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Designing and Teaching an online course

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Tom Preskett

on 14 August 2013

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Transcript of Designing and Teaching an online course

Designing and Teaching
an online course
E-learning Manager
Strategic issues
Designing and Teaching
an Online Course

http://tpreskett.blogspot.com
Discussion
Blog
Wiki
E-Portfolio
Mindmaps
Social
Bookmarking

Multimedia
Webinars
Strategy
Structure
Frameworks
Content
e-facilitation
Educators should:
Sharing practice
Look for working examples and case studies
Collaborative learning design process
Use experienced colleagues as mentors
Institutions should;
Facilitate dialogue of all stakeholders
Drive by senior management
Create bespoke training
Provide time and space
for learning design process
Tom Preskett,
Institute of Education

Face-to-face
Blended add-ons
Purely online/Distance
e-Supported
Blended
Learning Hours?
Make on informed judgement
and be transparent
Determine start/finish dates
Align topics with time periods
Teaching Hours?
Facilitation of activities
Process support
Aim to promote critical thinking
Scaffold learning using framework - e.g. Salmon, Walmsley??
Asynchronous/synchronous?
What tools are available?
How have others used them?
What practice has been reified?
Explain purpose/
importance of any activity
Common mistakes:
Too many activities
Too much content
Lack of clarity/support
Lack of facilitation
No variety or promotion of critical thinking
What content is core and what is extra
The same with activities
Blended learning mistakes:
Disconnect between modes
Face-to-face dominance
Use Learning Technologists:
- For tool usability
- Tool pedagogical affordance
- To support learning design process
Attendence criteria =
participation in activities
What the Scaffolded learning
frameworks tell us
Start
End
(cc) image by jantik on Flickr
Focus on process and
pastoral care support
Simple to execute activities
complex activities
Dialogue/communication
collaboration
learning to learn support
reflection
self-directed learning
lots of structured tutor input/
e-facilitation
application of learning
Activity Tools
exploration
creation
co-construction
Morning:
9:30-9:45 - Introductions
9:45-10:00 - Strategy
10:00-10:30 - Structure
10:30-10:45 -
10:45-11:00 - Frameworks
11:00-11:30 - Discussion activities
11:30-11:55 - Blog activities
11:55-12:15 - Wiki activities
12:15-12:30 - E-Portfolio use
Afternoon:
13:15-13:45 - E-facilitation
13:45-14:05 - Mindmapping/Social Bookmarking
14:05-14:20 - Multimedia activities
14:20-14:35 -
14:35-15:00 - Webinars
15:00-15:15 - Content
15:15-16:00 - Designing learning practice
"You can't just say, go and discuss this. You've got to frame that process of learning for them, construct it, orchestrate it in a sense. What's interesting about new technology is that you can orchestrate it much more explicitly through the use of discussion-based learning activities online than you can do in a group activity in a class.“

Diana Laurillard, London Knowledge Lab
Involvement in discussion, argument or debate helps learners to develop conceptual understanding. Learners are encouraged to engage with multiple perspectives and articulate their ideas. Discussion can develop critical thinking and team working skills. Working with others can build and maintain motivation.
DIBL, University of Birmingham
When flexible learning is spoken about, it's asynchronous learning that facilitates this
Constructing communication at your own pace
The process of learning in an online discussion:
Reflection on dialogue, a moving on of your thinking and articulation of your new position
When designed effectively, discussions allow students to talk about, question, restate and interact with course content and the perspectives of other students.
Discussion helps students find their own voices and develop their own understanding of the subject matter.
(Brookfield and Preskill, 1999)
The dialogue is preserved for review later
E-facilitation is vital
On your tables - (15 mins):

Study the example activities
Discuss the tool and the activities. What might work in your context?
Align each activity with a stage in the 5-stage model
Key reflective tool
All VLEs have blog facility
OR
Internet-based system -
blogger, wordpress
Can be used:
For reflective learning activity with personal focus
As a "Learning diary", "Reflective Journal", "Think Book" facility
Public or private?
Key difference with discussion:
Personal ownership usually present.
The privacy option can facilitate self-disclosure and afford work-based context reflection.
On your tables - (15 mins):
Study the example activities
Discuss the tool and the activities. What might work in your context?
Align each activity with a stage in the 5-stage model
Collaborative online workspace where individuals may add and/or overwrite earlier contributions
Affords collaborative project work
Process support vital
collaboration
OR
co-0peration
co-construct meaning in a democratized digital space"
(Higdon, 2005)
History feature allows for learning journey tracking
On your tables - (10 mins):

Study the example activities
Discuss the tool and the activities. What might work in your context?
Align each activity with a stage in the 5-stage model
Text-based learning:
Group - Discussion
Individual - Blog
knowledge construction/
resource creation:
Group - Wiki
Individual - E-Portfolio
affords a learner centred approach
Purposeful aggregation of digital items - ideas, evidence, reflections, feedback etc. which 'presents' a selecrted audience with evidence of a person's learning and/or ability
(Sutherland and Powell, 2007)
demonstrate learning through creation of artifacts
In essence an individual wiki. VLE versions often have similar look, feel and usability
For use in a learning activity the important process is the planning, synthesising, creation, sharing, reflecting and responding to feedback
On your tables - (10 mins):

Study the example activities
Discuss the tool and the activities
Align each activity with a stage in the 5-stage model
E-facilitation techniques:
Modelling appropriate behaviour and presence
Positive reinforcement
Encourage discussion
Summarise
Ensuring focus
Show expertise/impart knowledge
Why is it important?
Establishes relevance and validity
Models how to engage with discussion
Drives the discussion forward
Promotes critical thinking
"Wikis have two assumptions. The first is that knowledge is transitory and not static; there is always some new piece of information to add, some old piece to delete or revise and so on. The second assumption is that the whole is greater than the sum of the parts. Through each individual's contribution, the resulting product gets better and better."
(Turner-Attwell, 2010)
A mind map is a diagram used to represent words, ideas, tasks, or other items linked to and arranged around a central key word or idea.
www.bubbl.us
www.mindmeister.com
Individuals use bookmarking sites to:
store, organise, share and search for bookmarks of web pages

Groups can use collaborative bookmarking:
Share annotated internet-based resources
On your tables - (10 mins)

Study the documents:
How they aid learning
Some suggested context for use

Think about a context for use and discuss this
Photo/Video/Music/Audio slideshow creation tools

masher - Photo/video slideshow with effects and audio/music
animoto - Photo slideshow with music that they call video slideshow
Photostory - Photo slideshow software from microsoft - Free.
Photopeach - Photo slideshow tool with music and text. Need to sign up to explore
Voicethread - recording audio over images or slides
Glogster - Multimedia poster creation tool.
There is an education area which gives you a free upgrade on request. Could be used for collaboration or individual knowledge gathering task. A couple of examples:
Create audio using:
Laptop with built in microphone
Desktop with USB microphone
Dictaphone and transfer to computer/laptop
Premium synchronous
learning event tool
Talk
text chat
Participant list
emoticons
whiteboard or presentation
Polling
Desktop sharing
Recording
breakout rooms
Introductions:
On your table -
Introduce yourself
Describe your work context
Your expectations/goals for today - please write down
Know who is teaching and involve them in the learning design process where possible
Useful for exemplifying:
the importance of scaffolding the learning
Guiding you in where to place types of activity in your course timeline
reflection
On your tables (15 mins)

Have a look at the examples:
Identify the techniques used
What do you think of the response?
Would you have done anything different?
On your tables - (15 mins):
Study the example activities
Discuss the tool and the activities. What might work in your context?
Align each activity with a stage in the 5-stage model
Full transcript