Presentation from 'Design for learning' strand at the CDE’s Research and Innovation in Distance Education and eLearning conference, held at Senate House London on 1 November 2013. Conducted by Dr J Simon Rofe (School of Oriental and African Studies, University of London). Audio and video of the conference can be found at www.cde.london.ac.uk.
Food Chain and Food Web (Ecosystem) EVS, B. Pharmacy 1st Year, Sem-II
RIDE2013 presentation: The IR Model in Pastures New – redeploying a successful model of on-line learning
1. The IR Model in Pastures New –
redeploying a successful model of
on-line learning.
Dr J Simon Rofe,
Global Diplomacy Programme Director
SOAS, University of London
2. Scope:
Context & background 3D‟s of the IR
Model
Design
Development
Delivery
New Challenges explored in 4 Roles
Outcomes
3. Outcomes
Positive Student Experience
90% retention from module to module
98% pass rate
Flexibility for Institutions to facilitate
“Research” & Financial benefits.
Quantitative
comparison of
averages of
student‟s overall
module marks for
2009
Module Title
Art of
Negotiation
Intelligence
and Security
International
Security
Post Cold War
World Order
Campus
Based
Students
59.57
Distance
Learning
Students
69.37
63.66
69.20
65.66
68.71
61.33
68.15
5. Context & Background: The IR
Model
Gilly Salmon‟s 5-Stage Model
The „IR Model‟ is a
schema of pedagogic
design and development,
where IR is a reference
to the discipline of
International Relations
and „Intellectual
Reflection‟ on course
design, development and
delivery: the 3-D‟s
necessary for high quality
and sustainable
educational provision.
Rofe, European Political
Science, 2011
6. E-tivity 3
E-tivity 3
Purpose:
To analyse this well-known article and identify its major
attributes:
Robert Kagan, 'Power and Weakness', Policy Review, 13/2,
June/July 2002 [Leicester E-link]
Task:
Please follow the link above and read the article. Then
provide a brief analysis of it (maximum 400 words) to the Etivity 3 forum by Monday of Week 4.
Respond:
In the E-tivity 3 forum please post comments on your peer‟s
assessments by way of sharing your own articulation on the
article, between Monday of Week 4 and Sunday of Week 4.
Outcome:
You will be able to analyse the content of a scholarly article
and share your thoughts on it.
7. E-tivity 5
E-tivity 5
Purpose:
To analyse a well-known article and identify its major
attributes.
Your source will be identified in the feedback to your
essay plan for E-tivity 4.
Task:
This e-tivity has two parts.
First, please read the suggested source, then post its
full bibliographic reference and a brief analysis of it
(maximum 400 words) in the E-tivity 5 forum as soon
as you are able.
Respond:
Second, please post comments on how you think your
reading of this article informs your essay. Of course
your wider reading will also be relevant here, especially
if the source that has been recommended represented
a different school of thought from your initial reading.
Outcome:
You will be able to analyse the content of a scholarly
article in relation to your own essay and share your
thoughts on it.
11. The knowledge provider
Same concept as in traditional teaching
Educator as knowledge provider
BUT: a few notable differences for the 3Ds
not a face-to-face setup; no body language
Need to focus more on keeping students engaged
Need for very clear pedagogical goals
More emphasis on HOW we teach
Information vs. knowledge (constructing meaning)
Teacher as a curator
For theoretical/ conceptual content: use of visuals
Digitalisation vs. virtualisation of content
13. The facilitator
Similar role exists in traditional classroom
Educator as facilitator of dialogue and exchange
BUT again with some 3D differences:
This role is more important in online education; teacher
needs to learn how to take a step back
Social role: creating a learning community
Need to create a safe space for debate and “trial & error”
Virtual management techniques
Teacher as coach & co-learner
16. The Course Designer
»Designing
the course, building the curriculum, organinsing &
managing content & students‟ activity
»Focus on:
» Communication strategy: managing expectations
» Communication style: clear & precise
» Assessment- needs to be reassessed
» Feedback: regular; requires self-discipline
19. The technical mediator
New role in online education
Educator as mediator between students, colleague
teachers and the technical staff
This is a very specific role
Teachers need to be aware of it + need training
Vital for the smooth working of the online courses
Linked to building students‟ and teachers‟ trust in the
online platform
21. Conclusions:
What have I learnt…
3Ds: “Bake in don‟t bolt on”
Guide by the side; not sage on the
stage.
“Times the are a changing”.
Notas del editor
What works
Alison King, “From Sage on the Stage to Guide on the Side”, College Teaching, Vol. 41 No.1 (Winter, 1993) pp.30-35. The presentation will outline the 3D’s: Design, Development and Delivery of a DL course and its initial deployment, before looking at elements of change and continuity which characterise its most recent incarnation. The presentation will conclude with the trials and tribulations of taking a proven approach to online learning to pastures new. What have I learnt – a lot Cherish diversity – the opportunities are that much greater in DL/Online because you are not constrained by room size = No one size fits all - Innovation needs to be cherished, not quashed. Cottage industries are productive and can be profitable. Pick and mix – DL director’s choose what central services they need Who are your stakeholders as Director of DL?ATs matter – really, really matter. This forum matters – sharing the experience is beneficial – avoid parochialism