RIDE2013 presentation: The IR Model in Pastures New – redeploying a successful model of on-line learning

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Presentation from 'Design for learning' strand at the CDE’s Research and Innovation in Distance Education and eLearning conference, held at Senate House London on 1 November 2013. Conducted by Dr J Simon Rofe (School of Oriental and African Studies, University of London). Audio and video of the conference can be found at www.cde.london.ac.uk.

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  • Alison King, “From Sage on the Stage to Guide on the Side”, College Teaching, Vol. 41 No.1 (Winter, 1993) pp.30-35. The presentation will outline the 3D’s: Design, Development and Delivery of a DL course and its initial deployment, before looking at elements of change and continuity which characterise its most recent incarnation. The presentation will conclude with the trials and tribulations of taking a proven approach to online learning to pastures new.  What have I learnt – a lot Cherish diversity – the opportunities are that much greater in DL/Online because you are not constrained by room size = No one size fits all - Innovation needs to be cherished, not quashed. Cottage industries are productive and can be profitable. Pick and mix – DL director’s choose what central services they need Who are your stakeholders as Director of DL?ATs matter – really, really matter. This forum matters – sharing the experience is beneficial – avoid parochialism
  • RIDE2013 presentation: The IR Model in Pastures New – redeploying a successful model of on-line learning

    1. 1. The IR Model in Pastures New – redeploying a successful model of on-line learning. Dr J Simon Rofe, Global Diplomacy Programme Director SOAS, University of London
    2. 2. Scope: Context & background 3D‟s of the IR Model     Design Development Delivery  New Challenges explored in 4 Roles  Outcomes
    3. 3. Outcomes  Positive Student Experience  90% retention from module to module  98% pass rate  Flexibility for Institutions to facilitate “Research” & Financial benefits. Quantitative comparison of averages of student‟s overall module marks for 2009 Module Title Art of Negotiation Intelligence and Security International Security Post Cold War World Order Campus Based Students 59.57 Distance Learning Students 69.37 63.66 69.20 65.66 68.71 61.33 68.15
    4. 4. Context & Background
    5. 5. Context & Background: The IR Model Gilly Salmon‟s 5-Stage Model The „IR Model‟ is a schema of pedagogic design and development, where IR is a reference to the discipline of International Relations and „Intellectual Reflection‟ on course design, development and delivery: the 3-D‟s necessary for high quality and sustainable educational provision. Rofe, European Political Science, 2011
    6. 6. E-tivity 3 E-tivity 3 Purpose: To analyse this well-known article and identify its major attributes: Robert Kagan, 'Power and Weakness', Policy Review, 13/2, June/July 2002 [Leicester E-link] Task: Please follow the link above and read the article. Then provide a brief analysis of it (maximum 400 words) to the Etivity 3 forum by Monday of Week 4. Respond: In the E-tivity 3 forum please post comments on your peer‟s assessments by way of sharing your own articulation on the article, between Monday of Week 4 and Sunday of Week 4. Outcome: You will be able to analyse the content of a scholarly article and share your thoughts on it.
    7. 7. E-tivity 5 E-tivity 5 Purpose: To analyse a well-known article and identify its major attributes. Your source will be identified in the feedback to your essay plan for E-tivity 4. Task: This e-tivity has two parts. First, please read the suggested source, then post its full bibliographic reference and a brief analysis of it (maximum 400 words) in the E-tivity 5 forum as soon as you are able. Respond: Second, please post comments on how you think your reading of this article informs your essay. Of course your wider reading will also be relevant here, especially if the source that has been recommended represented a different school of thought from your initial reading. Outcome: You will be able to analyse the content of a scholarly article in relation to your own essay and share your thoughts on it.
    8. 8. 3Ds To Prevent This:
    9. 9. 3Ds to 4 roles Alexandra Mihai, Institute for European Studies Vrije Universiteit Brussel (VUB)
    10. 10. 1. The knowledge provider
    11. 11. The knowledge provider   Same concept as in traditional teaching Educator as knowledge provider BUT: a few notable differences for the 3Ds  not a face-to-face setup; no body language  Need to focus more on keeping students engaged  Need for very clear pedagogical goals  More emphasis on HOW we teach  Information vs. knowledge (constructing meaning)  Teacher as a curator  For theoretical/ conceptual content: use of visuals  Digitalisation vs. virtualisation of content
    12. 12. 2. The facilitator
    13. 13. The facilitator     Similar role exists in traditional classroom  Educator as facilitator of dialogue and exchange BUT again with some 3D differences: This role is more important in online education; teacher needs to learn how to take a step back Social role: creating a learning community Need to create a safe space for debate and “trial & error”  Virtual management techniques  Teacher as coach & co-learner
    14. 14. Individuality:
    15. 15. 3. The Course Designer
    16. 16. The Course Designer »Designing the course, building the curriculum, organinsing & managing content & students‟ activity »Focus on: » Communication strategy: managing expectations » Communication style: clear & precise » Assessment- needs to be reassessed » Feedback: regular; requires self-discipline
    17. 17. 4. The technical mediator
    18. 18. New Tech
    19. 19. The technical mediator       New role in online education Educator as mediator between students, colleague teachers and the technical staff This is a very specific role Teachers need to be aware of it + need training Vital for the smooth working of the online courses Linked to building students‟ and teachers‟ trust in the online platform
    20. 20. 3Ds to 4 roles
    21. 21. Conclusions: What have I learnt…  3Ds: “Bake in don‟t bolt on”  Guide by the side; not sage on the stage.   “Times the are a changing”.

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