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

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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:

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

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? – Complete guide summarising all the points we have discussed.

4 Aims – for you? See discussion documents.

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7 Goals? Learners? See discussion docs.

8 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 / /beej.18.5http://journals.heacademy.ac.uk/doi/abs / /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? rlos/bioproc/kidneydrug/index.html rlos/bioproc/kidneydrug/index.html rlos/studyskills/harvard/index.html rlos/studyskills/harvard/index.html

12 Effective components? Means et al (2010). -based-practices/finalreport.pdf -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!

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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?

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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!

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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.


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