1. Frameworks for online success: Make it work… make it worthwhile Prof Dr Gilly Salmon University of Leicester eLearning & Laptop Forum 2 nd April 2005 Abu Dhabi www.le.ac.uk/beyonddistance Gilly.salmon@le.ac.uk

2. learning and teaching online two key processes: Prior design for participation Human intervention for successful learning Examples and applications

5. Access & motivation Socialisation Information exchange Knowledge construction Development Passwords Getting on Receiving & sending Navigation Personalisation Time saving Conferencing Contact interaction Integration External links & search Mentor & Enabler Facilitator Task setter Teacher Tutor Host Process establisher Welcomer supporter

6. Achieving Harmonious Online Socialization Stage 2 Socialization Knowledge Domain Group Environment Online identities Participation Team building Professional cultures Time Asynchronicity Technical Nature & approaches of the discipline Approach of this Topic/course

8. E-tivities Participative group work online Motivating,engaging & purposeful Based on interaction between learners/students & active student contribution Designed & led by an e-moderator Usually asynchronous (i.e over time) Cheap & easy to run- usually simple text based bulletin boards On or off campus, blended or online only

9. Individual response message invitation Response to response Response to response Response to response Response to response Response to response E-moderator summary spark Response to response

10. Outcomes More involvement Scaling up Lower costs Viable pilots E-learning more acceptable, more exciting Knowledge transfer

11. ‘the spark’ ‘the invitation’

12. spark invitation

13. participation

14. Types of ‘sparks’ Simple one or two liners in message Quotation Worked exercise Attached A 4 sheet or short information page Reference out to web pages, other electronic resources Illustration/visual/audio Focus on authenticity Make relevance obvious

17. Online as a place to teach Psychological domain Imagination is intrinsic Less tangible- more potential but more risk Social domain Whole new environment Interactivity is a crucial aspect New types of discourse…more explicit, fairer

18. Autotelism online! An autotelic is someone good at translating threats into challenges. They constantly create focus, short-term goals Give close attention to the group they are working with. They visualise the group’s success & engage it in achieving it

19. M-moderating:recruitment Experience as an online learner Good regular mobile access Pace & use time, ability to seriously multitask, interruptablity, succint Determination & personal development

20. M-moderating:recruitment Build trust and purpose for groups Understand pedagogy, affordances & structures Create concise, energising messages & responses Build learning from small chunks of contribution & resources Switch rapidly from task to task Build online identity

21. M-moderating:training Enable others, foster discussion, weave, summarize, restate, challenge, monitor understanding & misunderstanding, promote collaboration Take feedback, Effective use of personal time adapt to 24/7 Promote vicarious & connected learning

22. M-moderating:training Control groups, bring in non- participants, pace discussion Understand scaffolding process in mobile and online contexts Be role model Scale up Show Authority with sensitivity Appreciate social & emotional aspects

23. M-moderating:development Explore & develop arguments Use sparks of information for discussion Promote reflection & consideration Create links with blended learning & make choices for programmes Celebrate & use diversity Be positive about online and m-learning

24. M-moderating:development Use range of approaches Use range of technologies Communicate with technical designers Communicate without visual cues Diagnose & solve problems Use humour appropriately, Work with emotion, handle conflict constructively Sustain a useful, relevant m- learning community

25. Critically important skills Teaching through weaving & summarizing Selecting key aspects of messages Presenting them in a new way Pulling together all contributions into a theme Commenting on sufficiency, building on ideas, offering more

26. Weaving is a way of pulling together a number of messages, or sections of them, to add value, illustrate a key points, or demonstrate connections and links Summarizing is a way of pulling together a series of messages by acknowledging contributions, theming, correcting misconceptions, extending the argument, pointing out deficiencies.

28. All Things in Moderation Ltd Higher Education Teachers in South Africa

29. South Africa HE project: 20 lecturers We used –The 5 stage model –E-tivities –We demonstrated effective scaffolding as a climbing frame

30. Herman van der Merwe Director: Telematic Education 63 thousand students 11 faculties 900 faculty members 15,000 DE students 18,000 fully online

31. High level of focussed interactivity 114 messages – their reflections at 4 th stage,

32. Contact Details: Online courses based on 5 stage models & e-tivities Customised for in- house professional learning Publicly available courses www.atimod.com david@atimod.com

33. UKHEP Major international e-learning initiative involving the Royal College of Nursing, City University, the University of Leicester and the University of Ulster, all UK based institutions UKHEP offers a range of both CPD and B.Sc. e-learning opportunities for post-registration healthcare professionals worldwide. www.ukhep.co.uk

34. UKHEP Strengths: combine a huge pool of expertise within its 4 partners – it is a truly unique modern partnership. Teaching & learning: 100% online strong student support course content direct to practice & patient care experienced e-tutors Words of caution Healthcare is contextualised within a country. Prior accreditation is complex

36. UKHEP UK Healthcare Education Partnership Coppergate House 16 Brune Street London E1 7NJ United Kingdom Tel: +44 20 7953 7961 Fax: +44 20 7953 7952 E-mail: matthew.beard@ukhep.co.uk Web: www.ukhep.co.uk

37. Royal Veterinary College UK e-Continuous Professional Development e-Moderated CPD course for practicising vets run by the Royal Veterinary College 6 week course with a maximum of 20 vets per course and one specialist e-moderator Problem based approach with subgroups working up clinical cases and reporting findings back to other groups and e- moderator

38. Meeting the needs of the vets Available to vets who could not attend traditional courses (working overseas, remote locations, family commitments) Opportunity to share problem solving strategies in a structured learning environment (working through clinical cases) Enabled vets with a range of practical experiences to collaborate and learn from each other as well as from the subject expert Cost effective way of addressing CPD needs (no travel, accommodation or locum costs)

39. E-CPD delivered through Merlin VLE

40. Successes, failures and advice for others Positives… –Ran very smoothly and lots of contribution –Well received by participants and most wanted to do further courses Negatives –Very time consuming to set up and moderate (at least 10 hours per week) –Difficult to pace e-tivities so that the slower/less confident/occasional participants did not get left behind Lesson Learnt –Create a sound business plan for courses which reflects real time costs for facilitation –Plan course structure, marketing, content well in advance of launch

41. Contact Details Nick Short (nshort@rvc.ac.uk) for more information.nshort@rvc.ac.uk Visit the following sites: –Nick Short Home Page http://www.rvc.ac.uk/staff/nshort http://www.rvc.ac.uk/staff/nshort –RVC Electronic Media Unit http://www.rvc.ac.uk/emedia http://www.rvc.ac.uk/emedia –E-CPD http://www.vetschools.ac.uk/ecpdhttp://www.vetschools.ac.uk/ecpd

42. Remote Tutors in the Open University Business School

43. OUBS Certificate in Management 3 discussions 6 e-tivities 3 hours per week only 2 week online training for tutors Numbers Cohort 1 (Spring 2004) 49 participants, 44 completed Cohort 2 (Autumn 2004) 65 participants 53 completed

45. http://stadium.open.ac.uk/berrill /

46. Benefits – Online management tutor training Costs approx one third of f:f 90% higher participation and completion rate Key feedback: opportunity to share and learn from others was most valuable. Recognition of resources as ‘sparks’ to discussion Follow up after 3 months: Only a little more time but more effectively More productive Different input & pacing 2/3of the participants achieved an objective from their PDP 14 had achieved more than one

47. Colleagues with research interests in this field are invited to become ‘Beyond Distance’ Associates Gilly.salmon@le.ac.uk ‘ Beyond Distance’ Research Alliance’ at the University of Leicester

48. You may say I’m a dreamer, but I’m not the only one John Lennon …over to you… Gilly.salmon@le.ac.uk www.e-moderating.com www.e-tivities.com www.e-moderating.com www.e-tivities.com