1. #FDOL131
unit 4: supporting learners online
Dr Keith Smyth
2 April 13, 7-8pm(GMT)
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#FDOL131
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Flexible, Distance and Online Learning an open course using COOL FISh
http://fdol.wordpress.com/ Twitter: @openfdol #fdol131
Chrissi

2. alternative uses task based on Guilford (1967)
http://www.sxc.hu/photo/756568
Chrissi

4. unit 4
Supporting learners
Rationale: Student learning support is a key area in the provision of a
‘quality’ educational experience in formal settings. Students expect
academic, technical, administrative and pastoral support as part of
their educational provision. Successful student support has a marked
and positive impact on retention, progression, completion rates and
overall student satisfaction – this can be even more so for students
studying at a distance. In this unit participants will have the
opportunity to explore a variety of contemporary conceptions of
online tutoring and online facilitation derived, including peer-support
and peer-tutoring models, from theory and research and consider
their initial experiences of good and effective practice in the support
of flexible, blended and online learning provisions offered by
institutions to own students and external learners.
Lars

5. unit 4: activities
• Google community discussions
• Learning together in PBL groups
• Autonomous learning opportunities
Lars

6. Supporting Learners Online
Keith Smyth @smythkrs
Edinburgh Napier University
Webinar for FDOL 2nd April 2013

7. What we’ll cover
1. Types of support for online learning
2. Designing for active engagement
3. Practical considerations for facilitation
With time for discussion and questions as we go. But first…

8. Some framing propositions
• Many learners do not (as yet) come to blended and online
contexts with the mindset and skills to learn effectively
online, and being skilled in using technology is not enough
• Variation across blended and online courses presents a
wide range of challenges for learners to negotiate, and if
left to their own devices only some will engage pro-actively
• A key challenge is to design online learning activities to
actively engage learners with their subject, their tutors and
peers, and the learning tools and resources provided

9. 1. Types of support for online learning

10. Technical orientation
Online learning literacy
Explicit course guidance
Induction and socialisation
Just-in-time learning guidance
Facilitation

11. So I just click here?

12. Orientating learners – Your views
• With a focus on the kinds of induction and
orientation activities that can help learners
prepare for an online course or activity, can you
share any examples from your own experience?
• This can be from a practitioner perspective (e.g.
things you have done for your students) or a
learner perspective (e.g. when first starting FDOL)
• What worked well, and why?

13. 2. Designing for active engagement

14. Introducing the 3E Framework

16. Timely engagement in key concepts

17. Exploring and producing case studies
Group work involving case
study investigations
around shared interests…
…Individual projects based
on sourcing and creating
online case studies

18. Learners as co-tutors/tutors as co-learners
A student-led online seminar implemented in ning

19. Supporting and making group work visible

20. Peer support and ‘problems forums’

21. Supporting learning beyond the course
In this example the cohort on the final module of a PgCert have collaborated
on a ‘directory’ of online professional communities to support their CPD

22. Scaffolding progression in online learning

23. 3E Framework beyond Edinburgh Napier

24. Pause for discussion

25. 3. Practical considerations for
facilitating online learning

26. • Learners don’t have well developed, culturally informed
expectations about blended and online assessment. Make
guidance explicit and assessment criteria explicit.
• Early social and ‘no risk’ opportunities for exploring the
and joining the online environment and cohort are critical
to engagement and retention (e.g. many online courses
have no formal learning in Week 1, or have a Week 0)
• Blended and online courses that are not heavily content-
based and driven, and instead engage learners in relevant
activities, can be easier for tutors to keep current

27. • Provide a clear indication what support learners can
expect, and when, as well as what is expected of them
• Provide multiple opportunities for learners to engage, and
align activities with periodic deadlines for coursework
• Use Questions or ‘Problems’ Forums, but don’t read and
respond to every post and encourage peer support
• Consider group formative audio feedback for large cohorts
• Consider a Weekly Virtual Office Hours session

28. Thank you
Keith Smyth k.smyth@napier.ac.uk
Skype and Twitter @smythkrs
Blog http://3eeducation.org/

29. FDOL131 updates
PBL groups
groups: 4 in total
unit 3: share findings in FDOL131 community space and ask for feedback from peers
unit 4: to complete this week and share findings via the FDOL131 community space
unit 5: open practices
April 15 – 26 (2 weeks)
Webinar: Monday the 22nd of April, 7-8pm UK time
Lars

30. #FDOL131
next webinar
unit 5: open practices
Carol Yeager and Fred Garnett
22 April 13, 7-8pm (GMT)
Thank you for
joining us today
and see you online
Flexible, Distance and Online Learning an open course using COOL FISh
http://fdol.wordpress.com/ Twitter: @openfdol #fdol131

31. #FDOL131 organisers
Chrissi Nerantzi Lars Uhlin
Academic Developer Educational Developer
University of Salford, UK Karolinska Institutet, Sweden
FDOL organiser FDOL organiser
PBL facilitator PBL facilitator