1. Sharing success factors for online
independent learning activities
Simon.davis@york.ac.uk
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
Information
Social
G.Conole et al / Computers and Education 43 (2004) 17-33

5. Independent learning activities
Individual
Individual practice:
Personal reflection / research:
Self-assessment with feedback
Individual reflective blogging /
Formative quizzes / screencast worked
Dissertation research
solutions
Autonomous Directed
Collaborative “fact finding” / analysis:
Group creative / problem solving:
Provided data analysis exercises /
Student Law Firms (PBL), Primary text
Collaborative synthesis of primary reading
commentary / creation
for online text book
Social

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

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

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

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

10. Developing the matrix
• Self access resource
– 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?