2. e-learning Beyond the basics: devising e- learning activities Professor Stephen Brown GEES

3. Aims Review the online learner experience Review the changed role of the online tutor Review strategies for managing large groups on line effectively

4. Objectives Describe what its like to be an online learner Plan online activities appropriate to the level of your students Incorporate techniques for managing large online groups

5. Learner support needs Imagine you have been asked to tutor a new online course You are a competent subject expert but have not been involved in developing the course What are your greatest concerns?

6. Learner support needs Conference simulation In small groups List concerns individually, one per “Post-it” Stick post-its to wall Read other postings in your group Respond to other postings Produce rank ordered list No talking!

7. What happened? How did it feel?

8. What happened? Some people didn’t contribute Some people dominated It was hard to get started It was confusing It was slow

9. Online learning Intimidating Confusing Delayed responses Faceless No visual cues: body language, facial expression, tone of voice and inflection Different time zones and cultures Lacks discipline and pacing of a f2f course Technologies not reliable

10. Online learner needs Welcome Clearly stated expectations Recognition and acknowledgement Constructive feedback Reassurance Interesting material Help with self management skills Help with using the technology effectively Flexible ways of working

11. Tutor concerns Cluster under 4-5 main headings Choose presenter Present to other groups

12. Tutor concerns Changed role Workload Group size Activities Assessment

13. Tutor role Content facilitator Process facilitator Adviser/counsellor Assessor Manager Administrator Designer Researcher Technologist Sage on the stage……………... …………….. guide on the side

14. Workload Specify requirements clearly Be explicit about online availability Share tasks Allow extra time Reduce off-line activity Visibility

15. Group size No right size Match size to function Allocate tasks/roles to learners

16. Activities Clear expectations Motivation Share tasks/roles Extra time Meaningful assessment Salmon, G. (2002) E-tivities: the key to active online learning. London: Kogan Page

17. Salmon’s 5 stage model

18. Activity specification Use the e-activity specification work sheet to frame an activity for your course.

19. Activity specification Name Stage Objective(s) Assumptions Assessment Purpose Duration Time allowance Task/process Support resources Help

20. Assessment Why assess?

21. Assessment Its expected To enable student progression To facilitate students choice of options To diagnose learner problems To diagnose teacher problems To motivate students To provide course statistics To enable grading and degree classification To add variety to the student learning experience Race & Brown 1998, p.56

22. Assessment strategies Summative/formative Collaborative/individual Cascade/complete Self/peer/group/tutor

23. Assessment techniques Essays/reviews/reports Exams MCQs Practical exercises Presentations Portfolios

24. Assessment specification Use the assessment specification work sheet to frame an assessment item for your course.

25. Objectives Describe what its like to be an online learner Plan online activities appropriate to the level of your students Incorporate techniques for managing large online groups