Supporting

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Supporting eLearning Design
A presentation to the University of Sussex By Dr
Allison Littlejohn Senior Lecturer Centre for
Academic Practice University of Strathclyde in
Glasgow
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Challenges in supporting eLearning design



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Challenges in supporting eLearning design

• VLE metaphor useful for those new to eLearning
• used as a repository for learning resources
• student feedback through assessment software
• discussion area,
• shared workspace for collaborative work

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Challenges in supporting eLearning design

• prototype VLE
• limited functionality
• inflexible metaphor
• limited buy-in
• did not directly address academic needs

• VLE metaphor useful for those new to eLearning
• used as a repository for learning resources
• student feedback through assessment software
• discussion area,
• shared workspace for collaborative work

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Vision
Extending reputation
Challenges in supporting eLearning design

• Reduce inconsistencies between
• teaching methods,
• the learning environment we choose, and
• assessment and feedback
• (Biggs, 1999)

central support

virtual

face-to-face
local needs

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Challenges in supporting eLearning design

• issues in aligning teaching, learning and
  assessment
• scenarios planning alignment
• future environments linking libraries with
  classrooms
• principles for effective change

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Alignment of teaching, learning assessment
A VLE is a collection of tools that support
Scenario 3

eAdministration course calendars and info link
to student records
eContent content management assignment
management

eLearning discussion fora test banks with
feedback

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Alignment of teaching, learning assessment

• Can support
• interaction and communication
• (tutors and peers)

• Can link activities on and off campus

• Can allow better management of learning resources

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Alignment of teaching, learning assessment
Focus on content delivery not student interaction
(Goodyear, 2002)

• Can support
• interaction and communication
• (tutors and peers)

Scenario 3

No clear link between learning activities in real
virtual space (Crook and
Barrowcliff, 2002)

• Can link activities on and off campus

• Can allow better management of learning resources

Difficult to transport resources courses
(Koper, 2003 and many others!!!)

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Alignment of teaching, learning assessment
Focus on content delivery not student interaction
(Goodyear, 2002)
Scenario 3

No clear link between learning activities in real
virtual space (Crook and
Barrowcliff, 2002)

Difficult to transport resources courses
(Koper, 2003 and many others!!!)

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Alignment of teaching, learning assessment
Focus on content delivery not student interaction
(Goodyear, 2002)
Scenario 3

No clear link between learning activities in real
virtual space (Crook and
Barrowcliff, 2002)

Difficult to transport resources courses
(Koper, 2003 and many others!!!)

Photo of Glasgow Caledonian Learning Cafe
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Alignment of teaching, learning assessment
Focus on content delivery not student interaction
(Goodyear, 2002)
Scenario 3

No clear link between learning activities in real
virtual space (Crook and
Barrowcliff, 2002)

Difficult to transport resources courses
(Koper, 2003 and many others!!!)

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What are the problems in using a VLE?
Focus on content delivery not student interaction
(Goodyear, 2002)
Scenario 3

No clear link between learning activities in real
virtual space (Crook and
Barrowcliff, 2002)

Difficult to transport resources courses
(Koper, 2003 and many others!!!)

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Alignment of teaching, learning assessment
Focus on content delivery not student interaction
(Goodyear, 2002)

• Can support
• interaction and communication
• (tutors and students)

Scenario 3

No clear link between learning activities in real
virtual space (Crook and
Barrowcliff, 2002)

• Can link activities on and off campus

• Can allow better management of learning resources

Difficult to transport resources courses
(Koper, 2003 and many others!!!)

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Alignment of teaching, learning assessment
People engage in activities with
resources Koper (2003) Reusing Online Resources,
Chapt 5

• Can support
• interaction and communication
• (tutors and students)

Scenario 3

• Can link activities on and off campus

• Can allow better management of learning resources

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Vision

Alignment of teaching, learning assessment
Extending reputation
People engage in activities with
resources Koper (2003) Reusing Online Resources,
Chapt 5

• design learning
• activities around desired outcomes
• source learning resources
• that help students with
• activities
• assign roles to tutors and students
• decide how students will receive feedback

tutor activity
resources

student activity
assessment feedback

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Vision

Alignment of teaching, learning assessment
Extending reputation
People engage in activities with
resources Koper (2003) Reusing Online Resources,
Chapt 5

• Can design courses by mapping
• activities
• resources
• people
• feedback

tutor activity
resources

student activity
assessment feedback

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Scenario 1 Supporting learner interaction
Students can download a course reading from a
VLE and discuss ideas using an online bulletin
board
Scenario 3



Photo of Glasgow Caledonian Learning Cafe