Delivering Fully Online Classes toPost Grad Business studentsAndrew ChambersEducational Development ManagerMaster of Busin...
Overview of Presentation1. Brief overview of the Master of Business & Technology Program2. Live Demo - The online learning...
What is the MBT? An offering by the Australian Graduate School of Management a general management coursework masters deg...
Structure of the MBTCapstone coursesStrategic Management of Business & TechnologyManagement of Innovation & Technical Chan...
Student Body:─ ExperiencedIT/Financial/Banking/Insuranceprofessionals,─ Average exp. 9 years─ Average age 38 years─ 75% ma...
Relevancy of the MBT− Application of concepts to workplace− Case Based and Problem Based learning− Leveraging off student ...
Benefits of distance learning to our students─ Asynchronous: Own pace and time to contribute to the class─ Depth of discus...
Class facilitators/course coordinators─ Academics and industry practitioners─ Academic integrity of content and assessment...
Applying your learningMBT ProgramReflectionto make meaningof all experienceFacilitatorInteractionClassroom/networkReadings...
Resources available to distance students─ Extensive study guide supplied as PDF viaCloudStor─ 24/7 online Virtual Learning...
Interactive class• Online or face-to-face• Class facilitator and approx. 25-28 participants• Interaction and applicationMB...
WebTeach: The Old VLE System Learning ActivitiesDiscussionBrainstormDebateInformal ArgumentPosed questionVotingQuizzesCas...
Brainstorm
Debate
Informal Argument
Live Demonstrationhttp://moodle.telt.unsw.edu.au
Feedback on Moodle Forums: Facilitator/Student Nesting not clear Read vs unread not clear (esp. new posts) Closing foru...
Theories and Models supporting our Model Activity Based Learning Dialogue – Peter Senge Accountable Talk – Professor La...
Openness in Support ResourcesAdopted Creative Commons Licenses for all support resources Staff manual:http://issuu.com/an...
The Future Online Delivery and Courses:„e‟ or „I‟ content delivery. In Moodle? Much more use of video– Desktop > Moodle ...
The End... Contact Details:mailto:a.chambers@unsw.edu.auTwitter: ATSCLinkedIn: au.linkedin.com/pub/andrew-chambers/18/77/...
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I moot 2013

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  • Also postgraduate certificate and diploma…
  • With 4 years minimum relevant work experience – everyone brings their work experience to the classroom.
  • Dedicated Course Development Manager responsible for all “print” materials.
  • A VLE, almost nil “LMS” capabilities. Very similar in a teaching sense to LAMS: Learning Activity Management System but more focused on discussion.
  • WebTeach structured the activities much more than any discussion forum within any LMS system presently in use (that I have seen). This greatly assisted the class facilitator run asynchronous learning activities...
  • Let’s take a look at Moodle – And what the MBT classes now look like...AnnouncementsDialogueCoffee Shop “Standard Forum”Weekly unit forums: - “Single Simple” – This makes Moodle behave a lot like the old web teach system...Assessments: Compulsory use of Turntin
  • Surveyed all facilitators for feedback got 14 from 21 so a good response rate. Most are comparing Moodle to Blackboard 9.1Lots of positives too: “I really like the layout of Moodle forums”“I really like the layout of Moodle Forums, the ability to move them around and to organise the main web site the way you see fit for each course.  This is a definite plus for me.I also like the flow of discussions. It is much easier to follow the thread of each discussion.”
  • Our program is based around “Business” and so it makes sense that models used to describe and develop discussion include business models and theoriesSome examples:Dialogue: Peter Senge’s (The Fifth Discipline) business oriented model for team learning/systems thinking has a flip side model  relating to “dialogue” and this model is in fact used in the GCCM for their online course delivery model in discussion forums. Whereas the MBT model  could be described as an activity based discursive model, Dialogue seems to take the discussion process deeper and further than basic discussion. Of course you could posit that “Dialogue” is simply another way of thinking about how “discussion” takes place online. Or that dialogue can and does result from the specific activities involved in activity based learning. Here is a page more clearly illustrating and outlining the differences between dialogue, debate and discussion:  http://apintalisayon.wordpress.com/2008/12/31/d19-debate-versus-discussion-versus-dialogue/ Accountable Talk: The basic idea is that the more you manipulate the pieces of knowledge, the better you understand them, the better you remember them, the more complex your memories become and the smarter you get. – UpcomingCourseraMoocLeadership modelsThere are two different types of development (of leaders) – horizontal and vertical. A great deal of time has been spent on“horizontal” development (competencies), but very little time on “vertical” development (developmental stages). The methods for horizontal and vertical development are very different. Horizontal development can be “transmitted”(from an expert), but vertical development must be earned (for oneself).“Collective leadership is spread throughout the network”Petrie N, 2011, Future Trends in Leadership Development, Center for Creative Leadership, Greensboro, North Carolina.The model espoused here also has a relation to use of Social media in online learning environments....
  • Copies will be made available after the session in the appropriate course...
  • I moot 2013

    1. 1. Delivering Fully Online Classes toPost Grad Business studentsAndrew ChambersEducational Development ManagerMaster of Business & Technology programUniversity of New South WalesTwitter tag: #imootA4
    2. 2. Overview of Presentation1. Brief overview of the Master of Business & Technology Program2. Live Demo - The online learning environment in Moodle3. Theories and design for discursive learning4. Issues in delivery – Results of teachers feeedback5. Openness in support resourcesLive Demo of “Online Learning Guide”6. Open for questions
    3. 3. What is the MBT? An offering by the Australian Graduate School of Management a general management coursework masters degree with a focuson the value proposition of “technology” in organisations today. A flexible program offering:– Online study– Face to Face Study (after hours)– Flexibility in course selection– With pathways to entry for those without a prior degree• Certificate > Diploma > Masters
    4. 4. Structure of the MBTCapstone coursesStrategic Management of Business & TechnologyManagement of Innovation & Technical ChangeLeadership in a Complex EnvironmentIntegrated Business and Technology coursesBusiness Law & Technology Managing for Organisational SustainabilityE-Business: Strategy & Management Enterprise Risk ManagementBusiness Management for a Sustainable Environment Managing Organisational ResourcesInformation Systems Management Developing New Products and ServicesManaging Agile Organisations Supply Chain ManagementBusiness Management for OHS RiskBusiness coursesAccounting: A User PerspectiveBusiness EconomicsFundamentals of Corporate FinanceQuantitative Methods for Business Decision MakingPrinciples of MarketingFundamentals of People ManagementTechnology coursesSustainable Energy ManagementManagement of Manufacturing SystemsProject ManagementIT in BusinessIntroductory courseIntroduction to Management (compulsory for Grad. Cert.)
    5. 5. Student Body:─ ExperiencedIT/Financial/Banking/Insuranceprofessionals,─ Average exp. 9 years─ Average age 38 years─ 75% male, 25% female─ 59% prior tertiary degree
    6. 6. Relevancy of the MBT− Application of concepts to workplace− Case Based and Problem Based learning− Leveraging off student experience− Work-based activities and assessments− Immediate relevance and benefit
    7. 7. Benefits of distance learning to our students─ Asynchronous: Own pace and time to contribute to the class─ Depth of discussion and dialogue in small classes─ Enhancement of relationships and connections─ Revision of content and activities within the online classroom─ Ability to sit exam at place of work
    8. 8. Class facilitators/course coordinators─ Academics and industry practitioners─ Academic integrity of content and assessments─ Facilitate interaction and learning─ Challenge and provide feedback
    9. 9. Applying your learningMBT ProgramReflectionto make meaningof all experienceFacilitatorInteractionClassroom/networkReadingsStudy GuideTextbooksJournalsAssessment/feedbackYour experienceThe MBT learning model
    10. 10. Resources available to distance students─ Extensive study guide supplied as PDF viaCloudStor─ 24/7 online Virtual Learning Environment─ Course coordinator / Class facilitator─ Readings─ Student support team─ UNSW Library resources─ Educational Development Unit(s)─ Online Study Skills Tutorial
    11. 11. Interactive class• Online or face-to-face• Class facilitator and approx. 25-28 participants• Interaction and applicationMBT Program
    12. 12. WebTeach: The Old VLE System Learning ActivitiesDiscussionBrainstormDebateInformal ArgumentPosed questionVotingQuizzesCase StudyTask “Similar” to LAMS Very simple structure
    13. 13. Brainstorm
    14. 14. Debate
    15. 15. Informal Argument
    16. 16. Live Demonstrationhttp://moodle.telt.unsw.edu.au
    17. 17. Feedback on Moodle Forums: Facilitator/Student Nesting not clear Read vs unread not clear (esp. new posts) Closing forums more difficult Printing and “collecting” more difficult? Dialogue as email – only 1 attachment??? Use of groups more difficult No meta commenting or hilighting function available Daily email not in ideal format and may limit posts... Attachments to posts hard to see Resolution: Waiting for Forum NG:http://docs.moodle.org/25/en/ForumNG
    18. 18. Theories and Models supporting our Model Activity Based Learning Dialogue – Peter Senge Accountable Talk – Professor Lauren Resnick Leadership Development Models e.g. Horizontal vs Vertical Debate/Discussion/Dialogue:– http://apintalisayon.wordpress.com/2008/12/31/d19-debate-versus-discussion-versus-dialogue/
    19. 19. Openness in Support ResourcesAdopted Creative Commons Licenses for all support resources Staff manual:http://issuu.com/andrewchambers/docs/teaching_with_moodle_feb_2013_v1.1 Student Manual:http://issuu.com/andrewchambers/docs/moodle_participant_manual_13s1 Online Learning Guide/Study Skills TutorialLive Demonstration:– http://moodle.telt.unsw.edu.au/course/view.php?id=2709
    20. 20. The Future Online Delivery and Courses:„e‟ or „I‟ content delivery. In Moodle? Much more use of video– Desktop > Moodle via Kaltura More use of „online exams‟ – special project – Research Reportavailable...– No exams, open with computer exams, take home exams– Poster presentation at AHE conference in UK in June
    21. 21. The End... Contact Details:mailto:a.chambers@unsw.edu.auTwitter: ATSCLinkedIn: au.linkedin.com/pub/andrew-chambers/18/77/378
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