Which eLearning Model is Right For You?

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  • 1. Which E-learning Model Works For You? Michael Coghlan Cheryl Cox 15/2/13
  • 2. ELEARNING IS.....
  • 3. YOUR ELEARNING EXPERIENCES: What did the course you studied online ‘look like’? What did you see? What did you do?
  • 4. YOUR ELEARNING EXPERIENCES: If you had a satisfying experience studying online what made it satisfying?
  • 5. YOUR ELEARNING EXPERIENCES: If you had an UNsatisfactory experience studying online what made it so?
  • 6. MODELS OF ELEARNING• Etraining• Distance Education• Blended (or Web Enhanced) Learning Type 1• Blended (or Web Enhanced) Learning Type 2• Virtual Classroom Type 1 (Collaborative)• Virtual Classroom Type 2 (Presentational)• The Community of Practice• MOOCs (Massive Open Online Courses)• Flipped Classroom Source: http://what-is-elearning.wikispaces.com/
  • 7. The Extremes • Regular teacher presence • Communication • Community • All or several doing same topic at same time • results in a better, richer, more meaningful learning experience •more likely to result in changed behaviour ie longer term learning • takes more resources (time and $$$)Self-paced, Fullyunfacilitated facilitated• good for compliance training eg OHSW)• Can work with highly motivated, more mature learners• Huge drop-out rates
  • 8. Guiding Principles• Cathy Moore … “Think of your e-learning course as a safe place for students to practice!”• Assessment For Learning (5 key strategies, 1 big idea) • Sharing learning expectations • Questioning • Feedback • Self assessment • Peer assessment Use evidence about learning to adapt instruction to meet learner needs http://www.slideshare.net/ccox888/assessment-for-learning-v2
  • 9. COMPONENTS OF A COURSE• INFORMATION AND CONTENT• INSTRUCTION• TASKS/ACTIVITIES• ASSESSMENT• FEEDBACK
  • 10. CONTENT• Bite sized chunks• Clear, concise language• Use media – images, video, audio• Give students the chance to contribute (Moodle: Glossary and Choice tools)
  • 11. Instructions• Be clear, concise• Don’t assume understanding (work through the materials as a student; get someone else to check it)• Give instructions that are clear enough so students can work through material when there is no lecturer around eg at home (Moodle tool: Label)
  • 12. TASKS/ACTIVITIES/ASSIGNMENTS• Offer a variety• Use them frequently (“we learn by doing and applying”)• Design some tasks that require students to – collaborate – research Moodle Tools: •Forums •Wiki •Lesson •Quiz •Choice
  • 13. FEEDBACK/COMMUNICATION• Provide regular and timely feedback• Don’t just rely on automated feedback provided via the quiz tool• Moodle GRADEBOOK• Ask how students are going• Consider a weekly bulletin
  • 14. Teacher PresenceThe best online teachers - according to students - are those who show their presence multiple times a week, and at best, daily.
  • 15. http://www.cats-pyjamas.net/2010/05/moodle-tool-guide-for-teachers/
  • 16. http://designing.flexiblelearning.net.au/
  • 17. http://designing.flexiblelearning.net.au/tours/documents/types_of_e-learning.doc
  • 18. http://designing.flexiblelearning.net.au/tours/documents/which_types_are_you.doc
  • 19. LAST THOUGHTS?
  • 20. EXPLORE MODELS OF ELEARNING AT http://what-is-elearning.wikispaces.com/ Photo courtesy of Alex Hayes Michael CoghlanThese slides on the Net at michaelc@chariot.net.auSlideshare Cheryl Cox cheryl.cox@tafesa.edu.au