1. Seírbhísí TF UCDUCD IT Services Reflecting on Models for Online Learning in Theory & Practice Niall Watts Educational Technology Officer

2. Background The workshop –“Maximising the Value of Online Learning” The tutor(s) –Educational Technologist –Guest ET and Lecturers The participants –Academics and Teaching Librarians –8 per session The Technology –Discussions Forums –Virtual Classroom

3. Course Objectives By the end of the course participants will be able to: 1.Participate in a Blackboard discussion forum 2.Participate in a Blackboard virtual classroom 3.Create and contribute to e-tivities 4.Evaluate the use of Salmon’s 5 Stages model 5.Enhance their teaching & learning practice using a discussion forum 6.Appreciate the role of an e-moderator and how to moderate a discussion forum

4. Day 1 - Classroom Introductions –The course –Each other –Tutor/moderator –Technology Task 1

5. Blackboard Discussion Boards READ COMMENT WRITE Communicate

6. Day 1 – Salmon’s 5 stages Introduction –Salmon’s first two stages Task 2 –Discuss Sucking Eggs - Teaching Teachers TechnologySucking Eggs - Teaching Teachers Technology –‘Epic Thinking – Innovation and Quality in e-learning’ (Sep 2008) © Salmon, 2000

7. First Remote Online Task Read, write and discuss online… –The articles below were written 6 years ago. Choose one to read. To what extent do you think it applies to UCD students today? Write a post mentioning the differences and similarities. Comment on your colleagues postings Original post by 10 on Wednesday 4 th February Comments until 10 on Wednesday 11 th February Moderator will summarise online –Vonderwell, S. (2003) ‘An examination of asynchronous communication experiences and perspectives of students in an online course: a case study’ - Science Direct (UCD Library) The Internet and Higher Education (6,1), P. 77-90 –Markland, M. (2003) ‘Embedding online information resources in Virtual Learning Environments: some implications for lecturers and librarians of the move towards delivering teaching in the online environment’ - Information Research (8,4) Online http://informationr.net/ir/8-4/paper158.htmlhttp://informationr.net/ir/8-4/paper158.html

8. Post from Remote Task 55 Posts & comments in forum –1 Thread per participant

9. Day 2 – Salmon’s 5 stages Classroom activities Remote Discussion –Vonderwell & Markland © Salmon, 2000

10. Classroom – Day 3 Debrief online activities from day 2 –Previously drop outs at this point Introduce BB Virtual Classroom –Plugin Install Task for remote VC –E-tivities Book Review

11. What are e-tivities? Structured, participative group work online –Active participation by students/learners –Interaction between contributors –Designed & led by an e-moderator –Motivating, engaging & purposeful –Usually asynchronous (i.e. over time) –Can be synchronous (e.g. Virtual Classroom) Developed by Gilly Salmon (2004)

12. E-Tivity Cycle 1. Illustrative title 2. Stimulus or challenge (the ‘spark’) 3. Participants post a response (the ‘invitation’) 4. Reply to the postings of others (the ‘action’ & ‘interaction’) 5. Post to a deadline 6. Summary, feedback or critique from e-moderator

13. VC - Salmon’s 5 Stages Model E-moderating –VC - Back to familiarisation & facilitation Technical support –VC - Back to Stage 1 Compare technologies © Salmon, 2000

14. VC Transcript – Day 4 No threads Technology Frustration

15. Remote e-Tivity – Day 5 E-Tivity and Spark –Discussion Board –Less direction –Independent learning Choose an e-tivity in your own subject area and describe a ‘spark’ to begin a discussion online. Post a brief description of your e-tivity and spark in the Blackboard discussion forum. Create a thread with your name and e-tivity title. Comment on your colleagues postings

16. eTivity Sparks Review Darwin – controversial remark Info Literacy – hoax websites Library – unexpected cartoon Info Literacy – mnemonics & crosswords Plagiarism – Obama speeches Teaching strategy – video clips Socialisation 31 Posts & comments in forum –1 Thread per participant

17. E-moderating –Focus on moderator rather than students –Over-emphasis on social & emotional aspects –All levels of learning at upper steps Technical support –Ongoing need. New tools Structure –Suggests few reach top –Too much focus on start –Steps equal? Critique Salmon’s 5 Stages Model © Salmon, 2000

18. eLearning Ladder Moule (2007) critique of 5 stages model A conceptual model of online learning: the e-learning ladder © Moule (2007) Social/Pedagogical eModerator Technical Range of learning activities Access and technical issues are ongoing Inequal group participation –Existing groups best –Collaboration? Facilitation –Moderators role

19. eLearning Ladder Moule (2007) critique of 5 stages model A conceptual model of online learning: the e-learning ladder © Moule (2007) Social/Pedagogical eModerator Technical Discussion Board Virtual Classroom Communities of Practice –Time –Shared History –Shared Repertoire –Voluntary

20. eLearning Ladder Critique A conceptual model of online learning: the e-learning ladder © Moule (2007) Social/Pedagogical eModerator Technical Discussion Board Virtual Classroom Communities of Practice Less focus on learner Technology constructivist or instructivist Order of rungs Rungs equal?

21. Issues Many participants knew each other All had used Blackboard Speed and scope of activities Worked with target group Salmon’s model for distance ed not blended Salmon allows for broad education / experience

22. Future Technology – review or omit VC Participants set own tasks Participants become guest moderators