Planning and Delivering an E-Learning Course Andrew Booth (for the e-FOLIO Programme Team)

Outline Planning an E-Learning Course Delivering an E-Learning Course Curriculum Content Storyboarding Tasks and Logistics Delivering an E-Learning Course Buddy/Group Interaction Facilitator Support Summary

This presentation will draw on our experiences with the FOLIO Programme and other courses It will present an issue or problem and ask you to suggest a strategy for tackling it. You should consider your suggestions and then advance to the next slide. This exercise is for reflection only - you do not need to record your suggestions in your portfolio.

Planning an E-Learning Course - 1 Planning an e-learning course takes time but is time well-spent. You need to: Establish the Rationale for the course based on your training needs analysis Define what the Course is about – what it will try to do and not try to do. Examine Constraints by exploring the logistics of time, resources, staffing, funding, and feasibility. Determine Scope in terms of the level at which it will be pitched, its sequence, duration and curriculum content. Estimate Time to be taken in designing and developing the course. 

Planning an E-Learning Course - 2 Identify Subject Experts: It is unlikely that you have all the skills and knowledge to produce a course on your own. Even if you have it will be stronger as a team effort. Form Development Team containing all the expertise that you will require to design and implement the project (e.g. academic, lecturer, graphic artist etcetera). Assess Available Resources including any learning objects (course components that already exist):   Propose a Budget that acknowledges the time to be taken, the scope, the constraints, and available resources. 

Issue: Curriculum Content Having identified the topic for your course from a training needs analysis you now have to plan the content of your curriculum. The topic is not necessarily one that you know particularly well

How would you develop the content of your curriculum? Consider your answer then advance to next slide

What we did We surveyed existing course outlines from the Internet; either specific to librarians or generic. We examined key textbooks to see what they cover We conducted literature searches for support materials We shared our own course outline with external experts

Issue: Storyboarding Having resolved the curriculum content you have to decide the ordering and sequencing of content You have to devise an easy way to plan and manage the course content

What techniques/technology would you use for storyboarding? Consider your answer then advance to next slide

What we do We use Microsoft Powerpoint – each task or message is a slide Responsibility for each task is identified on the slide Notes pages are used to record supplementary instructions, resources etcetera Hypertext links link to resources or learning objects Slide Sorter is used to organise sequence Slide Show is used for rapid review of course

Issue: Tasks and Logistics You have resolved your curriculum content and are now storyboarding the course. You are now planning the activities that you will require course participants to undertake.

Consider your answer then advance to next slide What considerations would you need to take into account regarding task allocation? Consider your answer then advance to next slide

What we do Consider the main learning objectives of the course – tasks should support these Consider the pacing (intervals between) tasks Consider the adjacency of tasks (e.g. number of reading, writing, reflecting tasks) Consider the variety of task formats (e.g. briefing, guided reading, interactive powerpoint, telephone lecture, quiz, competition) Consider any time dependencies (tasks that must be completed before progressing or knowledge/learning required to perform tasks)

Delivering an E-Learning Course In delivering a course it is important to create an initial impression that will stimulate development of the learning community. Important ingredients will include: Welcome Email and Announcement: Introductions Icebreaker Reinforcing of Syllabus – Structure, Linkages, Review Established Ground Rules Valuing of Individual Contributions Sense of Group Identity and Belonging Behaviour Modeled by the Facilitator

Buddy/Group Interaction In delivering the course you wish to provide some form of social support beyond “whole group” activities. You decide to employ a system of buddy or small group interactions

Consider your answer then advance to next slide What factors would you consider when assigning people to small groups or buddies? Consider your answer then advance to next slide

What we do We try to avoid pairing people from the same locality/organization Where tasks require varied experience we mix up groups We try to make groups large enough to be sustainable but not too large We start buddy/group activities early We precede task activities with a social activity We make contingencies for buddy or group problems We communicate between buddies if necessary

Facilitator Support You want to provide a supportive facilitated environment to course participants You are giving consideration to the scale and nature of your involvement as a facilitator

What facilitator behaviours can you suggest to help the course? Consider your answer then advance to next slide

What we do Provide responses within 24 hours Use a team email to ensure cover Separate Administrative and Course communications Communicate daily (even if only to manage participant expectations) Seek to give clear task instructions Support the Course facilitator with other team roles (e.g. group mentor)

Summary There are no right or wrong answers – your solution should be determined by the needs of students, the resources available and the course objectives Nevertheless it is helpful to anticipate major areas for your attention

Further Reading Jolliffe A et al. (2000) The Online Learning Handbook: Developing and Using Web-based Learning. Routledge Falmer. Salmon, G. (2002) E-tivities: The Key to Active Online Learning. Routledge Falmer. Salmon, G. (2004) E-moderating: The Key to Teaching and Learning Online. Routledge Falmer. Thorne, K. (2002) Blended Learning: How to Integrate Online and Traditional Learning. Kogan Page.