e-learning getting started professor stephen brown gees
TRANSCRIPT
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e-learning
Getting started
Professor Stephen Brown
GEES
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Aim
• Help you identify and assess e-learning opportunities in your teaching
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Objectives
• Explain how current models of learning and teaching relate to e-learning
• Identify appropriate uses of e-learning, using Laurillard’s framework
• Identify opportunities for e-learning in your own teaching
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What is learning?
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acquiring skills
constructing knowledge and understanding
developing values
participating
Beetham 2002Learning
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Current theories
• Student centred• Constructivism• Activity based• Communities of
practice
acquiring skills
constructing knowledge and understanding
developing values
participating
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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
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e-learning
• learning which takes place through exchange between a combination of content, tasks, support-systems (human or otherwise)
• where the exchange is mediated through information and communication technologies
BS8426 - A Code Of Practice For E-Support In Electronic Learning Systems (draft 2003)
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What can e-learning do?
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Media applications
Learningexperience
Media forms Methods/technologies
Attending,apprehending
Narrative Print, TV, video, DVD
Investigating,exploring
Interactive Library, CD, DVD, Web resources
Discussing,debating
Communication Seminar, online conference
Experimenting,practicing
Adaptive Laboratory, field trip, simulation
Articulating,expressing
Productive Essay, product, animation, model
Laurillard 2002: 77
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e-learning examples
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e-learner comments
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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?
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Learner support needs
• Conference simulation• In small groups• List concerns individually, one per “Post-it” • Stick post-its to wall• Read other postings in your group
• Respond to other postings • Produce rank ordered list
• No talking!
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What happened?
• What happened?
• How did it feel?
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What happened?
• Some people didn’t contribute
• Some people dominated
• It was hard to get started
• It was confusing
• It was slow
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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
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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
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Tutor concerns
• Cluster under 4-5 main headings• Choose presenter• Present to other groups
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Tutor concerns
• Changed role• Workload• Group size• Activities• Assessment
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Tutor role
• Content facilitator
• Process facilitator
• Adviser/counsellor
• Assessor
• Manager
• Administrator
• Designer
• Researcher
• Technologist
Sage on the stage……………...
…………….. guide on the side
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Workload
• Can expand• Specify requirements clearly• Be explicit about online availability• Share tasks• Allow extra time
• Reduce off-line activity• Visibility
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Group size
• No right size
• Match size to function
• Allocate tasks/roles to learners
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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
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Assessment strategies
• Summative/formative• Collaborative/individual• Cascade/complete • Self/peer/group/tutor
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Identifying opportunities
• Using your Content analysis sheets, identify aspects of your teaching that could be converted to e-learning
• Use the Laurillard Media Applications framework as a guide
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A case study
• An exploration of light– Lectures– Studio demonstrations– Practical lighting exercises– Project
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Content analysis
LECTURE
Introduction to the concept of light as amethod of communication using visualimages to illustrate lighting concepts andhow it is applied in the media.
Narrative Can convert to screen-basedimages with text commentary.
PRACTICAL DEMONSTRATIONS
To demonstrate basic lighting conceptssuch as shape, form and texture.
Narrative Can be converted to on-screen demonstrations as anextension to the lecture.
To show that light can be used to implyatmosphere or create mood.
Narrative On-screen demonstrations butprobably more limitedopportunities to demonstratedifferent mood effects.
To make students aware that light canchange how we make visual judgementsabout something.
Narrative Able to use visual tricks onscreen to disguise the identityof objects.
To demonstrate different properties of lightoffered by different light sources.
Narrative On-screen demonstrations.Not able to show as widerange of lights or settings as inthe actual studio.
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PRACTICAL EXERCISES
To introduce them to a photographicstudio environment, flood lights and spotlights.
Interactive Could use a virtualenvironment to replicatesome, but not all, aspects.
To allow them to explore the effects ofdifferent lighting patterns.
Interactive Able to give students controlof a limited set of lights.
To increase their confidence of usinglighting.
Interactive Although not able to givehands on experience of reallights, able to allow them toexplore the effects of differentlighting positions and settingsthrough a virtual environment.
To introduce them to working with amedium format camera.
Interactive Could use a virtualenvironment to replicatesome, but not all, aspects.
To give them experience of directing amodel and production team.
Adaptive Not practical in anasynchronous environment.
To give them experience ofcommunicating with a model to get themto respond appropriately for the camera.
Adaptive Not practical in anasynchronous environment.
To give them experience of being a modelin front of a camera.
Adaptive Not practical in anasynchronous environment.
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PROJECT
To research and explore lightingappropriate for the visual message theywish to communicate.
Productive Able to give students theopportunity to create differentlighting scenarios via a virtualenvironment.
To introduce them to the use of astoryboard as a means of communicationwithin a group situation.
Productive Can show them examples butnot practical in an onlineenvironment to ask them toproduce drawings.
To make them think about and considerlight as a method of visual communication.
Productive Able to give students theopportunity to create differentlighting scenarios in a virtualenvironment.
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Lessons
• effective learning requires a variety of processes
• e-learning can’t replace all aspects of learning
• e-learning is sometimes better than f2f
• e-learning design needs to be more supportive than f2f
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Review
• Explain how current models of learning and teaching relate to e-learning
• Identify appropriate uses of e-learning, using Laurillard’s framework
• Identify opportunities for e-learning in your own teaching