1. SoM eLearning Vision We eLearn. Do you?
Please use the dd month yyyy format for the date for example 11 January The main title can be one or two lines long.
Sunhea Choi

2. Thanks to… SoM eLearning team
Dr Trevor Bryant, Director of iSolutions Medicine
Peter Gibbs, Systems Manager
Jake Dovey and IT support members
SoM eLearning team
eLearning administrator: Pete Lewis
eLearning developers: Jean-Remy Duboc, Dr George Ke, Matt Hammerton
Multimedia developers: Lizzie Ault, Mimi Lee, Ingrid Martin
eLearning leads to people think that the responsibility of learning is to students and they need to manage their own learning regardless how the eLearning material is designed
It is important to create a learning context which affords a meaningful learning and in which students are encouraged to perceive it affords a ‘deep’ learning approach. To achieve this requires an understanding of student learning from the student’s perspectives and its relation to teaching (i.e. Laurillard, 2002; Prosser & Trigwell, 1999).
… to create a learning experience a teacher, his teaching material and additional resources

3. What SoM eLearning see
eLearning leads to people think that the responsibility of learning is to students and they need to manage their own learning regardless how the eLearning material is designed
It is important to create a learning context which affords a meaningful learning and in which students are encouraged to perceive it affords a ‘deep’ learning approach. To achieve this requires an understanding of student learning from the student’s perspectives and its relation to teaching (i.e. Laurillard, 2002; Prosser & Trigwell, 1999).
… to create a learning experience a teacher, his teaching material and additional resources

4. What SoM eLearning can offer
Effective eLearning solutions development
Expertise in analysis, design and implementation of eLearning
Research in eLearning
Consultancy
The vast increase in available information and the rapidity of information updated resulted by social change and technological advance necessitate changes in both teaching and learning.
In terms of student learning an emphasis on mastering domain knowledge has shifted to acquiring problem solving, communication and team working skills within a multidisciplinary problem-solving context.
Learning is seen not simply as products but as a series of activities, and developing skills and capabilities as much as formal knowledge. The focus of teaching has become from imparting knowledge to facilitating student learning (Laurillard, 2002). This perspective has changed the roles of the teacher and the student.

6. Contacts
eLearning projects and research: Dr Sunhea Choi
General enquires: Pete Lewis
The vast increase in available information and the rapidity of information updated resulted by social change and technological advance necessitate changes in both teaching and learning.
In terms of student learning an emphasis on mastering domain knowledge has shifted to acquiring problem solving, communication and team working skills within a multidisciplinary problem-solving context.
Learning is seen not simply as products but as a series of activities, and developing skills and capabilities as much as formal knowledge. The focus of teaching has become from imparting knowledge to facilitating student learning (Laurillard, 2002). This perspective has changed the roles of the teacher and the student.