1. Designing online learning for research students Pedagogic and practical considerations 8/9/2015© The University of Sheffield

2. Online learning – 2 approaches An ‘open’ approach – the online learning is easily accessed, shared and reused – the learner uses it as they wish. A ‘closed’ approach – the online learning is used by a specific cohort of learners, is facilitated by an e-tutor, and requires tasks and outcomes. 8/9/2015© The University of Sheffield

3. What is important? That the online learning is accessible. That the online learning is high quality and authoritative (based on research practice and originating from researchers and experienced research trainers/supervisors) That the online learning is relevant (ie that it supports researchers in research tasks) 8/9/2015© The University of Sheffield

4. 8/9/2015© The University of Sheffield Purpose of online learning Bringing flexible learning into research training with potential for personalization Online content on key topics + supporting resources Online content can be used as often as required, regardless of time, place and distance in any learning context (distance, classroom etc)

5. Components of online learning Content based on Research Skills themes and topics Video case studies of research practice Wraparound resources for learning support Search Tool with Database – to personalize content 8/9/2015© The University of Sheffield

6. Key implementation issues Pedagogic requirements Building an interdisciplinary team Designing and authoring the content Methods of production Technologies and rollout for accessibility 8/9/2015© The University of Sheffield

7. Pedagogic requirements Who are the research students, where are they and how are they learning? Relationship between face-to-face and online learning contexts Acknowledge complexity of learning about research 8/9/2015© The University of Sheffield

8. Designing/authoring content Reuse/adaptation of ‘existing’ content or commissiong of ‘new’ content Existing content probably exists in other formats (eg paper, pdf files, web links etc) Challenge is for this to be designed as online content that is coherent and navigable 8/9/2015© The University of Sheffield

9. InterdisciplinaryTeam Academic/content experts/coordinator Learning technologist/web designer Institutional computing service professional Library professional – important for Copyright issues 8/9/2015© The University of Sheffield

10. Rollout and accessibility Online learning made accessible through institutional technology systems (eg VLE platforms, hosted web sites etc) Links to online learning can be embedded within individual course programme platforms Access needs to be straightforward 8/9/2015© The University of Sheffield

11. Methods of production Content produced in online formats – web pages, web design tools, podcasts, within VLEs etc Usually this means someone with web authoring and production skills Academic coordination also required 8/9/2015© The University of Sheffield