eLU 2013 Incubating online course design and development


Published on

Published in: Education, Technology
1 Like
  • Be the first to comment

No Downloads
Total views
On SlideShare
From Embeds
Number of Embeds
Embeds 0
No embeds

No notes for slide
  • The participating HEIs were largely on-campus institutions who were planning to adopt a hybrid approach to using educational technology, by delivering a blend of online and face-to-face components. The majority of planned online courses were to be deployed at an undergraduate level, with the minority planned for the post-graduate level (PHEA, 2009).
  • The Partnership for Higher Education in Africa (PHEA) Educational Technology Initiative (ETI) supported the use of educational technology at seven sub-Saharan African universities over 4 years. This included 11 projects involving mounting of online/blended courses.
  • For many academic staff this was their first experience of online learning. The initiative developed and delivered a series of capacity building workshops to support the participants to in course design and development for blended or online delivery. The effect of the capacity building initiative was measured in the progressive design and development of actual online courses and a quality improvement review.Moodle chosen by all 7 HEIs – either migration or new installation.
  • One of the major activities of the initiative was to build academic staff capacity (skills and competencies) to be able to teach effectively using technology. The initiative adopted a longer term perspective to focus on the development of lasting capacity and enabling systems and processes. Overall Project over 5 years; 3 years capacity building
  • HEIs need to ascertain how to build the staff capacity to integrate technology and facilitate their online offerings (Wilson and Stacey, 2004). Much of the existing teaching practice on campuses tends to replicate weak pedagogical approaches that often occur in face-to-face courses, most notably by presenting large volumes of content to learners who are perceived largely as passive recipients of that material, whose primary function is to read and memorize the content. Consequently, the initiative placed strong emphasis on developing courses built on effective instructional design principles that make most effective use of the available technology (PHEA, 2009).
  • Workshops co-facilitated by internal institutional project support team (where possible)
  • Some units started developing models for the adoption of educational technology on a wider scale
  • BM: Have made a few additions
  • Blended model Ran ALL the capacity building f2f, in a lab, but working within a virtual environmentWHY? - The medium is the messageAll the HEIs were predominately on campus, with only a few having distance programmes in addition to their f2fUnreliable internet access – discovered Poodle early on Often facilitated a workshop the whole week with out internet Unreliable power – generatorsWhat are the implications for course delivery?Importance of flexible approach to capacity buildings intranet - justify use of LMS – more accessible on Intranet
  • eLU 2013 Incubating online course design and development

    1. 1. Incubating Online Course Design and Development at African Universities Brenda Mallinson and Greig Krull 8 August 2013 eLearning Update Conference
    2. 2. Project Background Capacity Building Approach Successes and Challenges Outcomes Reflection and Discussion
    3. 3. PHEA ETI Project Background Vision is “to support interventions in universities to make increasingly effective use of educational technology to address some of the underlying educational challenges facing the higher educational sector in Africa” One of the Specific PHEA ETI objectives: • Build academic capacity in quality online course design and delivery through use of a Virtual Learning Environment (VLE) (for mounting over 140 online / blended courses)
    4. 4. 7 participating sub-Saharan Africa HEIs Makerere University Makerere University (Uganda) (Uganda) University of Education University Education Winneba (Ghana) Winneba (Ghana) University of Jos University of Jos (Nigeria) (Nigeria) University of Ibadan University of Ibadan (Nigeria) (Nigeria) Kenyatta University Kenyatta University (Kenya) (Kenya) University of Dar es University of Dar es Salaam (Tanzania) Salaam (Tanzania) Catholic University of Catholic University of Mozambique (Beira) Mozambique (Beira)
    5. 5. Context & Motivation • The first experience of engaging with online learning for majority of academics • Phase B (Implementation) planned for: – Initial Sensitisation – Series of Capacity Building Workshops (over 3 years) • Interspersed with – Support for Design & Development of own online course – Quality Improvement Review process • Customised for each participating HEI – Environmental Context – Specific Project Purpose
    6. 6. Capacity Building Programme Sensitisation Supporting Online Learning Design & Dev of Effective Online Courses (Online Facilitation) OER Deployment External Review & Feedback Quality Improvement of Multimedia Peer Support External Team Support Internal Team Support Supporting Course Dev & Internal Reviewing Multimedia Design & Dev VLE (Moodle) in Depth Quality Improvement of Online Courses
    7. 7. Sensitisation – Changing the Mindset • What is possible using supporting Edu ICTs? • What are the characteristics of online vs traditional classroom teaching and learning? – Collaboration, interaction, resources – Changed roles of academic and student • The importance of Learning Design • Engaging with supporting ICTs
    8. 8. Flexible Capacity Building Approach Facilitated /supported by external project support team – – – – – Academics identify courses for online/blended design Skills dev / deepen understanding via regular workshops Customised as required for project purpose Quality Improvement Internal and External Review Facilitated / supported by internal project support team – Continue to work on courses between workshops – Practical implementation - phased, mentored – Respond to feedback from QI reviews
    9. 9. Successes Experienced Course Developers Internal Project /Unit • • • • • • • • • High degree of enthusiasm Keen to develop new skills Shared achievements Opportunity to interact and collaborate across disciplines Peer review a positive experience Increasing confidence in the discourse, concepts, and practices of using educational technology Re-examined own pedagogical practices Appreciated external review opportunity • • • • • • • • Smooth running of the on-site capacity development workshops Local support personnel mostly present and active at the workshops Good leadership and commitment by local project leaders led to sustained motivation Some centralised eLearning support units were enhanced by the HEI Increased capacity for Multimedia support Increased capacity in supporting use of the VLE (Moodle) Growth in deployment of online courses Increased training for academics and students wrt online teaching & learning Increased collaboration with departments
    10. 10. Challenges Experienced Course Developers Internal project /unit • Unreliable internet access and limited bandwidth (initially) • Unreliable local power supply • Quality of courses was variable – many low-end • Multimedia development more difficult than expected • Academics overextended time-wise • On-site workshops meant that regular work interruptions could take place • Support staff changes led to loss of skills and experience • Some project leaders left the institution, gap to be filled • Support staff overextended due to increased Ed Tech activity and support required • Quality Improvement process required considerable coordination • Sustained effort over 4-5 years required in addition to regular duties
    11. 11. Outcomes Institutional • Raised awareness of the potential and practice of delivering online courses • Increased focus on what enhancement is necessary wrt policies, strategies, systems and support for academic staff Project • Proportion of courses or parts thereof (learning objects) to be made available as Open Educational Resources (OER) to be shared with other institutions • Capacity Building workshops to become available as OERs from Saide website for any course developers or support teams to use or adapt (by end 2013)
    12. 12. Lessons Learned Project Support Team (Saide) • • • • • Conducive institutional environment (Apex support) Establish pedagogical practice of academics up front Importance of internal centralized support units Off-campus venues preferable for workshops Prepare off-line solutions (e.g. Poodle) Course Developers (Academics) •Using supporting ICTS requires a high level of perseverance •Multimedia development requires considerable expertise •Takes time (iterations) to design, develop and pilot an online course •A blended delivery approach can add value to an on-campus environment
    13. 13. Reflection • What is the potential impact of online / blended course delivery on the stakeholders? • • • • Institution Academics Students Support Staff • How can you develop or enhance capacity building processes at your institution? • Who should be involved and at what stage? • Role separation a consideration
    14. 14. Thank You Brenda Mallinson and Greig Krull brendam@saide.org.za / greigk@saide.org.za This work is licensed under a Creative Commons Attribution 3.0 Unported License.