e-learning Getting started Professor Stephen Brown GEES

Aim Help you identify and assess e-learning opportunities in your teaching

Objectives Explain how current models of learning and teaching relate to e-learning Identify appropriate uses of e-learning, using Laurillards framework Identify opportunities for e-learning in your own teaching

What is learning?

acquiring skills constructing knowledge and understanding developing values participating Beetham 2002 Learning

Current theories Student centred Constructivism Activity based Communities of practice acquiring skills constructing knowledge and understanding developing values participating

Learning processes e-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 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 BS A Code Of Practice For E-Support In Electronic Learning Systems (draft 2003)

What can e-learning do?

Media applications Laurillard 2002: 77

e-learning examples

e-learner comments

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 wall Read other postings in your group Respond to other postings Produce rank ordered list No talking!

What happened? How did it feel?

What happened? Some people didnt 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 Can expand 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

Assessment strategies Summative/formative Collaborative/individual Cascade/complete Self/peer/group/tutor

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

A case study An exploration of light –Lectures –Studio demonstrations –Practical lighting exercises –Project

Content analysis

Lessons effective learning requires a variety of processes e-learning cant replace all aspects of learning e-learning is sometimes better than f2f e-learning design needs to be more supportive than f2f

Review Explain how current models of learning and teaching relate to e-learning Identify appropriate uses of e-learning, using Laurillards framework Identify opportunities for e-learning in your own teaching