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Published byBailey Fraser Modified over 11 years ago
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e-learning Getting started Professor Stephen Brown GEES
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Aim Help you identify and assess e-learning opportunities in your teaching
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Objectives Explain how current models of learning and teaching relate to e-learning Identify appropriate uses of e-learning, using Laurillards framework Identify opportunities for e-learning in your own teaching
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What is learning?
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acquiring skills constructing knowledge and understanding developing values participating Beetham 2002 Learning
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Current theories Student centred Constructivism Activity based Communities of practice acquiring skills constructing knowledge and understanding developing values participating
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Learning processes e-learning practices acquiring skills constructing knowledge and understanding developing values participating using digital tools using digital resources using digital etiquette using digital communications media Adapted from Beetham 2002
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e-learning learning which takes place through exchange between a combination of content, tasks, support-systems (human or otherwise) where the exchange is mediated through information and communication technologies BS8426 - A Code Of Practice For E-Support In Electronic Learning Systems (draft 2003)
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What can e-learning do?
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Media applications Laurillard 2002: 77
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e-learning examples
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e-learner comments
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Learner support needs Imagine you have been asked to tutor a new online course You are a competent subject expert but have not been involved in developing the course What are your greatest concerns?
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Learner support needs Conference simulation In small groups List concerns individually, one per Post-it Stick post-its to wall Read other postings in your group Respond to other postings Produce rank ordered list No talking!
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What happened? How did it feel?
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What happened? Some people didnt contribute Some people dominated It was hard to get started It was confusing It was slow
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Online learning Intimidating Confusing Delayed responses Faceless No visual cues: body language, facial expression, tone of voice and inflection Different time zones and cultures Lacks discipline and pacing of a f2f course Technologies not reliable
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Online learner needs Welcome Clearly stated expectations Recognition and acknowledgement Constructive feedback Reassurance Interesting material Help with self management skills Help with using the technology effectively Flexible ways of working
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Tutor concerns Cluster under 4-5 main headings Choose presenter Present to other groups
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Tutor concerns Changed role Workload Group size Activities Assessment
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Tutor role Content facilitator Process facilitator Adviser/counsellor Assessor Manager Administrator Designer Researcher Technologist Sage on the stage……………... …………….. guide on the side
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Workload Can expand Specify requirements clearly Be explicit about online availability Share tasks Allow extra time Reduce off-line activity Visibility
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Group size No right size Match size to function Allocate tasks/roles to learners
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Activities Clear expectations Motivation Share tasks/roles Extra time Meaningful assessment Salmon, G. (2002) E-tivities: the key to active online learning. London: Kogan Page
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Assessment strategies Summative/formative Collaborative/individual Cascade/complete Self/peer/group/tutor
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Identifying opportunities Using your Content analysis sheets, identify aspects of your teaching that could be converted to e-learning Use the Laurillard Media Applications framework as a guide
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A case study An exploration of light –Lectures –Studio demonstrations –Practical lighting exercises –Project
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Content analysis
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Lessons effective learning requires a variety of processes e-learning cant replace all aspects of learning e-learning is sometimes better than f2f e-learning design needs to be more supportive than f2f
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Review Explain how current models of learning and teaching relate to e-learning Identify appropriate uses of e-learning, using Laurillards framework Identify opportunities for e-learning in your own teaching
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