Scene setting for the presentations in session 2, PgC Technology Enhanced Learning, Friday February 2010

1. Introduction to E-learning(cont.) Kate Boardman February 19th, 2010

2. Learning

3. Good Practice Encourages contacts between students and faculty Develops reciprocity and cooperation among students Uses active learning techniques Gives prompt feedback Emphasizes time on task Communicates high expectations Respects diverse talents and ways of learning Chickering A W & Gamson Z F (1987), "Seven Principles for Good Practice in Undergraduate Education" AAHE Bulletin

4. E-learning

5. Exercise Discuss your own module outline/handbook, teaching methods/practices. Consider: What kind of thing can go online? What kind of thing can't? What should? What shouldn't? What can you think of you can use online for that you can't do face to face? What advantages and disadvantages can you see?

6. Pros & Cons Help Flexible Feedback Collaborative learning Range of resources accommodates different learning styles Hinder Investment of time and skills Equipment Isolation for some students

7. E-learning in practice E-learning: A new way of delivering teaching and learning VLE is just a delivery system Some new skills to master Conventional approaches can transfer online Online courses/material should be developed: According to course/learner need In line with current approaches Using the medium to support teaching and learning To support/enhance existing methods

8. Virtual Learning Environment Course content – resource distribution Group communication and collaboration Assessment Student management Customisable

9. Valuable Learning Experience Promotion of learning through discussion groups Self-test assessment with feedback Media-rich content Enhanced use of existing CAL applications Development of ‘e-tivities’/PBL

10. VLE: Valuable Learning Experience Promotion of learning through discussion groups – discussion boards/wikis/blogs

11. Discussion Uses Noticeboard / General queries Frequently Asked Questions Social discussion Seminar work Book reviews Feedback on course Role play exercises ‘E-tivities’

12. VLE: Valuable Learning Experience Promotion of learning through discussion groups Self-test assessment with feedback

13. Giving and Receiving Feedback Combination of online assessment Progress, self-tests with feedback Regular collection of feedback from students Regular distribution of feedback to students Interactive online seminar prep/follow-up Provision of last year’s evaluation results

14. VLE: Valuable Learning Experience Promotion of learning through discussion groups Self-test assessment with feedback Media-rich content

16. VLE: Valuable Learning Experience Promotion of learning through discussion groups Self-test assessment with feedback Media-rich content

17. VLE: Valuable Learning Experience Promotion of learning through discussion groups Self-test assessment with feedback Media-rich content

18. VLE: Valuable Learning Experience Promotion of learning through discussion groups Self-test assessment with feedback Media-rich content Development of ‘e-tivities’/Problem-Based Learning

19. VLE: Valuable Learning Experience

20. What level of VLE use? Web enhanced As a supplement or additional resource for course Mainly pre-determined and stable content materials Web focussed Used as a required element of course Some pre-determined content Some created by learners - research findings etc Web driven Used as primary course delivery mechanism Fluid and dynamic content More determined by individual/group

21. Decisions? Coverage Navigation structure Folder structure Content planning Communication – e-moderating Assessment – self-assessed formative Learning paths – adaptive release Rich media – interaction & extension

22. Construction Staff Tools Layout Communication Feedback Presentation Assessment Organisation Students

23. Good Practice Encourages contacts between students and faculty Develops reciprocity and cooperation among students Uses active learning techniques Gives prompt feedback Emphasizes time on task Communicates high expectations Respects diverse talents and ways of learning Chickering A W & Gamson Z F (1987), "Seven Principles for Good Practice in Undergraduate Education" AAHE Bulletin

24. Framework