Developing online Learning Dr Derek France Department of Geography Chester 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 2002 Learning Processes

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 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? 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 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

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

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 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