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Quality in e learning moodle moot
Quality in e learning moodle moot
Quality in e learning moodle moot
Quality in e learning moodle moot
Quality in e learning moodle moot
Quality in e learning moodle moot
Quality in e learning moodle moot
Quality in e learning moodle moot
Quality in e learning moodle moot
Quality in e learning moodle moot
Quality in e learning moodle moot
Quality in e learning moodle moot
Quality in e learning moodle moot
Quality in e learning moodle moot
Quality in e learning moodle moot
Quality in e learning moodle moot
Quality in e learning moodle moot
Quality in e learning moodle moot
Quality in e learning moodle moot
Quality in e learning moodle moot
Quality in e learning moodle moot
Quality in e learning moodle moot
Quality in e learning moodle moot
Quality in e learning moodle moot
Quality in e learning moodle moot
Quality in e learning moodle moot
Quality in e learning moodle moot
Quality in e learning moodle moot
Quality in e learning moodle moot
Quality in e learning moodle moot
Quality in e learning moodle moot
Quality in e learning moodle moot
Quality in e learning moodle moot
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Quality in e learning moodle moot

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ppt presentation to Canadian MoodleMoot, February

ppt presentation to Canadian MoodleMoot, February

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  1. Canada MoodleMoot Vancouver, B.C. 14 February, 2012QUALITY IN E-LEARNING Dr. Tony Bates, Tony Bates Associates Ltd 1
  2. OverviewQuality for whom?From e-learning 1.0 to e-learning 2.0Nine steps to quality onlineteachingConclusions 2
  3. Quality for whom?Students? Instructors? What kind of e-learning?Employers?What kind of e-learning?What subject domain? distributedMuch in common with f2f blended No classroomFocus here on unique needs of e-learning aids hybrid distancee-learning 3
  4. From e-learning 1.0 to e-learning 2.0E-LEARNING 1.0 (before web 2.0)• Use of learning management system• Instructor determines content• Assessment by instructor• Learning environment managed by instructor• Any web 2.0 tools added by instructor
  5. Quality standardsLots for e-learning 1.0 (20)• For different sectors/countries• based on experience/research• all quite similar• mainly ‘process’ focused• often unknown or ignored by instructors
  6. The growth of web 2.0 in education• blogs/WordPress, e.g. ETEC 522• wikis, e.g. UBC Latin American studies• video and audio,e.g. showing dynamic change, talking through images• e-portfolios• open educational resources
  7. Features of web 2.0• End-user control/authoring• Collaboration and sharing• Collective intelligence• Low-cost/free, adaptive software• Rich media• Portability/mobility
  8. Educational implications• learners have powerful tools• personal learning environments• ‘open’ access, content, services• learners find/create/add/adapt content• power shift from teachers to learners 8
  9. From e-learning 1.0 to e-learning 2.0E-LEARNING 2.0• Learning managed by learner• Peer-to-peer collaboration• Access to open content• Learning demonstrated by creating multi-media materials (e.g. e-portfolios)• Development of 21st century skills
  10. 21st century skillsgood communication skillsindependent learningethics/responsibilityteamworkflexibilitythinking skillsknowledge navigationIT skills embedded in subject area 10
  11. Role of instructor in learning1. Downes and Siemens: no role; learners are autonomous, self- directed (e.g., cMOOCs): no LMS2. Guide-on-the side: facilitate, guide, interact, organize; learner also contributes: no or ‘open’ LMS3. Teacher controls: LMS mainly (including xMOOCs)
  12. When to use web 2.0Learning as development: a move from dependent to independent or inter- dependent learningUse of web 2.0 depends on:• needs of learners• requirements of accreditation• your educational philosophyWeb 2.0 excellent tools for learner-centered teaching/developing 21st century skills.
  13. Nine steps to qualitye-learning teaching1. How do you want to teach? goals fore-learning2. What kind ofe-learning 7. Create a strong course course? structure/schedule3. Work in a team 8. Communicate, communicate, communicate4. Build on existing resources 9. Innovate and evaluate5. Master the technology6. Set appropriate learning 13
  14. Step 1: How do you want to teach? From this: to this? + 14
  15. Step 2. What kind of courses? distributedlearning blendedlearning hybrid fully online face-to- classroom (reduced f2f + (distance) face aids online)no e-learning fully e-learning
  16. 2. Distance education or hybrid learning?where on the continuum shouldmy course or program be?three deciding factors: targeted students demands of subject discipline (content + skills) resources
  17. 2 a Who are or will be my students?Who benefits frome-learning? full-time students wanting more flexibility (85% at UBC) lifelong learners wanting new qualifications/upgrading employers who want staff to learn in their own time or in the workplace independent learners
  18. 2 b Subject requirementsWhat do students need to know?(content)Content:haematologyWhat must they be able to do withtheir knowledge? (skills)Skills: identifyanalytes, analyzeglucose and insulin levels, interpretresults
  19. 2 b: Subject requirements Learning objectives
  20. 2 c. Resources• your time ( workload; course design)• LT support (instructional/web design)• experienced colleagues• technology (e.g. LMS)• open educationalresources(OER)
  21. 2. Blended, hybrid or distance? Determine by analysis of: (potential) students + needs of discipline + resources availableWho should make this decision? Program team?
  22. 3. Work in a teamWho is in team?• instructor + instructional designer (initially)• colleagues• Web designer• IT support?
  23. 3. Work in a teamWhy?• e-learning is different• course design critical• manage workload• share experience/resources• develop online learning activities for students
  24. 4. Build on existing resources• Technology tools: LMS (e.g. Moodle), web conferencing• Open educational resources: text; graphics, videos, animations, simulations, remote labs• What your colleagues have developed Molecule shapes simulation: phET, University of Colorado at Boulder,• Will save time
  25. 5. Master the technology• Moodleprovides a structure• Instructors need Moodle training• Relate technology training to how you want to teach (‘Can I do this?’)• Design (with team) course template• Don’t get into LMS ‘wars’• Explore (with team) new tools (9)
  26. 6. Set appropriate learning goals for e-learningSame or different? Some online roles:• 21st century skills• subject specific Internet/IT skills• bring in outside world (experts, online resources, other students)Communicate goals to students 26
  27. 7. Design structure and activities3 credit = 100 hrs online study = 8hours a weekTopics or projects? Weekly?Student activities: read, discuss,collect, doLearning outcomes andassessmentWork with design team; controlYOUR workload (and students’) 27
  28. 8. Communicate, communicate, communicate• Be ‘present’ online every day• Set clear expectations for students• Clear learning goals, activities, deadlines• Make students do the work• 48 hours response maximum• Monitor discussion forums 28
  29. 9. Innovate and evaluate• Steps 1-8: competency, effectiveness• Exciting time to be an instructor• New technology developments; new possibilities; mobile learning• Web 2.0 tools: social media, e- portfolios, WordPress, new LMSs• move to learner-centered teaching 29
  30. 9. Innovate and evaluateE-learning 2.0:use of web 2.0 depends on:• needs of learners• requirements of accreditation• your educational philosophyHowever, web 2.0 are excellent tools for learner-centered teaching and developing 21st century skillsEvaluate and disseminate
  31. 10. ‘Advanced’e-learning designcore skill: knowledge management how to find, analyze, evaluate and apply informationopen content within a learningdesignstudent-generated multimediacontent: online project workassessment by e-portfolios 31
  32. Conclusions• Good standards and best practices already exist: should be applied• New tools/designs require new quality standards• QA should not impede innovation• Moodle valuable tool for providing structure/coherent learning environment; but other quality factors as well. 32
  33. (Some) questions1. Do we need different quality standards for e-learning 2.0?2. Implications of new teaching strategies for Moodle use? Web 2.0 tools: integrated or separate?3. Implications of new tools such as e-portfolios and learning Virtual border post for training CBSA agents: analytics for assessment? Loyalist College4. Quality standards for MOOCs? 33

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