British CouncilIUG Elearning Workshop

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British Council-IUGE-learning Workshop

• Ralph Commins
• Anthony Skip Basiel
• Middlesex University, London

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Welcome from Professor Richard Tufnell

• Dean of the School of Lifelong Learning and
  Education (LLE)
• Middlesex University, London
• In co-operation with the National Centre for Work
  Based Learning Partnership (NCWBLP)

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Agenda

• Introductions each person says their name and
  the module (course subject) they will make into
  an e-learning course for the end review. (30 min)
• Discussion of the course framework (20 min)
• Identify local learning facilitators and their
  role (15 min)
• Go through the Individual Learning Agreement (15
  min)
• Test WebCT accounts
• Discussion evaluation criteria (15 min.)
• Introduce Global Rich Picture (GRIP) tool
  Activity One tasks (see WebCT)

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Introductions

• Each person says their name and the module
  (course subject) they will make into an
  e-learning course for the end review. (30 min)

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Course framework

• Understand the learner-managed learning approach
  and course framework,
• Identify a local learning facilitator for each
  cohort and agree on a job description,
• Complete their own Individual Learning Agreement,
  
• Discuss evaluation criteria for the final
  e-learning product,
• Establish cohort sub-groups (about 4 people,
  mixed ICT capability),
• Test WebCT accounts for email and discussion
  board communication,

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Course framework- aims

• The aim of the course is to develop a local team
  capable of training other staff to develop and
  use e-learning using the WebCT platform
• to apply methods and techniques in designing and
  testing a simple e-learning resource
• to categorise the issues in capacity building for
  e-learning
• to establish an evaluation criteria for self and
  peer-review of the e-learning system

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Course framework- details (1/3)

• Learning will be based around activities and
  discussions.
• There is no set textbook for the course. A set of
  suggested readings and websites have been
  offered. Participants are encouraged to
  dynamically contribute to the course via
  electronic means.
• Individual learner needs will be catered through
  negotiation of learning agreements.

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Course framework- details (2/3)

• The course uses a learner-managed learning
  approach. This is not a content driven,
  step-by-step training session. We wish to
  establish each participant's starting point
  capability and give them the opportunity to work
  with their peers in their cohort group to
  progress and expand this capacity.

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Course framework- details (3/3)

• Blended LearningThe course has been designed to
  be delivered by a mixture of e-learning
  techniques (on-line materials /videoconferencing)
  and local facilitation.

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Course - final review (1/2)

• Participants will be expected to commit 6 hours
  per week (2 hours VC/on-line conferencing 4
  hours independent group work).
• Each participant will develop an e-learning
  course during the course. The complexity of each
  product will be negotiated as part of an
  individual's learning agreement.

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Course - final review (2/2)

• An assessment will be carried out by peer-review,
  tutors and by self-assessment. Criteria for
  assessment will be developed through a WebCT
  tool.
• A certificate of completion (Middlesex
  University, School of Lifelong Learning and
  Education National Centre for Work Based
  Learning Partnership (NCWBL) will be given to
  participants who participate in the final
  presentation and have not missed more than one
  (unexcused) session.

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Local learning facilitators

• FINAL PRESENTATIONS
• Cohort 1- facilitator
• Sub-groups (3-4 mixed ICT level)
• Cohort 2 facilitator
• Sub-groups (3-4 mixed ICT level)

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Local learning facilitators

• Mediator between local participants and UK
  tutors
• Should be confident in English, but need not be
  ICT strong
• Motivate sub-group facilitators
• Try to lead by example with WebCT communication
  tools

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Learning Agreements (1/2)

• Help establish the assessment criteria for the
  review session,
• Help identify a local cohort facilitator that
  will provide a link to Middlesex University and
  act as a local contact to help keep motivation
  going,
• Find a good example of some web-based learning
  material (e.g. a learning unit on a specific
  part of Geometry) that I would like to model my
  e-learning product on for application within the
  WebCT virtual learning environment (VLE),
• Do the weekly learning tasks that help to fulfil
  my individual learning goals,
• Contribute to the weekly online web conference
  sessions and WebCT discussion board topics,

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Learning Agreements (2/2)

• Contribute to the add your own content
  discussion board topic to help create a dynamic
  learning resource,
• Produce by the end of the course an e-learning
  product within the WebCT VLE. This will be done
  based upon my level of ICT capability considering
  the time constraints of the course.
• Participate in the peer-review exercise by
  providing constructive feedback. Use the agreed
  assessment criteria to give a final mark.
• Allow my contributions to be anonymously used in
  a course report.

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British Council Middlesex Uni.

• A learning framework will be presented during the
  induction session through a local facilitator
  (provided by the British Council) and by a remote
  tutor via web conferencing,
• Provide an individual learning agreement (this
  document),
• Provide a suggested reading list and web
  resources,
• Provide Breeze Live the web based conference
  environment,
• Provide a WebCT project module that will house
  the participant's e-learning product for final
  peer review.
• Provide weekly tasks for the participants,
• Provide scheduled web-based real-time learning
  events (2 hour blocks),
• Provide regular online support via email and
  discussion board between sessions,
• Provide a final peer-review session.

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Test WebCT accounts

• http//vle.mdx.ac.uk/
• Guest accountsstudent_pros1 to student_pros5
• Individual instructor accounts

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Evaluation criteria

• Discussion
• Establish a rubric (set of marking criteria and
  level descriptors)
• Topics/issues that are important
• Weak to strong example descriptions

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Evaluation criteria issues?

• identification and appropriate use of sources of
  knowledge and evidence
• selection and justification of approaches to task
  
• ethical understanding
• analysis, synthesis and evaluation of information
  and ideas
• self appraisal/reflection on practice
• action planning leading to effective and
  appropriate action
• application of learning
• effective use of resources
• effective communication
• working and learning autonomously and with others

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Session 1 Next Tue. Thur.

• See WebCT Home Page / Context / Session 1
• Set of tasks
• Global Rich Picture (GRIP)

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Good luck and skill !

• Contact us through your local facilitators or
• Email us questions or comments by WebCT mail or
• Post your thoughts on the public discussion board
• And collaborate with your peers to get the most
  out of your learning experience!