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ELearning for eScience the challenges of learning online in fast moving subjects Dr Tristram Wyatt Director of Distance and Online Learning Department.

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Presentation on theme: "ELearning for eScience the challenges of learning online in fast moving subjects Dr Tristram Wyatt Director of Distance and Online Learning Department."— Presentation transcript:

1 eLearning for eScience the challenges of learning online in fast moving subjects Dr Tristram Wyatt Director of Distance and Online Learning Department for Continuing Education University of Oxford www.online.ox.ac.uk

2 Outline Different models of online learning for part-time students – Oxford’s experience Process for economical production of high quality online learning materials Other strategies for production of more high quality but ephemeral material

3 Content does not make a course For example MIT

4 MIT Opencourseware http://ocw.mit.edu/

5

6 = > The real strength of the web is collaboration, community, and contact makes the current wave of elearning potentially different and more powerful than previous (NUMEROUS) computing for teaching initiatives

7 Communication is the key Constructivist dogma – but seems vindicated in practice. Communication is socially rewarding Countering the loneliness of the long distance student (or researcher)

8 Online learning at Oxford for part-time students including CPD

9 Online learning at Oxford For full-time on-campus students For part-time students Dept for Continuing Education Long history to 19 th C Currently 15,000 students enrol each year (only 500 of these are online – aim for 1250 online for 04/05)

10 1st Oxford Summer Meeting 1888

11 Oxford’s online UG computing diploma – Continuing Education

12 CPD Immunology 12 week online course for graduate scientists in industry Internet delivered, online tutor support (asynchronous)

13 The basics of nanotechnology Authors: Prof Dobson et al. Production: TALL. Launch: 1 Nov 2004 www.begbroke.ox.ac.uk/nanotech

14 TALL’s services for other universities e.g. TALL is providing the online learning consultancy and production for –York University + World Universities Network ‘Masters in Public Administration’ (and TALL will host and support the course) –Kings College University of London MSc ‘War in the Modern World’

15 Developing online learning for part-time students Dept. for Continuing Education’s Technology-Assisted Lifelong Learning Production & Research unit (TALL) www.tall.ox.ac.uk

16 Current Oxford part-time online course models –Higher investment (higher development cost) Higher student number model (e.g. Open University) –Lower investment (lower development cost) Lower student number model Rapidly changing subjects Specialised subjects with small markets / low recruitment per year

17 Comparing the models 1 High invest modelLow invest model Costs per courseHighLow TALL involvementHighLow Author costsHighLower [?] Number of studentsHighLow Cost of delivery per student LowMedium Online tutorsLess specialised More specialized (= the authors) Tutor numbers available ManyFew?

18 Comparing the models 2 High invest modelLow invest model Scalability to large numbers Yes (if no residential)Limited Study skills needed by students All abilities, potentiallyWell established [?] Delivery timeMedium to longImmediate to short Flexibility to change materials LowHigh RiskHighLow Payback periodLongerShort Potential paybackHighLow

19 elearning for eScience Relatively stable topics – e.g. ?principles of grid computing (at different levels) - worth developing online courses – longer life Instructions for middleware – online courses – shorter life but many users Advanced courses – short life, few users – a different kind of online? Access grid?

20 TALL Process www.tall.ox.ac.uk Course Design for longer lasting topics/topics for many users

21 TALL Process www.tall.ox.ac.uk Course Design Philosophy Learner driven not technology driven Community Central role for faculty in the design and development process Draw from a portfolio of design options (multiple media) Traditional resources (books), multimedia, interactive courseware and communications technology etc… Integration of technology, content and standards Assessment Evaluation

22 TALL Process www.tall.ox.ac.uk The Process Specification Design Production Evaluation Control

23 TALL Process www.tall.ox.ac.uk Specification

24 TALL Process www.tall.ox.ac.uk Understand Your Audience Who will be learning? Undergraduate Postgraduate Lifelong Professional development How will they learn? Understand the restrictions At home On the move In the office

25 TALL Process www.tall.ox.ac.uk Understand the subject Use faculty Key concepts/key questions Use pre-existing resources Developed by faculty Developed by third parties –Consider copyright Document the process High level of granularity

26 TALL Process www.tall.ox.ac.uk Consider the Technology To VLE or not to VLE? Most built to support face to face teaching XML Multiple media About to test Moodle (open source, designed for distance learners)

27 TALL Process www.tall.ox.ac.uk Design

28 TALL Process www.tall.ox.ac.uk Pedagogical Model Design a model to complement the audience and the material Student centred Problem based? NB: course specification crossover

29 TALL Process www.tall.ox.ac.uk Community Research and experience show that community significantly reduces dropout Build community into the courseware Start with introductions (and games?) Easy access to discussion Group project work Understand the restrictions as well as the advantages of online learning

30 TALL Process www.tall.ox.ac.uk Assessment How will the students be assessed? Use the technology Group work Assessment tools Institution policy

31 TALL Process www.tall.ox.ac.uk Technology XML schema Metadata and standards Learning objects Not necessarily determined by their media type

32 XSLT Processor How XML Works for Us XML Content XSL Stylesheet IMS Manifest IMS Package Key XSL = eXtensible Stylesheet Language IMS = Technical distributed learning standard IMS metadata = description of the content IMS manifest = description of how the content relates to other content HTML IMS Metadata

33

34

35 TALL Process www.tall.ox.ac.uk Production

36 TALL Process www.tall.ox.ac.uk Working With Authors Put your author at the centre of the process Use the technology to your advantage Automation of XML processing Author guide How to write for the web How to use the templates Quality control Control your developers Manage expectations

37 TALL Process www.tall.ox.ac.uk Evaluation Should consider 10% of budget Evaluate content, technology and pedagogical model Build evaluation into the courseware Use the evaluation To improve courseware As a tool for institutional change

38 Lower investment model MSt Intl. Human Rights Law Part-time over 2 years Most materials delivered in print form Asynchronous discussion, email bulletin board Faculty and students (16) worldwide Using Oxford libraries remotely Two 6 week summer schools in Oxford

39 What about fast moving subjects? Capturing lectures (voice, powerpoint/pdfs, annotations, handwritten) - ?Camtasia, Tegrity Make available for students – e.g Impatica Use once or twice then discard Rely on discussion model? Reduce editorial and postproduction to a minimum

40 Oxford U Software engineering programme Dir Dr Jim Davies

41 Sharing resources Peer reviewed: e.g. MERLOT (Multimedia Educational Resource for Learning and Online Teaching) www.merlot.org Finding resources is hardest part Making them changeable – ?creative commons

42 do get in contact: tristram.wyatt@online.ox.ac.uk tel +44 1865 2 86 962 www.online.ox.ac.uk www.tall.ox.ac.uk

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