1. UEA Health Online Successful Online Learning Design, Develop and Deliver 22 –23 July 2014 Dr Viv Rolfe Web vivrolfe.com Twitter @vivienrolfe

2. Chinese Scholar’s Garden, Vancouver CC BY SA Viv Caruna Flickr

3. Aims – for me! Make recommendations for you as a team. Give top tips for you as individuals. Provide support over the next few months: – SKYPE? – Online classes? – Twitter? @vivienrolfe Complete guide summarising all the points we have discussed.

4. Aims – for you? See discussion documents.

7. Goals? Learners? See discussion docs.

8. http://www.sicklecellanaemia.org/teaching-resources/resources/scooter1- 9/scooter9a.html

9. Design considerations What makes for an effective course? What make up effective components of a course? What makes an effective resource?

10. Effective use of tech? Grey and Rolfehttp://journals.heacademy.ac.uk/doi/abs /10.3108/beej.18.5http://journals.heacademy.ac.uk/doi/abs /10.3108/beej.18.5 Multimedia (online learning) is better for some things and not others e.g. replacing lectures but not practicals. Generally, most education interventions – tech or otherwise – are poorly evaluated.

11. So what works, and what doesn’t? http://www.nottingham.ac.uk/nursing/sonet/ rlos/bioproc/kidneydrug/index.html http://www.nottingham.ac.uk/nursing/sonet/ rlos/bioproc/kidneydrug/index.html http://www.nottingham.ac.uk/nursing/sonet/ rlos/studyskills/harvard/index.html http://www.nottingham.ac.uk/nursing/sonet/ rlos/studyskills/harvard/index.html

12. Effective components? Means et al (2010). http://www2.ed.gov/rschstat/eval/tech/evidence -based-practices/finalreport.pdf http://www2.ed.gov/rschstat/eval/tech/evidence -based-practices/finalreport.pdf Videos and quiz are not the best combination for online learning! “Blended elements of online and face-to-face instruction with conditions taught entirely face- to-face. Analysts noted that these blended conditions often included additional learning time and instructional elements not received by students in control conditions”.

13. Effective resources? Look at Richard E Mayer Reduce cognitive overload: No more than 2 elements (e.g. visual + narration or visual + text) Placing of text / arrows near to relevant objects rather than far Visual + narration or text must be sequential Avoid continuous streams – allow for video controls Ensure learners are familiar with terms / concepts (e.g. pre- training) Narrations must be conversational and not formal Human voices please!

15. Development tips However long you think it might take? Double it. Do all your planning first. Think about unified approaches – colours / fonts / styles of resources and/or Bb course ‘shells’. How accessible are your courses? How to work with others – planning tools, subject conventions?

17. Delivery What are your goals for: Patterns of delivery – all at once / time released? Levels of notification / support? Autonomous or connected? Ground rules? Literacies? Expectations? Assessment and feedback? Linking to course administration systems?

18. MCQ! See Phil Race’s presentation!

20. Dissemination? What are your plans for: Evaluation – during development and after? What might you measure and how? Why not disseminate / publish / report back at conferences? (With links to your courses of course  BACKLINK).

21. Discovery? What are your plans for: Picking the best for Flickr / YouTube?  BACKLINK to course URL. Publicize via Twitter. Professional body / society newsletters?

22. This presentation was just an overview, and a fuller guide to developing online learning will be made available to the team. Also look at vivrolfe.com for further details.