriate to the level of your students

• Incorporate techniques for managing large online groups

References

• Beetham, H (2002) Understanding e-learning http://www.techlearn.ac.uk/

• Laurillard, D (2002) Rethinking University Teaching: - a conversational framework for the effective use of learning technologies. London: Routledge

• Salmon, G. (2002) E-tivities: the key to active online learning. London: Kogan Page

• www.jisc.ac.uk/resourceguides/• www.ltsn.ac.uk• www.netskills.ac.uk/