Using WebCT for campus-based online learning Margaret Kendall, 11 th September 2002.

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Presentation transcript:

Using WebCT for campus-based online learning Margaret Kendall, 11 th September 2002

Outline The use of WebCT at MMU The use of WebCT in the Dept of Information & Communications My experiences of teaching using WebCT Issues for discussion

The use of WebCT at MMU WebCT selected as VLE in May Online Learning Fellowships for development of “campus-based online learning” Now used by 120 staff, 8000 (25%) students, 40% of users log on from outside the University network Campus edition (Version 3.8) and moves towards MLE from September 2002 LibWeb course from University Library

The use of WebCT in InfoComms Web-based Departmental courseware lecture slides and handouts, practical exercises, reading lists and links to web resources, past examination papers etc. Use of WebCT from: Community Information New technologies in human communication Literature and its Readers, Masters News and Views Virtual Research Forum, Research Methods, Networked Information, Image Retrieval

Learner profiles Undergraduate core options open to postgraduates as electives (assignments at appropriate level) Around a third mature students Ratio of women: men approximately 3:1 Part time students in employment in library and information work Varied backgrounds, some with English as a second language

Community Information Advantages Lectures and lab exercises replaced by a “trackable” online tutorial e.g. developments in use of Web by voluntary sector, for e- government at national and local levels Interactive (a textbook they can write in!), exercises, quizzes Discussions online and face-to-face Team work using computer mediated communication

An exercise evaluating local government web sites

Literature and its Readers Advantages Online tutorials Use of the web by the book trade, agencies promoting reading and creative writing for children and adults Achieved more in less time Reports from case study exercise Collaborative evaluation of literacy initiatives Added an extra dimension Sharing poetry and reviews of reading Advanced preparation for debate

Sharing poetry on the theme of “journeys”

Reviews of prizewinning novels

Issues Effects on student choice of units? How much to track? Should I reward participation? What to do about lurkers or non-participants? When to join in discussions and when to keep quiet? How to ensure the courses are accessible for disabled students?

References Kendall, M. Teaching online to campus-based students: the experience of using WebCT for the community information module at Manchester Metropolitan University Education for Information 19 (4) December 2001, pp Learning and Teaching in Action, 1(2) Pearson,E.H. and Koppi,T. Inclusion and online learning opportunities: designing for accessibility Alt-J 10(2) 2002 pp Salmon, G. E-moderating: the key to teaching and learning online Kogan Page, 2000 (see also