Repository And Beyond Louise Jakobsen
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Repository And Beyond Louise Jakobsen
- 1. Repository and Beyond 10 th June 2010 Louise Jakobsen eLearning Curriculum Manager
- 9. 5-Step Model – Image & Reference Five steps to embedding online elements in courses (Jakobsen, L. (2008) ‘Embedding eLearning in Further Education’ in Donnelly, R. and McSweeney, F. (eds) Applied E-Learning and E-Teaching in Higher Education, New York: Information Science Reference)
Notas do Editor
- Generally good teachers have no problem adding context to their F2F delivery Explaining activities and expectations / giving directions / supporting individuals and groups However many do not understand why it is important to put more than files into a VLE to make it a useful resource for learners It is possible to address the issues by relating online course development to 'traditional' (face-to-face) planning and delivery It is useful to use scenarios that get individuals thinking about their own input into sessions (as teachers) To help them realise how much and what type of input, linkage and contextualisation, both planned and incidental, a teacher integrates into a session to help shape and ensure the success of a formal learning opportunity Individuals then begin to look at online learning (designing) in the same way as classroom delivery planning
- First image – course with different elements included (resources and activities), in a list as Moodle defaults. Contextualisation helps ‘especially’ when more than one teacher is planning, editing, updating and delivering a course, as it is likely that they will have different styles / conventions for file naming / ordering etc. Question – Refer to printed sheet (course – what is it about?) Second image – course with additional information and some hidden links to resources and activities. Link to guest course (available to download and use by others if wanted) developed by the eLearning team at Leeds City College
- Key elements that could / should be embedded in and around files, resources and/or activities, to improve the quality / ease of use of a course, include: Section Headings to clearly separate each element / unit of learning Introductory Statements to set the scene at the beginning of a section, task or activity Navigation Text to help individuals find their way around the site before and/or after completing activities / tasks. (i.e. Use the breadcrumb trail to return to this page after completing X.) Instructional Text to help individuals understand how to complete something (i.e. Watch the video clip and then add your thoughts to the forum.) Motivational Text to encourage engagement, participation and/or continuation. Feedback Comments to keep learners on task and motivated. To confirm where participation / engagement has been positive / correct and/or needs additional work. (The different types of feedback that can be used in different situations will be detailed in a separate post) Concluding / Summary Statements to clarify / recap what has just been covered (or should have been), usually with information that details how this links to the next / future sections, units, activities and/or tasks. Images To improve the visual appearance of a course.
- Developed during my MSc in Multimedia and eLearning Published in 2008 in my book chapter ( Jakobsen, L. (2008) ‘Embedding eLearning in Further Education’ in Donnelly, R. and McSweeney, F. (eds) Applied E-Learning and E-Teaching in Higher Education, New York: Information Science Reference) Enables staff to develop their courses in a manageable way ‘one step at a time’ Can be used as a self directed support tool or to structure staff development to increase the interactivity in online courses
- The first and second steps of use of an online environment are often the only steps evident in many Further Education (FE) organisations. Many teaching staff think that uploading lots of files makes an area where learning will happen, however without contextualisation and relevance they are often not even effective as a revision tool.
- Differentiation is possible through the third step Additional materials, links, interactive resources, and quizzes are uploaded to stretch more able learners Audiovisual, revision, and explanatory materials are provided for individuals who require additional support. Providing options for learning the same subject enables individuals to personalise their own journeys. The fourth step requires lecturers to become “communal architects” (Woods, R. (2003). “Communal architect” in online classroom: Integrating cognitive and affective learning for maximum effort in Web-based learning. Online Journal of Distance Learning Administration, 6(1). Retrieved May 2007 from http://www.westga.edu/%7Edistance/ojdla/spring61/woods61.htm) as online communities are developed through the use of Web 2.0 social networking tools including blogs, discussion boards, and wikis to stimulate alternative communication, collaborative working, and reflective thinking. Essential to this step is the inclusion of a range of different feedback strategies to support learners and help them move forward.
- Can also include; Hot Potatoes quizzes, Peer review forums, Picture galleries, comprehensive use of gradebook etc. As more use is witnessed I am questioning the position on assessment. Maybe it should be a strand running through sections 3 (Technology Supported Personalisation and Differentiation) and 4 (Technology Enhanced Social Networking)?
- Appears (to teachers of a course) as a block in the left column Where an important element (i.e. labels to contextualise) is missing the report recommends that the tutor includes them, with the reason why We are looking to develop it before it would be suitable for release. Possibly looking to incorporate assessment of more complex learning strategies (e.g. grading forums and linking activities, tasks and assessments together) May add categories (e.g. Gold, Silver, Bronze)
- Use scenarios that get the participants thinking about their own input into sessions (as teachers) Use 5-Step Model to help them realise how much and what type of input, linkage and contextualisation, both planned and incidental, a teacher integrates into a session to help shape and ensure the success of a formal learning opportunity Use offline (paper) documents / (team) planning activities to remove potential fear from ‘online designing’ Lewis’ planning document & www.cats-pjamas.net MoodleToolGuideforTeachers_May2010_JS Individuals and teams begin to look at online learning (designing) in the same way as classroom delivery planning