Online Distance Learning: Development work to support SCL Dr Steven Furnell, Mike Evans and Paul Dowland Network Research Group University of Plymouth

Background Provision of online distance learning requires appropriate support tools One year project addressing: –requirements analysis with staff and industry representatives –design and development of two key elements: Module Authoring Tool (MAT) Framework for Internet-based Online Lectures Funded by Continuing Vocational Education (CVE) programme

Module Authoring Tool (MAT) For use by lecturers wishing to create online courses Designed to facilitate the simple creation of online materials Provides a more straightforward and structured environment than generic web editing tools Enables content to be entered directly or imported from other applications Produces standard WWW pages, which can then be accessed online

MAT - Getting started Lecturer provides module name and location, and appropriate contact information

MAT - Initial blank module All content on this page is automatically created from the module template

MAT - Creating Module Content Additional content can be added directly from the keyboard. Links can be added to new pages New pages retain the same overall format from the module template

MAT - Creating Module Content WordPowerPoint Internet Explorer Module Authoring Tool Content can also be imported from other sources and transferred into a MAT page using normal Cut & Paste or Drag & Drop actions

Module Templates MAT content would be created within predefined module templates Provide a defined format by which online modules should be created Help to ensure: –a consistent ‘look and feel’ for students –a baseline quality for module content Templates would be designed by Faculty or School webmaster

Module Templates Red (text only) Edit Windows Green (Free-style) Edit Window Locked (non- editable) element

Module Creation Wizard Intended to guide lecturers through the module creation process Accessible within the MAT environment Features: –Help for creating online modules –‘To do’ list –Copyright control (to prevent unacknowledged use of external images) –Automated publishing to a web server

Module Creation Wizard These buttons display the appropriate information in the right hand frame Navigate back and forth through the help files Information is displayed here

MAT Advantages Ease of use Module Templates –allow creation of materials within a defined structure –helps to ensure consistency and baseline quality In-built features to assist module creation –facilities to manage glossary of terms, frequently asked questions 4

MAT Advantages Module creation Wizard –guides the module creation process –ensures that key elements / tasks are not omitted Integration into structured online learning environment –easy linkage to other UOP initiatives such as PILL (Plymouth Internet Learning Laboratory) 4

Online Lecture Framework Delivery of materials via lectures may still be desirable for remote students Purpose of Online Lecture framework: –to enable delivery of live lectures to remote students via the Internet –enables participation using standard multimedia PC (+ Internet access) Could potentially be delivered in conjunction with lectures to local audiences

Online Lecture Framework Features Broadcast of video and audio from the lecturer to the students Lecturer-controlled slide presentation (using slides exported from PowerPoint) Shared whiteboard facilities Text-based messaging, to enable student questions and feedback

Online Lecture Lecturer view Whiteboard area Presentation area Student message area Lecturer’s self view Current students (alternative to self view) Presentation controls Whiteboard controls

Online Lecture Remote student view Presentation controls (allow backtracking to earlier slides) View of the lecturer Whiteboard area Message area (questions to lecturer) Lecturer’s presentation

Online Lecture How it works Remote Students (via Internet) Server Lecturer’s PC University domain

Conclusions Both the MAT and Online Lecture framework exist as working ‘proof of concept’ prototypes Could represent key elements of an ODL platform after further development However, support tools do not represent the complete solution for ODL –still require integration of administrative systems, methods for online assessment etc. –lecturers require time to be allocated for ODL course development