E learning group task c v3


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E learning group task c v3

  1. 1. E-moderation Resource Pack Part 3 - Going deeper The development of knowledge and online content Authors Cristina Pratas Corina Gardiner Gillian Scott
  2. 2. Content <ul><li>Course structure and design: online course content (Cristina Pratas & Gillian Scott) </li></ul><ul><li>Online task types (Corina Gardiner) </li></ul>
  3. 3. Course structure and design: online course content <ul><li>Good Practice </li></ul><ul><li>What to Include </li></ul><ul><li>Example </li></ul>
  4. 4. “ Course structure refers to the physical layout and function of a course. […] We must look at our course with a student's eyes. It is a matter of &quot;usability&quot; for the student .” (Centre for Online Learning, Georgia Southern University http://academics.georgiasouthern.edu/col/id/best_practice.php )
  5. 5. Course Design: Good Practice <ul><li>1. Encourage contact between participants & teaching centre </li></ul><ul><li>2. Develop reciprocity and cooperation among participants </li></ul><ul><li>3. Encourage active learning </li></ul><ul><li>4. Give prompt feedback </li></ul><ul><li>5. Emphasise time on task </li></ul><ul><li>6. Communicate high expectations </li></ul><ul><li>7. Respect diverse talents and ways of learning </li></ul><ul><li>Slightly adapted from ‘The Seven Principles for Good Practice in Undergraduate Education’ Published in the AAHE Bulletin (Chickering & Gamson, 1987) </li></ul>
  6. 6. Course Design: What to Include <ul><li>The design of each course should: </li></ul><ul><li>be unique and based on the context, course aims & objectives, assessments and the needs of participants. </li></ul><ul><li>include an easy to navigate Homepage </li></ul><ul><li>contain clear and concise instructions </li></ul><ul><li>be consistent in its design </li></ul><ul><li>be well-planned </li></ul><ul><li>Content should: </li></ul><ul><li>include critical thinking and problem solving activities </li></ul><ul><li>build up skills progressively </li></ul><ul><li>give options for tasks </li></ul><ul><li>provide plenty of practice for independent & group work skills </li></ul><ul><li>provide some flexibility </li></ul><ul><li>easy access to a responsive, encouraging tutor who summarises, weaves & facilitates online discussions </li></ul>
  7. 7. <ul><li>An online course could include: </li></ul><ul><li>pre-course tasks , eg needs analysis, technology requirements, participants’ expectations & motivation, learning styles quiz </li></ul><ul><li>welcome board and course schedule </li></ul><ul><li>0rientation to course & learning environment; participants should be able to locate materials easily as well as the deadlines for tasks & assignments </li></ul><ul><li>participants page, with photos & ‘getting to know you’ activity </li></ul><ul><li>communications rules eg tutor contact times & netiquette </li></ul><ul><li>overview page for each module, with objectives, tasks (printable) & possibly f/b from participants </li></ul><ul><li>a forum for participants to interact & communicate </li></ul>
  8. 8. <ul><li>weekly announcements by tutor or emails to follow up tasks/assignments to groups/individuals </li></ul><ul><li>variety of approach, learning material, tasks, activities & ICT tools </li></ul><ul><li>scaffolded approach to introducing new technology </li></ul><ul><li>useful links to well-written documentation </li></ul><ul><li>collaborative projects leading to development of ‘take-away’ post-course reference material </li></ul>
  9. 9. <ul><li>Example </li></ul><ul><li>Possible themes for an upper-intermediate EFL course with 4 main modules </li></ul><ul><ul><ul><li>globalization </li></ul></ul></ul><ul><ul><ul><li>environment </li></ul></ul></ul><ul><ul><ul><li>social media </li></ul></ul></ul><ul><ul><ul><li>topic decided by learners </li></ul></ul></ul><ul><li>This could be carried out with a poll (e.g. PollDaddy) where the tutor provides a list of suggestions and learners vote for their favourite theme. By the last module learners will have sufficient confidence in using the online environment, will have known each other better, and giving them an option to contribute to course content provides them with opportunities for learner autonomy and active participation in a community. </li></ul>
  10. 10. Overview of Online Tasks <ul><li>Types of Task </li></ul><ul><li>Tutor Guidance </li></ul><ul><li>Purpose of Tasks </li></ul><ul><li>Designing Online Tasks </li></ul>
  11. 11. “ Materials themselves do not teach but provide a medium that with appropriate use can support learning.” (Oliver, Herrington & Omari Creating Effective Instructional Materials for the World Wide Web. Australian Web 97 Conference 1997 http://ausweb.scu.edu.au )
  12. 12. Types of Online Tasks <ul><li>There are a wide range of tasks and tools available to online tutors including </li></ul><ul><li>some of the following: </li></ul><ul><li>Discussion Forums – where students post comments and discuss course issues </li></ul><ul><li>Quizzes – where a student’s knowledge of the course content is check and objective feedback received </li></ul><ul><li>E-portfolios – an opportunity for students to create and save information on a given subject and in a range of formats </li></ul><ul><li>Chat Rooms – a place for informal discussion and learning and a platform on which to build social links with other students </li></ul><ul><li>Interactive activities in Virtual Learning Environment – a dynamic virtual environment where more advance technical tools can be employed to assist knowledge development and learning </li></ul><ul><li>E-mail Groups – a good medium through which to get students working together on defined tasks </li></ul>
  13. 13. Tutor Guidance <ul><li>To create the best learning experience for the learner, an online tutor needs to use an appropriate blend of the tasks and tools available. </li></ul><ul><li>At the start of the course tutors should: </li></ul><ul><li>Ensure the learners are able to easily orientate themselves around the e-learning site and have the technical competencies to interact with the tools provided in order to complete the tasks </li></ul><ul><li>Clearly communicate how the course materials are organised and can be navigated </li></ul><ul><li>Set clear achievable priorities and deadlines for the tasks </li></ul>
  14. 14. Purpose of Tasks <ul><li>Tasks need to embed learning and give the opportunity for reflection and to challenge knowledge acquisition and provide good transitions between learning points. </li></ul><ul><li>Online tasks should </li></ul><ul><li>Encourage opportunities for the acquisition of knowledge </li></ul><ul><li>Help develop student participation on the course </li></ul>
  15. 15. Designing Online Tasks <ul><li>When designing online tasks tutors need to ensure </li></ul><ul><li>Tasks have clearly defined outcomes and suit all learning styles </li></ul><ul><li>Some of the content reflects real world scenarios and helps the learner link theory to real life </li></ul><ul><li>Online tasks and quizzes encourage students to practice and apply course content and concepts </li></ul><ul><li>Online discussion chats and forums develop knowledge sharing and acquisition </li></ul><ul><li>Activities create a focus to ensure research and learning on a particular subject and encourage participation. </li></ul>
  16. 16. <ul><li>Content should: </li></ul><ul><li>include critical thinking & problem solving activities </li></ul><ul><li>build up skills progressively </li></ul><ul><li>give participants options for tasks </li></ul><ul><li>provide plenty of practice for independent & group work </li></ul><ul><li>include a degree of flexibility </li></ul>