Guide to elearning Christine Smith and Mark Childs Learning Development Centre University of Warwick

Resource-based learning

Web supported learning ‘ Learning Resources’ Communication (CMC) Assessment (CAA) Resources CAA CMC

‘ Learning Resources’

Communication (CMC)

Assessment (CAA)

The whole is greater… VLEs Virtual Learning Environments

Content: (Sitebuilder) Word Web pages Video Conferencing (Forums) Assessment (Perception)

Learning resources on the web Other peoples resources You/Students Finding them, Quality, IPR Your own resources Publishing – SiteBuilder Designing for the web

Other peoples resources

You/Students

Finding them, Quality, IPR

Your own resources

Publishing – SiteBuilder

Designing for the web

Resources online pros / cons Easily altered from anywhere Hypertext Integrate with multimedia assessment discussion Usage data Need access to internet Not very portable Best use requires restructuring Printing

Easily altered

from anywhere

Hypertext

Integrate with

multimedia

assessment

discussion

Usage data

Need access to internet

Not very portable

Best use requires restructuring

Printing

Resource-based learning Using websites Repositories Interactive programs Computer aided assessment Games

Using websites

Repositories

Interactive programs

Computer aided assessment

Games

Websites Assist with effective presentation of materials (e.g. web pages, PowerPoint, papers) Provide flexible access to structured, well-organised set of material (e.g. source, remedial, PBL resources) Communicate to a variety of audiences Establish a (virtual) learning community

Assist with effective presentation of materials

(e.g. web pages, PowerPoint, papers)

Provide flexible access to structured, well-organised set of material

(e.g. source, remedial, PBL resources)

Communicate to a variety of audiences

Establish a (virtual) learning community

Information on websites Course information Pre-course information Web-based materials Integrated discussion activities Integrated co-operative work Integrated collaborative work

Course information

Pre-course information

Web-based materials

Integrated discussion activities

Integrated co-operative work

Integrated collaborative work

Other interactive technologies Computer assisted assessment/MCQs Podcasting M(obile)-learning PDAs Mobile phones

Computer assisted assessment/MCQs

Podcasting

M(obile)-learning

PDAs

Mobile phones

Diagnostic Formative Summative

Diagnostic

Formative

Summative

Marking time Accuracy of marking Analysis for assessment for improving test Time to learn system Time to develop questions Limitations of system Reliability / Security

Marking time

Accuracy of marking

Analysis

for assessment

for improving test

Time to learn system

Time to develop questions

Limitations of system

Reliability / Security

Community centred learning

Tools for communication Email Shared website Forums/discussion boards Peer-to-peer platforms Blogs and moblogs Instant messaging Chat Audioconferencing Videoconferencing and application sharing MUVEs Social Networking sites Mobiles and PDAs wikis

Email

Shared website

Forums/discussion boards

Peer-to-peer platforms

Blogs and moblogs

Instant messaging

Chat

Audioconferencing

Videoconferencing and application sharing

MUVEs

Social Networking sites

Mobiles and PDAs

wikis

Which of the communication tools listed do you think best suits your needs and why? How might this alter the way you interact with your students and alter the way they learn and you teach?

Which of the communication tools listed do you

think best suits your needs and why?

How might this alter the way you interact

with your students and alter the way they

learn and you teach?

Stages (Adapted from Gilly Salmon, 2000) Setting up system and accessing Sending and receiving messages Building social bridges Welcoming and encouraging Searching, personalization features Facilitating tasks and use of learning materials Conferencing Facilitating process Supporting, responding Providing links to external resources e-Tutor Technical support Access and motivation Group socialization Information exchange Knowledge construction Development

Collaborative learning Shared websites Blogs Forums wikis

Shared websites

Blogs

Forums

wikis

E.g. “Performance Spaces” Course website reviewing websites and commenting on reviews answering questions in blogs and commenting on others’ blogs Classroom presentations using Internet-based resources

Course website

reviewing websites and commenting on reviews

answering questions in blogs and commenting on others’ blogs

Classroom presentations using Internet-based resources

Examples of blog use Students answer questions using resources from gallery http:// blogs.warwick.ac.uk/hesterbond/entry/the_eumenides / Students look up webpages and comment on them http://blogs.warwick.ac.uk/lmatthews/entry/sst1_stuffargh_work/ Blog examples ppt

Students answer questions using resources from gallery

http:// blogs.warwick.ac.uk/hesterbond/entry/the_eumenides /

Students look up webpages and comment on them

http://blogs.warwick.ac.uk/lmatthews/entry/sst1_stuffargh_work/

Blog examples ppt

Synchronous conferencing Access to expertise Link to distant students Videoconferencing Chat e.g. MSN Audioconferencing e.g. Skype Immersive virtual world http:// www.secondlife.com /

Access to expertise

Link to distant students

Videoconferencing

Chat e.g. MSN

Audioconferencing e.g. Skype

Immersive virtual world

http:// www.secondlife.com /

In combination Can also combine different technologies, for example: Streaming Theatre in a Virtual Classroom Videoconferencing, website, forum, blog, video

Can also combine different technologies, for example:

Streaming Theatre in a Virtual Classroom

Videoconferencing, website, forum, blog, video

E.g. “Streaming Theatre” Modules run at Warwick and Amsterdam comparing theatre in both countries Course website including video of performances Arrange teaching sessions A  W / W  A Students upload ideas to joint website Students discuss these ideas in videoconferences Students create pictorial essays using video clips

Modules run at Warwick and Amsterdam comparing theatre in both countries

Course website including video of performances

Arrange teaching sessions A  W / W  A

Students upload ideas to joint website

Students discuss these ideas in videoconferences

Students create pictorial essays using video clips

The ‘telematic environment’

e-Learning Support LDC: Pedagogy Consultancy / Workshops e-Learning award Funding Library: Resources Subject Support Resource based learning Teaching Grid e-Strategy elab: Tools Central tools and technical development Development service e-Learning advisors

LDC: Pedagogy

Consultancy / Workshops

e-Learning award

Library: Resources

Subject Support

Resource based learning

Teaching Grid

elab: Tools

Central tools and technical development

Development service

e-Learning advisors

Other support Elab Robert O’Toole - Arts and Humanities Chris Coe – Social Studies Steve Brydges – Medical School Steve Carpenter – Sciences Teaching Grid Rachel Davis

Elab

Robert O’Toole - Arts and Humanities

Chris Coe – Social Studies

Steve Brydges – Medical School

Steve Carpenter – Sciences

Teaching Grid

Rachel Davis

Funding for elearning Internal TQEF Education Innovation Fund External JISC HE Academy Eduserv

Internal

TQEF

Education Innovation Fund

External

JISC

HE Academy

Eduserv

Contact WELA / asynchronous technologies Christine Smith [email_address] Manus Conaghan [email_address] Synchronous technologies Mark Childs [email_address]

WELA / asynchronous technologies

Christine Smith

[email_address]

Manus Conaghan

[email_address]

Synchronous technologies

Mark Childs

[email_address]