Presentation on theme: "UEA Health Online Successful Online Learning Design, Develop and Deliver 22 –23 July 2014 Dr Viv Rolfe Web vivrolfe.com"— Presentation transcript:
UEA Health Online Successful Online Learning Design, Develop and Deliver 22 –23 July 2014 Dr Viv Rolfe Web vivrolfe.com Twitter @vivienrolfe
Chinese Scholar’s Garden, Vancouver CC BY SA Viv Caruna Flickr
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.
Design considerations What makes for an effective course? What make up effective components of a course? What makes an effective resource?
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.
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
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”.
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!
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?
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?
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).
Discovery? What are your plans for: Picking the best for Flickr / YouTube? BACKLINK to course URL. Publicize via Twitter. Professional body / society newsletters?
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.