Practitioner practices for designing and delivering online higher education 1 courses within a learning management system Creative Commons Attribution-NonCommercial-ShareAlike.

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Practitioner practices for designing and delivering online higher education 1 courses within a learning management system Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Australia LicenseCreative Commons Attribution-NonCommercial-ShareAlike 3.0 Australia License © 2011 Jenni Parker Jenni Parker – Murdoch University 2010 Teaching & Learning Forum (ECU)

2 Learner needs Pedagogy Technology Linking learner needs, technology and pedagogy has created the “perfect e-storm” for creating effective online learning environments (Kim & Bonk, 2006, p. 22) Introduction Learner Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Australia LicenseCreative Commons Attribution-NonCommercial-ShareAlike 3.0 Australia License © 2011 Jenni Parker

3 Figure 1 - Four phases of design research (Reeves, 2006, p.59) Research approach Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Australia LicenseCreative Commons Attribution-NonCommercial-ShareAlike 3.0 Australia License © 2011 Jenni Parker

4 Phase One: Analyse 3 key areas 1.problem articulation 2.literature review 3.practitioner experiences Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Australia LicenseCreative Commons Attribution-NonCommercial-ShareAlike 3.0 Australia License © 2011 Jenni Parker

5 1/ The problem How can an authentic learning framework be implemented within a learning management system (LMS) to provide effective and sustainable online learning for higher education students? Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Australia LicenseCreative Commons Attribution-NonCommercial-ShareAlike 3.0 Australia License © 2011 Jenni Parker

2/ Literature review 6 21 st century learning New technologies Constructivist theories Situated learning Authentic learning Designing authentic e-learning environments Professional development Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Australia LicenseCreative Commons Attribution-NonCommercial-ShareAlike 3.0 Australia License © 2011 Jenni Parker

Constructivist theories 7 1.Situated cognition 2.Authentic learning Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Australia LicenseCreative Commons Attribution-NonCommercial-ShareAlike 3.0 Australia License © 2011 Jenni Parker

Designing e-learning 8 The central element in the design of an authentic learning environment is the task students are required to perform (Herrington, Reeves, Oliver, & Woo, 2004). Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Australia LicenseCreative Commons Attribution-NonCommercial-ShareAlike 3.0 Australia License © 2011 Jenni Parker

Course Design 9 3/ Practitioner experiences Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Australia LicenseCreative Commons Attribution-NonCommercial-ShareAlike 3.0 Australia License © 2011 Jenni Parker

Quality of online discussions Engaging students & issues 10 Quality of online discussions Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Australia LicenseCreative Commons Attribution-NonCommercial-ShareAlike 3.0 Australia License © 2011 Jenni Parker

Technology & Professional development 11 Keen to use new technologies but lack of time to explore and learn Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Australia LicenseCreative Commons Attribution-NonCommercial-ShareAlike 3.0 Australia License © 2011 Jenni Parker

Conclusion 12 Constructivist learning principles not widely embraced An authentic e-learning framework incorporating new technologies has the potential to improve the quality of online learning Practitioner skills are an important factor Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Australia LicenseCreative Commons Attribution-NonCommercial-ShareAlike 3.0 Australia License © 2011 Jenni Parker

Phase two: Design & develop 13 Possible solution - an authentic online professional development course practitioners experience online learning from a student perspective using a LMS learn how to use an authentic e-learning framework to design their own authentic e-learning courses have the opportunity to network with peers Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Australia LicenseCreative Commons Attribution-NonCommercial-ShareAlike 3.0 Australia License © 2011 Jenni Parker

14 References Parker, J. (2011). Practitioner practices for designing and delivering online higher education courses within a learning management system. Teaching and Learning Forum: Developing student skills for the next decade. 1-2 February Edith Cowan University, Joondalup, Western Australia. Available at: niParker/Papers/410074/Practition er_practices_for_designing_and_ delivering_online_higher_educatio n_courses_within_a_learning_ma nagement_system niParker/Papers/410074/Practition er_practices_for_designing_and_ delivering_online_higher_educatio n_courses_within_a_learning_ma nagement_system Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Australia LicenseCreative Commons Attribution-NonCommercial-ShareAlike 3.0 Australia License © 2011 Jenni Parker Images –