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Stirling oct 97dp/rm p.1 The Open University and Borderless Education Professor Robin Mason Institute of Educational Technology The Open University Milton.

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Presentation on theme: "Stirling oct 97dp/rm p.1 The Open University and Borderless Education Professor Robin Mason Institute of Educational Technology The Open University Milton."— Presentation transcript:

1 Stirling oct 97dp/rm p.1 The Open University and Borderless Education Professor Robin Mason Institute of Educational Technology The Open University Milton Keynes

2 Stirling oct 97dp/rm p.2 The much-vaunted f-t-f learning

3 Stirling oct 97dp/rm p.3 The so-called second-best option

4 Stirling oct 97dp/rm p.4 What do we mean by online education? P Terminology — e-learning, web-based training, online courses, virtual universities, computer-mediated conferencing, cyber-learning, P Simple classification — online course content — online support (tutoring, resources, admin) — blended combinations

5 Stirling oct 97dp/rm p.5 Content delivery and student support P delivery of content still largely print based P online content is conceived and designed for the web P focus on online tutor support: 170,000 students accessing online conferences P administrative resources online: study support, course tasters, registration, assignment submission

6 Stirling oct 97dp/rm p.6 Effectiveness and the Context of Use P Need to be clear about why you are using an online environment P Online learning is not a silver bullet and needs to be appropriate for the context of use P Motivation of learners matters more than the technology, the teacher, the content or the context P Assessing effectiveness is more complex than measurement of outcomes

7 Stirling oct 97dp/rm p.7 Authoring for a Multicultural Student Body P Impossibility of culturally neutral content P BUT — Careful use of language: editing, piloting — Use of a range of examples, resource materials, case studies — Preparatory materials for students: study skills, assessment criteria, online interaction

8 Stirling oct 97dp/rm p.8 Encouraging Effective Interaction P begin with pairs and move to small groups P assign roles so people know what to do P use email to encourage reticent students and dampen the over-enthusiastic P provide clear directions for those with little time and outlets for those with ‘too much’ time P use tutor time to weave and summarise the discussions

9 Stirling oct 97dp/rm p.9 Quality Assurance in Borderless Education P Course design: — 3 stage process of drafting and commenting — piloting by mock students — confirmation by external assessor P Course presentation — monitoring tutors: effectiveness of feedback to students on assignments and in conferences; speed of response

10 Stirling oct 97dp/rm p.10 Content on the Web P should capitalize on the unique qualities of the web: — the hypertext relation of materials — the extensive resources which can be referenced — the ability to present material in multimedia — the empowerment of students as publishers — the ability to personalise learning

11 Stirling oct 97dp/rm p.11 Motivating Students P appropriateness of the learning context P clarity of purpose and instructions P challenging but not overloading activities P integrating online use with assessment P individual attention P scaffolding support to develop independence

12 Stirling oct 97dp/rm p.12 Feedback To and From Students P To students from the tutor — detailed comments on their work, how to improve — summaries of discussions — general comments on all the assignments P From students to the tutor — web questionnaires at the end of each module — suggestions (rather than whingers!) conference

13 Stirling oct 97dp/rm p.13


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