frameworks for online success: make it work… make it worthwhile prof dr gilly salmon university of...
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Frameworks for online success:Make it work…
make it worthwhile
Prof Dr Gilly SalmonUniversity of Leicester
eLearning & Laptop Forum2nd April 2005
Abu Dhabiwww.le.ac.uk/beyonddistance
learning and teaching onlinetwo key processes:
• Prior design for participation
• Human intervention for successful learning
• Examples and applications
Access & motivation
Socialisation
Information exchange
Knowledge construction
Development
PasswordsGetting on
Receiving& sending
NavigationPersonalisation
Time saving
ConferencingContact
interaction
Integration External links
& search
Mentor &Enabler
Facilitator
Task setterTeacher
Tutor
HostProcess
establisher
Welcomersupporter
Achieving Harmonious Online Socialization
Stage 2Socialization
Knowledge Domain
Group
Environment
Online identitiesParticipation
Team buildingProfessional
cultures
TimeAsynchronicity
Technical
Nature & approaches
of the disciplineApproach of this
Topic/course
E-tivities• Participative group work online• Motivating,engaging & purposeful• Based on interaction between learners/students &
active student contribution• Designed & led by an e-moderator• Usually asynchronous (i.e over time)• Cheap & easy to run- usually simple text based
bulletin boards• On or off campus, blended or online only
Individualresponsemessage
invitation
Responseto response
Responseto response
Responseto response
Responseto response
Responseto response
E-moderatorsummary
spark
Responseto response
Outcomes
• More involvement
• Scaling up
• Lower costs
• Viable pilots
• E-learning more acceptable, more exciting
• Knowledge transfer
‘the spark’
‘the invitation’
spark
invitation
participation
Types of ‘sparks’
• Simple one or two liners in message• Quotation• Worked exercise• Attached A 4 sheet or short information
page• Reference out to web pages, other
electronic resources• Illustration/visual/audio
Focus on authenticityMake relevance obvious
Online as a place to teach
• Psychological domain• Imagination is intrinsic• Less tangible- more
potential but more risk
• Social domain• Whole new
environment• Interactivity is a crucial
aspect• New types of
discourse…more explicit, fairer
Autotelism online!• An autotelic is someone good at translating
threats into challenges.
• They constantly create focus, short-term goals
• Give close attention to the group they are working with.
• They visualise the group’s success & engage it in achieving it
M-moderating:recruitment
Experience as an online learner
Good regular mobile access
Pace & use time, ability to seriously multitask, interruptablity, succint
Determination & personal development
M-moderating:recruitment
Build trust and purpose for groups
Understand pedagogy, affordances & structures
Create concise, energising messages & responses
Build learning from small chunks of contribution & resources
Switch rapidly from task to task
Build online identity
M-moderating:training
Enable others, foster discussion, weave, summarize, restate, challenge, monitor understanding & misunderstanding, promote collaboration
Take feedback, Effective use of personal
time adapt to 24/7Promote vicarious &
connected learning
M-moderating:trainingControl groups, bring in non-
participants, pace discussion
Understand scaffolding process in mobile and online contexts
Be role model
Scale up
Show Authority with sensitivity
Appreciate social & emotional aspects
M-moderating:development
Explore & develop arguments
Use sparks of information for discussion
Promote reflection & consideration
Create links with blended learning & make choices for programmes
Celebrate & use diversityBe positive about online and
m-learning
M-moderating:developmentUse range of approachesUse range of technologiesCommunicate with technical
designersCommunicate without visual
cuesDiagnose & solve problems Use humour appropriately,Work with emotion, handle
conflict constructively Sustain a useful, relevant m-
learning community
Critically important skillsTeaching through weaving &
summarizing• Selecting key aspects
of messages• Presenting them in a
new way
• Pulling together
all contributions into a theme
• Commenting on sufficiency, building on ideas, offering more
Weaving is a way of pulling together a number of messages, or sections of them, to add value, illustrate a key points, or demonstrate connections and links
Summarizing is a way of pulling together a series of messages by acknowledging contributions, theming, correcting misconceptions, extending the argument, pointing out deficiencies.
All Things in Moderation Ltd Higher Education
Teachersin South Africa
South Africa HE project:20 lecturers
• We used – The 5 stage model
– E-tivities
– We demonstrated effective scaffolding as a climbing frame
Herman van der MerweDirector: Telematic Education
63 thousand students11 faculties
900 faculty members15,000 DE students18,000 fully online
High level of focussed interactivity
114 messages – their reflections at 4th stage,
Contact Details:
• Online courses based on 5 stage models & e-tivities
• Customised for in-house professional learning
• Publicly available courses
• www.atimod.com• [email protected]
UKHEPMajor international e-learning initiative involving the Royal College of Nursing, City University, the University of
Leicester and the University of Ulster, all UK based institutions
UKHEP offers a range of both CPD and B.Sc. e-learning opportunities for post-registration healthcare
professionals worldwide.
www.ukhep.co.uk
UKHEPStrengths:combine a huge pool of expertise within its 4 partners – it is a truly unique modern partnership.
Teaching & learning:• 100% online• strong student support •course content direct to practice & patient care•experienced e-tutors
Words of caution
Healthcare is contextualised within a country.
Prior accreditation is complex
UKHEP
UK Healthcare Education Partnership
Coppergate House16 Brune StreetLondonE1 7NJUnited KingdomTel: +44 20 7953 7961Fax: +44 20 7953 7952E-mail: [email protected] Web: www.ukhep.co.uk
Royal Veterinary College UKe-Continuous Professional Development
• e-Moderated CPD course for practicising vets run by the Royal Veterinary College
• 6 week course with a maximum of 20 vets per course and one specialist e-moderator
• Problem based approach with subgroups working up clinical cases and reporting findings back to other groups and e-moderator
Meeting the needs of the vets
• Available to vets who could not attend traditional courses (working overseas, remote locations, family commitments)
• Opportunity to share problem solving strategies in a structured learning environment (working through clinical cases)
• Enabled vets with a range of practical experiences to collaborate and learn from each other as well as from the subject expert
• Cost effective way of addressing CPD needs (no travel, accommodation or locum costs)
E-CPD delivered through Merlin VLE
Successes, failures and advice for others• Positives…
– Ran very smoothly and lots of contribution– Well received by participants and most wanted to do
further courses• Negatives
– Very time consuming to set up and moderate (at least 10 hours per week)
– Difficult to pace e-tivities so that the slower/less confident/occasional participants did not get left behind
• Lesson Learnt– Create a sound business plan for courses which reflects
real time costs for facilitation– Plan course structure, marketing, content well in
advance of launch
Contact Details
• Nick Short ([email protected]) for more information.
• Visit the following sites:– Nick Short Home Page
http://www.rvc.ac.uk/staff/nshort – RVC Electronic Media Unit
http://www.rvc.ac.uk/emedia– E-CPD http://www.vetschools.ac.uk/ecpd
Remote Tutors in the Open University
Business School
OUBS Certificate inManagement
3 discussions6 e-tivities
3 hours per weekonly
2 week online trainingfor tutors
NumbersCohort 1 (Spring 2004)
49 participants, 44 completedCohort 2 (Autumn 2004)
65 participants 53 completed
http://stadium.open.ac.uk/berrill/
Benefits – Online management tutor training• Costs approx one third
of f:f• 90% higher
participation and completion rate
Key feedback:opportunity to share and
learn from others was most valuable.
Recognition of resources as ‘sparks’ to discussion
Follow up after 3 months:•Only a little more time but
more effectively•More productive
•Different input & pacing•2/3of the participants
achieved an objective from their PDP
•14 had achieved more than one
Colleagues with research interests in this field are invited to become ‘Beyond Distance’ [email protected]
‘Beyond Distance’ Research Alliance’at the University of Leicester
You may say I’m a dreamer, but I’m not the only one
John Lennon
…over to you…
[email protected]@le.ac.uk www.e-moderating.comwww.e-tivities.com
www.e-moderating.comwww.e-tivities.com