Transcript Document 7154924

Frameworks for online success:
Make it work…
make it worthwhile
Prof Dr Gilly Salmon
University of Leicester
eLearning & Laptop Forum
2nd April 2005
Abu Dhabi
www.le.ac.uk/beyonddistance
[email protected]
learning and teaching online
two key processes:
• Prior design for participation
• Human intervention for successful
learning
• Examples and applications
Integration
External links
& search
Conferencing
Contact
interaction
Navigation
Personalisation
Time saving
Receiving
& sending
Passwords
Getting on
Development
Mentor &
Enabler
Knowledge construction
Information exchange
Socialisation
Access & motivation
Facilitator
Task setter
Teacher
Tutor
Host
Process
establisher
Welcomer
supporter
Achieving Harmonious Online
Online identities
Participation
Socialization Team
building
Group
Professional
cultures
Stage 2
Socialization
Nature &
approaches
Knowledgeof the discipline
Domain Approach of this
Topic/course
Time
Asynchronicity Environment
Technical
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
Response
to response
Response
to response
spark
invitation
Individual
response
message
Response
to response
Response
to response
Response
to response
Response
to response
E-moderator
summary
Outcomes
•
•
•
•
•
•
More involvement
Scaling up
Lower costs
Viable pilots
E-learning more acceptable, more exciting
Knowledge transfer
‘the spark’
‘the invitation’
spark
invitation
participation
Types of ‘sparks’
•
•
•
•
Simple one or two liners in message
Focus on authenticity
Quotation
Make relevance obvious
Worked exercise
Attached A 4 sheet or short information
page
• Reference out to web pages, other electronic
resources
• Illustration/visual/audio
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
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
M-moderating:recruitment
Experience as an online
learner
Good regular mobile
access
Pace & use time, ability to
seriously multitask,
interruptablity, succint
Determination & personal
development
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
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
M-moderating:training
Control groups, bring in nonparticipants, pace
discussion
Understand scaffolding
process in mobile and
online contexts
Be role model
Scale up
Show Authority with
sensitivity
Appreciate social &
emotional aspects
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
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 mlearning community
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
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.
All Things in Moderation Ltd
Higher Education
Teachers
in South Africa
South Africa HE project:
20 lecturers
• We used
– The 5 stage model
– E-tivities
– We demonstrated effective scaffolding as a climbing frame
Herman van der Merwe
Director: Telematic Education
63 thousand students
11 faculties
900 faculty members
15,000 DE students
18,000 fully online
High level of focussed interactivity
114 messages – their
reflections at 4th stage,
Contact Details:
• Online courses based
on 5 stage models &
e-tivities
• Customised for inhouse professional
learning
• Publicly available
courses
• www.atimod.com
• [email protected]
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
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
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: [email protected]
Web: www.ukhep.co.uk
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 emoderator
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)
E-CPD delivered through Merlin VLE
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
Contact Details
• Nick Short ([email protected]) for more
information.
• Visit the following sites:
– Nick Short Home Page
http://www.rvc.ac.uk/staff/nshort
– RVC Electronic Media Unit
http://www.rvc.ac.uk/emedia
– E-CPD http://www.vetschools.ac.uk/ecpd
Remote Tutors
in the Open University
Business
School
OUBS Certificate in
Management
Numbers
Cohort 1 (Spring 2004)
49 participants, 44 completed
Cohort 2 (Autumn 2004)
65 participants 53 completed
3 discussions
6 e-tivities
3 hours per week
only
2 week online training
for tutors
http://stadium.open.ac.uk/berrill/
Benefits – Online management tutor
• Costs approx one thirdtraining
of f:f
Follow up after 3 months:
• 90% higher
•Only a little more time but
participation and
more effectively
completion rate
•More productive
Key feedback:
opportunity to share and
learn from others was
most valuable.
Recognition of
resources as ‘sparks’
to discussion
•Different input & pacing
•2/3of the participants
achieved
an objective from their PDP
•14 had achieved more than one
Beyond Distance’
Research Alliance’
at the University of Leicester
‘
Colleagues with research interests
in this field are invited to become
‘Beyond Distance’ Associates
[email protected]
You may say I’m a dreamer,
but I’m not the only one
John Lennon
…over to you…
[email protected]
www.e-moderating.com
www.e-tivities.com