1. Building an online course identity: an example from a post-graduate course in occupational therapy Susan Walsh

2. Context of course Newly qualified/ experienced Occupational Therapists UK/ Europe/international Diverse practice areas/non-practising Different expectations of course in relation to career pathways e.g. advanced professional practice/research/higher education

3. Context of course Newly qualified/ experienced Occupational Therapists UK/ Europe/international Diverse practice areas/non-practising Different expectations of course in relation to career pathways e.g. advanced professional practice/research/higher education

4. Context of course Newly qualified/ experienced Occupational Therapists UK/ Europe/international Diverse practice areas/non-practising Different expectations of course in relation to career pathways e.g. advanced professional practice/research/higher education

5. Aim of course To provide a vibrant international e-learning environment which promotes a sense of belonging, encourages participation, values members current and/or prior experience and promotes collaborative learning and critical reflection and thinking

7. Salmon's five stage model of online learning (2011)

8. Access and motivation Getting students online and able to navigate around the Blackboard site and key learning materials. Meeting students needs for success in online learning as well as Masters level learning. Developing a strong sense of ‘personal journey ‘ Creative and fun early learning experiences Role of tutor as welcoming, encouraging students to have a go, ‘nudging’ and ‘shaping’, prompt feedback re successful engagement

9. Online socialisation Importance of ‘social’ presence – being ‘real’ Developing an inclusive culture Developing a strong sense of ‘shared journey’ as well as a sense of belonging to a wider academic community Role of tutor in modelling behaviour e.g. giving feedback, as ‘equal’ participant.

10. Structured two week induction

11. Induction

12. Introductions

14. Our ground rules How about I start off with making sure we add to or develop others arguments and ideas rather then undermining them. Sue If I've got it right (hurrah!) then I'd say another fairly apt ground rule would be to have patience with those of us who might not be so good with wiki/facebook/twitter etc. I might well post things in the wrong place a lot, and would appreciate other people pointing me in the right direction. That's my suggestion. Sally x I think a good rule would be to make sure we always respond to anyone needing help or struggling, and try to offer any advice or tips we can. Even though we aren't studying together in the traditional fashion, we will all still need help and advice and I think that apart from tutors, talking to fellow students is an invaluable source of help and info. Jane Sharing & Respect - I think it's a good idea to share things...thoughts, ideas, questions, queries as we are all in this together and several minds are better than one! I think we also owe it to each other to participate in online activities and discussions...if we all put the effort in and respect that fact that we are here to learn together, as well as alone, we will all get a lot more out of the experience. Does that sound about right? Tania Be open minded about other peoples experiences and opinions. They might be different from yours but nevertheless equally as important. Share, discuss and respond to these to help develop ideas and perspective :-) Anne How about respecting each others' lives and difficulties in the way that influences the programme? A very good example is the different local time and the different work time. Ted Not minding the mistakes in language? Having the spirit of understanding of the meaning than expressing it in fluent english! ;-) Ted It would be good if we all felt free to 'check out' each other's contributions, and ask for a further explanation if we are not clear about what has been said. Brenda

15. Class of 2013

17. "I found the meet the team resource interesting and helped me put ‘faces to names’. It was a useful induction to the course and to the university. It helped me feel part of the university also." "It made me feel more connected to the course and to the university in general."

18. Induction Quiz

19. Impact on first module High level of participation Able to recognise and navigate learning environment and ‘rhythm’ of learning. Confident in using collaborative tools e.g blogs, wikis and discussion boards Enthusiastic to work together as ‘real’ people in pairs and in groups Valued each others’ contributions - helped to develop each other’s knowledge through using feedback. Beginning to work towards new knowledge. Students able to take responsibility for managing group activities.

20. Students thoughts’? “I can fit this flexible course around my work and family commitments. Interacting with peers round the world is a great way of sharing ideas and experience. I’m new to wikis and blogs so not only am I advancing OT skills but learning new technologies” “I have been able to reflect on my practice and share knowledge and skills with other like- minded therapists. Despite the fact that it is distance learning I feel part of a close-knit group with strong tutor support “ “Sure it is a fair amount of self- discipline but the contact with likeminded people helps keep me on track”

21. "I am actually surprised how much I feel that I belong! I started a distance MSc with another uni where it was just me & the materials and I hated it. The Sheffield Hallam MSc has more than met my expectations due to the amount of interaction with module tutors and other students. It does make you think though about how you come across online, I sometimes worry about how I 'sound' "As a distance learner, that sense of belonging has been harder to achieve. No post- lecture coffees, texting each other about assignment deadlines, or meeting up in the library for a mammoth study session. The biggest times of connection have been when we've been paired up on projects and when a good debate has got going on the discussion forums”

22. Learning points/Conclusions Absence of visual cues requires investment in building group cohesion. Importance of dedicated induction that builds confidence in all aspects of learning and collaboration through meaningful learning activities Its about sound learning experience not lots of ‘bells and whistles’. Investment of time for tutors. Need support of e-learning technologist. Importance of teamwork to ensure consistency of approach in subsequent modules Other social media e.g. Facebook might be more user friendly and immediate.

23. Thank you for listening. Any questions?