1. Sharing success factors for online independent learning activities
University of York, UK

2. Background
The matrix & mapped examples
Categorised support mechanisms
Next steps

3. Background - staff questions and aims
Common questions
“Show me what’s possible”
“What do I need to do to make it work”?
Aims
Highlight transferrable exemplars and approaches
Balance between ownership and simplicity;
Somewhere between “unsupportive theoretical maps” and “restrictive… black boxes”
Create accessible, visual representation to support staff

4. Background – learning design model
Individual
Experience
Non-reflection
Reflection
Uses and applications:
Explanatory
Locate learning theories
Evaluate own practice to make underpinning pedagogies more explicit
Learning planner and designer
Individual / Social
(Social focus more on interactions with others could be peers, tutors but not necessarily collaborators)
Reflection – reflection is a conscious part of the learning process transforming experience ionto learning
Non-reflection – learning comes through practice, skills, memorisation…
Information / Experience – do they read or do they do?
Information
Social
G.Conole et al / Computers and Education 43 (2004) 17-33

5. Independent learning activities
Individual
Personal reflection / research:
Individual reflective blogging / Dissertation research
Individual practice:
Self-assessment with feedback
Formative quizzes / screencast worked solutions
Autonomous
Directed
Group creative / problem solving:
Student Law Firms (PBL), Primary text commentary / creation
Collaborative “fact finding” / analysis:
Provided data analysis exercises / Collaborative synthesis of primary reading for online text book
Individual Practice – Phonetics and Phonology / Maths 1
Individual / Autonomous – Models of Writing / Dissertation Preparation
Autonomous / Social – Law PBL / Futurism / SATSU video
Social / Directed – KVE / Social interaction and Conversation Analysis
Social

6. Individual
Developing community of practice (Models of writing)
Autonomous
Directed
Social

7. Individual
Developing community of practice
Primary text commentary / creation (Futurism)
Autonomous
Directed
Social

8. Individual
Developing community of practice
Data analysis and presentation (Social Interaction & Conversational Analysis)
Primary text commentary / creation
Autonomous
Directed
Social

9. Individual
Regular feedback
Maintain individual motivation
Clear instructions and rationale
Short tasks for measurable skills development
Scaffold to greater autonomy
Clearly defined parameters and instruction
Direction to appropriate resources
Clear direction to help and support
Structure / agreed milestones for larger projects
Autonomous
Directed
Consider group dynamics / roles
Common understanding of end product
Engagement with marking criteria
Explicit benefit from group element
Consider group dynamics
Feedback through social aspect
Social

10. Developing the matrix Self access resource Questions around the model
Integrate with online case studies for illustration
Integrate with tools guide for implementation
Questions around the model
Is this clear, accessible and valid?
Is this undermined by fluidity?
Additional info to include?