E Learning2

Putting ideas into practice A rough and ready guide and a few answers. (what you might/can/should do, communication and learning networks) 'The core competency of universities is not transferring knowledge, but developing it, and that's done within intricate and robust networks and communities.' Brown and Duguid, 1996

What are we trying to do anyway? ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Instructional Position Mix (Further Education Unit, 1981; Good 2000*) ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

The level of technology ,[object Object],[object Object],[object Object],[object Object]

For me , we have to attempt to: ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Technology is an answer, not the answer, how can we make it more effective? ,[object Object],[object Object],[object Object],[object Object],[object Object]

A student-centred view of learning (after **Freeman and Capper 1999) Student Chooses best learning Method. Motivated to objectives Workbook Extra Q & A Lectures Tutorials Staff office Phone Students WWW CBL Text Plus, linkages between these

Overall, I believe we can ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Learning and Understanding = Education ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Assessment (Much assessment simply fails to engage students with appropriate types of learning - Gibbs and Simpson 2003*) ,[object Object],[object Object],[object Object],[object Object],[object Object]

A few more words from: Educational Innovation: Hvpe, Heresies and Hopes (Freeman and Capper*) ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Clarke and the Medievalists… ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

The Hitch-Hikers Guide to surviving in the e-mediated age ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Impediments - being honest ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Task 4 (2 minutes) Making a start ,[object Object],[object Object],[object Object],[object Object]

My guess: ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

How can we bring some of these existing skills together and develop others? ,[object Object],[object Object],[object Object]

Technical fearlessness (*Good 2001) ,[object Object],[object Object],[object Object],[object Object]

What we might do what we're not attempting ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

How to add both technology and value ,[object Object],[object Object],[object Object],[object Object]

A possible introductory model of operation ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],WWW PowerPoint E-mail Web - E-mail WWW E-libraries / WWW All within a VLE - WebCT You almost certainly know how to use all of these

Death by Bullet Point? or, how to do it by PowerPoint ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Task 5 (10 minutes) with a colleague of like specialism - use a large sheet of paper ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Delivery systems and things you have to consider ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Asynchronous Learning additions to make networks ,[object Object],[object Object],[object Object],[object Object],[object Object]

Some notes on the use of web pages ,[object Object],[object Object],[object Object],[object Object]

However - 'The notes are on the web' ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Things to go on module websites ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Building your website ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Other things to consider: ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Ac3

A quick note about CMC (Computer Mediated Communication) ,[object Object],[object Object],[object Object]

Tutor implications and concerns Changed role Workload Group size Activities Assessment

Changing role suggestions via Stephen Brown ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Sage on the stage……………... …………… .. guide on the side I feel this is pretty radical - and many of us would fight shy of this, it requires too many things to do it well. Salmon suggests E-tutors must be trained specifically.

Involvement - summary of possibilities ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Task 6 - individually - 5 minutes max ,[object Object],[object Object],[object Object],[object Object],[object Object]

Other things,……looking onward ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

At the end of this section, I hope that: ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Leading on to The wonders of PowerPoint Ooops, I got carried away - it doesn't have to be like that!

A couple of quotes ( i.e. it's not just me!) ,[object Object],[object Object],[object Object],[object Object]

Benefits ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Finally ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

E Learning2

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