Title: Frameworks for online success: Make it work
1 Frameworks for online successMake 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
- Gilly.salmon_at_le.ac.uk
2learning and teaching onlinetwo key processes
- Prior design for participation
- Human intervention for successful learning
- Examples and applications
35stage scaffold
e-tivities
design for participation
intervene for learning
dvpt processes
awareness skills
4Design frameworks
5 Development
Integration External links search
Mentor Enabler
Knowledge construction
Facilitator
Conferencing Contact interaction
Information exchange
Navigation Personalisation Time saving
Task setter Teacher Tutor
Socialisation
Receiving sending
Host Process establisher
Access motivation
Passwords Getting on
Welcomer supporter
6Achieving Harmonious Online Socialization
Online identities Participation Team
building Professional cultures
Group
Stage 2 Socialization
Time Asynchronicity Technical
Nature approaches of the discipline Approach
of this Topic/course
Knowledge Domain
Environment
7Introducing e-tivities
8E-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
9Response to response
Response to response
spark
invitation
Response to response
Response to response
Individual response message
Response to response
Response to response
E-moderator summary
time line
days
1
2 3 4 5 6 7 8
10Outcomes
- More involvement
- Scaling up
- Lower costs
- Viable pilots
- E-learning more acceptable, more exciting
- Knowledge transfer
11the spark
the invitation
WebCT
12spark
invitation
13participation
14Types of sparks
- Simple one or two liners in message
- Quotation
- Worked exercise
- Attached A 4 sheet or short information page
- Reference out to web pages, other electronic
resources - Illustration/visual/audio
Focus on authenticity Make relevance obvious
15Intervene for Learning
16The role of the online (e or m) moderator
17Online 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 discoursemore explicit, fairer
18Autotelism 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 groups success engage it in
achieving it
19M-moderatingrecruitment
confidence
- Experience as an online learner
- Good regular mobile access
- Pace use time, ability to seriously multitask,
interruptablity, succint - Determination personal development
20M-moderatingrecruitment
constructive
- 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
21M-moderatingtraining
structure build
- 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
22M-moderatingtraining
- Control groups, bring in non-participants, pace
discussion - Understand scaffolding process in mobile and
online contexts - Be role model
- Scale up
- Show Authority with sensitivity
- Appreciate social emotional aspects
facilitate
23M-moderatingdevelopment
share knowledge
- 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
24M-moderatingdevelopment
create
- 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 m-learning community
25Critically important skillsTeaching 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
26- 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.
Weaving
Summarizing
27Examples from practice
28All Things in Moderation Ltd Higher
EducationTeachersin South Africa
29South Africa HE project20 lecturers
- We used
- The 5 stage model
- E-tivities
- We demonstrated effective scaffolding as a
climbing frame
30 Herman van der Merwe Director Telematic
Education
63 thousand students 11 faculties 900 faculty
members 15,000 DE students 18,000 fully online
31High level of focussed interactivity
- 114 messages their reflections at 4th stage,
32Contact Details
- Online courses based on 5 stage models
e-tivities - Customised for in-house professional learning
- Publicly available courses
- www.atimod.com
- david_at_atimod.com
33UKHEP
- 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
34UKHEP
- 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
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36UKHEP
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 matthew.beard_at_ukhep.co.uk Web
www.ukhep.co.uk
37Royal Veterinary College UKe-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 e-moderator
38Meeting 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)
39E-CPD delivered through Merlin VLE
40Successes, 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
41Contact Details
- Nick Short (nshort_at_rvc.ac.uk) for more
information. - Visit the following sites
- Nick Short Home Page http//www.rvc.ac.uk/staff/ns
hort - RVC Electronic Media Unit http//www.rvc.ac.uk/eme
dia - E-CPD http//www.vetschools.ac.uk/ecpd
42Remote Tutors in the Open UniversityBusiness
School
43OUBS Certificate in Management
3 discussions 6 e-tivities 3 hours per week only
2 week online training for tutors
Numbers Cohort 1 (Spring 2004) 49 participants,
44 completed Cohort 2 (Autumn 2004) 65
participants 53 completed
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45http//stadium.open.ac.uk/berrill/
46Benefits Online management tutor training
- Costs approx one third
- of ff
- 90 higher participation and completion rate
- Follow up after 3 months
- Only a little more time but
- more effectively
- More productive
- Different input pacing
- 2/3of the participants
- achieved
- an objective from their PDP
- 14 had achieved more than one
- Key feedback
- opportunity to share and learn from others was
most valuable. - Recognition of resources as sparks to discussion
47Beyond Distance Research Allianceat the
University of Leicester
Colleagues with research interests in this
field are invited to become Beyond Distance
Associates Gilly.salmon_at_le.ac.uk
48Thanks for your attention
You may say Im a dreamer, but Im not the only
one John Lennon over to you
Gilly.salmon_at_le.ac.uk
www.e-moderating.com www.e-tivities.com