1 Opportunities for e-learning development Jay Dempster Centre for Academic Practice SWAP SESSION 14 OCTOBER 2003

Potentially …  The interactive properties of e-learning are capable of creating a community of inquiry that is independent of time and space and with the combination of interactive and reflective characteristics that can stimulate and facilitate a level of higher order learning unimaginable to date. E-Learning in the 21 st Century: A Framework for Research and Practice, Garrison & Andersen,Ch. 5, p.53 (2003)

Potentially …  The interactive properties of e-learning are capable of creating a community of inquiry that is independent of time and space and with the combination of interactive and reflective characteristics that can stimulate and facilitate a level of higher order learning unimaginable to date. E-Learning in the 21 st Century: A Framework for Research and Practice, Garrison & Andersen,Ch. 5, p.53 (2003)

“[Through new technology,] there will be a fostering of greater student/teacher interaction and the promotion of greater student engagement wherever students are located. There will also be the opportunity to develop more instructional formats and increase information resources through use of the web. Such systems will provide law staff with functions to help with the easy management of courses without requiring major technical expertise; thus staff will be able to manage and customise their course area from work or from home, via a web browser. Pages will be updated regularly, and no knowledge of HTML will be required, either by academic staff or by students.” Professor Diana M R Tribe, Dean of the Faculty of Law, University of Hertfordshire, Higher education futures, Learning in Law Initiative Conference 2002 Ideally …

CAP’s role in e-learning  Developing academic staff expertise  Assisting departments  Supporting an e-learning community of practice  Promoting innovation in teaching & learning  Undertaking research & development  Evaluating effectiveness in learning  Providing accreditation & recognition  Encouraging embedding of available ICT  Disseminating good practice in e-learning

Areas of consideration A. What e-learning approaches do you see as offering the most possibilities to you and your curriculum? B. What are your main areas of need or concern in implementing these and what support would assist you?

7 Blended e-learning approaches Interweaving pedagogy with technology Integrating e-learning with traditional teaching and learning

Realistically (in student learning) ICT role in developing :  ICT & communication skills  Problem-solving  Critical thinking  Evaluation  Decision making

Cost-benefits Learning effectiveness Teaching efficiency

Cost-benefits Teaching efficiency Learning effectiveness

Cost-benefits Learning effectiveness Teaching efficiency

Pedagogical benefits of e-learning  Flexibility  Interactivity  Integration  Any place, any time access to materials  Increased availability of tutor and peer groups  Reflective & collaborative approaches  Resources – – Discussion – Group work  Human interactions – tutors/students/group  Content interactions– student/tutor/group/content  Iterative in real time & delayed time  ‘Traditional’ & online  Mix ‘n’ match  Social & cognitive  Mutually reinforcing

Establishing curriculum objectives  CONTENT   OBJECTIVES   PROCESS  Non-ICT teaching & learning resources Tutor focused Student focused

Mapping ICT to curriculum objectives  CONTENT  Web-based content management systems  E-libraries, databases, gateways  Multimedia/CAL resources  OBJECTIVES  Streaming video  Productivity & analysis tools  Computer based assessment  Simulations & workbooks  PROCESS  Virtual learning environments   Discussion lists/newsgroups  Student web publishing  Conferencing systems  Site Builder  Subject Gateway  Courseware  GroupWise  Forums Non-ICT teaching & learning resources Tutor focused Student focused

Integrating into a lecture based module  Objectives  High student numbers reduced student interaction  Contact sessions too large to cover required material  Use of ICT to promote student-centred discussion  Approaches  Use of to facilitate discussion & interaction  Weekly lectures maintained (passive)  Seminar style questions via (active)  Observations  Flexibility & interactivity  Loss of the physical presence vs. removal of barriers  Delay in responding vs. time for reflection  High demands on staff time (FAQs, 450 s!)  IT & communications skills, but not oral skills  Low techno-levels required. Poyton, D. Law Lecturer, University of Wales, Aberystwyth, Linking Iolis to the Web, Journal of Information, Law & Technology Issue 3 (2001)

 Objectives  High numbers & volume of material  Produce flexibility in course delivery  Use contact time more actively  Approaches  Weekly contact sessions more flexible  Small block format for varying sessions & student participation  Online delivery of materials (incl. FAQs)  Group presentation tasks – F2F & online  Observations  Flexibility & interactivity (new study practices)  Student-centred sessions enhanced rather than replaced  More efficient use of student & staff time (45 s!)  Balance of communication skills  ‘Cut & paste mentality’ & plagiarism  Higher techno-levels required & some training Poyton, D. (2001) ibid. Rethinking course design for integrated tools

17 Discussion (and interaction) …  encourages active and participatory learning, two cornerstones of effective online learning  is the focal point of the Socratic method  encourages learners to analyse alternative ways of thinking and acting  assists them in exploring their own experiences so that they can become better critical thinkers. Brookfield, S D, 'Discussion', in Adult Learning Methods: A Guide for Effective Instruction, M. W. Galbraith, ed., FL, Malabar, Krieger Publishing Company, (1990)

18 Skills and support for E-tutoring Dr Jay Dempster Centre for Academic Practice (Educational Technology)

19 What do we mean by E-Tutoring? E-tutoring can be defined as teaching, support, management and assessment of individuals or groups on programmes of learning where there is significant use of Internet technologies such as the World Wide Web, and computer conferencing. (TechLearn Briefing)

Key differences for online activities  New teaching competences are needed  Creating and managing electronic information & materials is essential  Learners manage their own time (usually)  Clues on requirements and feedback on performance are different  Cost issues and technical barriers to overcome  How to measure student contact hours

Pedagogical issues  Learning and teaching strategies  Challenging activities and support by tutors  Contact with views and work of peers  Underlying learning models and purposes  Tutor centred or student centred  Assessment  Increased use of self, peer and collaborative assessment practices  Group interaction  Clear assessment criteria for individual contributions  Group size  Right number per conference (6-8, 8-15, 25?)  Student support needs  Lurking  Restricted or open access

Tutor issues  Role of the tutor  Workload and time management  Visibility  Complexity of the task  Subject expert, facilitator administrator, technical support  Online availability: student contact hours  Tutor teams  IT training

Learner support issues  The challenge of online learning?

Learner support issues  The challenge of online learning  Learners may never meet tutors or students  Different time zones and cultures  Lack of visual clues: body language, tone of voice, or immediate feedback  Learners manage their own time  Reliability and costs of the technology

Online learner support needs  Clearly stated tasks, deadlines, expectations  Encouragement to participate  Recognition of their contributions  Constructive feedback and reassurance on their performance  Help with communicating their ideas and views appropriately  Encouragement to take control of their own learning  Help with self/time/task management skills  Help with using the technology effectively  Flexible ways of working

26 Possible development needs for effective E-tutoring?  Understanding good practice  Evaluating online learning  Creating web materials  Preparing for online communication  Computer assisted assessment  Support for development

Discussion and initial action planning

A Departmental Approach  Departmental commitment & support  What are the natural groupings of staff in the Law School for implementing an e-learning strategy?  How might you go about identifying pilot projects and setting up feedback mechanisms?  How will you share and learn from developments across the School?