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Your course, your choice.pptx
- 1. Your course, your choice
- 2. Contact Support None Lots Running costs E-learning module LIVE online training The blended learning continuum – we mentioned this in the welcome session
- 3. Contact Support None Lots Running costs E-learning module LIVE online training You need to decide where you will position that grey dot – how much support can you offer your learners?
- 4. Contact Course length Shorter Longer You also need to think about the length of your course?
- 5. Contact Course length Shorter Longer We’ve developed e- badges for the different lengths of course we offer Micro-learning or learning bites of up to 1 hour study time
- 6. Contact Course length Shorter Longer Short courses Short courses would typically be up to half a day’s study time
- 7. Contact Course length Shorter Longer Medium courses Medium courses would typically be up to one days study time
- 8. Contact Course length Shorter Longer And longer courses Longer courses would be anything over 1 day study time
- 9. Contact Course length Shorter Longer As part of being a member of the Good Ideas Institute you can get your own corporate branded e- badges So you’ll be able to develop lots of different types of courses for your learners and award them your own e-badges.
- 10. Your course, your choice
Editor's Notes
- [] As you work on your designs you will have to make an decision [] You will need to consider how much support you will give your learners. [] None or [] Lots, or perhaps somewhere in between [] So at the bottom end you might have e-learning modules that learners purchase and go through (that's it!) No interaction whatsoever. [] At the other end of the continuum you just move your classroom online - you only deliver live sessions, they just happen to be online. We've seen a lot of that happening because of COVID. [] Award winning programmes use a combination of independent learning with milestone events to keep a group of learners together as they progress – balancing flexibility with ‘discipline’ of deadlines like webinars/tutorials, assignment deadlines, exams etc. And as you will see from the research we share in this course – when learners learn online, they have a better learning experience if there is lots of support and opportunities for social learning with their peers. [] That’s why we’ve designed this course in the way that we have - with most of our learning asynchronous (independent learning), with lots of social interaction and support from your tutor all the way through, and milestone events – our webinars at the end of each block. We’ve also tried to think about busy trainers and how they are likely to access the course - short learning bytes (each bit is around 30 minutes each). With handouts to help plan and think away from the screen. You are unique, your situation and organisation are unique. You have to consider your own context, your own time and resources. Will you be able to support your learners in the way that I am going to invest time in supporting this group? We aim to get back to learners within 1 working day. In fact there is nothing worse than leaving a learner apparently ‘in the lurch’ – you need to respond within a reasonable timescale to support your learners and manage their expectations too! What ever you decide it will influence your [] running costs. Your time is expensive – so this is not just about the development time here. Do you think your learners will be used to working like this on line? What’s there previous experience of online learning? Think about this aspect when you are planning your design AND when you’re consulting with your potential learners and stakeholders. E.g. Kevin (technical course) – didn’t want tutor spending his time supporting learners on line, he had enough to do!
- [] As you work on your designs you will have to make an decision [] You will need to consider how much support you will give your learners. [] None or [] Lots, or perhaps somewhere in between [] So at the bottom end you might have e-learning modules that learners purchase and go through (that's it!) No interaction whatsoever. [] At the other end of the continuum you just move your classroom online - you only deliver live sessions, they just happen to be online. We've seen a lot of that happening because of COVID. [] Award winning programmes use a combination of independent learning with milestone events to keep a group of learners together as they progress – balancing flexibility with ‘discipline’ of deadlines like webinars/tutorials, assignment deadlines, exams etc. And as you will see from the research we share in this course – when learners learn online, they have a better learning experience if there is lots of support and opportunities for social learning with their peers. [] That’s why we’ve designed this course in the way that we have - with most of our learning asynchronous (independent learning), with lots of social interaction and support from your tutor all the way through, and milestone events – our webinars at the end of each block. We’ve also tried to think about busy trainers and how they are likely to access the course - short learning bytes (each bit is around 30 minutes each). With handouts to help plan and think away from the screen. You are unique, your situation and organisation are unique. You have to consider your own context, your own time and resources. Will you be able to support your learners in the way that I am going to invest time in supporting this group? We aim to get back to learners within 1 working day. In fact there is nothing worse than leaving a learner apparently ‘in the lurch’ – you need to respond within a reasonable timescale to support your learners and manage their expectations too! What ever you decide it will influence your [] running costs. Your time is expensive – so this is not just about the development time here. Do you think your learners will be used to working like this on line? What’s there previous experience of online learning? Think about this aspect when you are planning your design AND when you’re consulting with your potential learners and stakeholders. E.g. Kevin (technical course) – didn’t want tutor spending his time supporting learners on line, he had enough to do!
- [] As you work on your designs you will have to make an decision [] You will need to consider how much support you will give your learners. [] None or [] Lots, or perhaps somewhere in between [] So at the bottom end you might have e-learning modules that learners purchase and go through (that's it!) No interaction whatsoever. [] At the other end of the continuum you just move your classroom online - you only deliver live sessions, they just happen to be online. We've seen a lot of that happening because of COVID. [] Award winning programmes use a combination of independent learning with milestone events to keep a group of learners together as they progress – balancing flexibility with ‘discipline’ of deadlines like webinars/tutorials, assignment deadlines, exams etc. And as you will see from the research we share in this course – when learners learn online, they have a better learning experience if there is lots of support and opportunities for social learning with their peers. [] That’s why we’ve designed this course in the way that we have - with most of our learning asynchronous (independent learning), with lots of social interaction and support from your tutor all the way through, and milestone events – our webinars at the end of each block. We’ve also tried to think about busy trainers and how they are likely to access the course - short learning bytes (each bit is around 30 minutes each). With handouts to help plan and think away from the screen. You are unique, your situation and organisation are unique. You have to consider your own context, your own time and resources. Will you be able to support your learners in the way that I am going to invest time in supporting this group? We aim to get back to learners within 1 working day. In fact there is nothing worse than leaving a learner apparently ‘in the lurch’ – you need to respond within a reasonable timescale to support your learners and manage their expectations too! What ever you decide it will influence your [] running costs. Your time is expensive – so this is not just about the development time here. Do you think your learners will be used to working like this on line? What’s there previous experience of online learning? Think about this aspect when you are planning your design AND when you’re consulting with your potential learners and stakeholders. E.g. Kevin (technical course) – didn’t want tutor spending his time supporting learners on line, he had enough to do!
- [] As you work on your designs you will have to make an decision [] You will need to consider how much support you will give your learners. [] None or [] Lots, or perhaps somewhere in between [] So at the bottom end you might have e-learning modules that learners purchase and go through (that's it!) No interaction whatsoever. [] At the other end of the continuum you just move your classroom online - you only deliver live sessions, they just happen to be online. We've seen a lot of that happening because of COVID. [] Award winning programmes use a combination of independent learning with milestone events to keep a group of learners together as they progress – balancing flexibility with ‘discipline’ of deadlines like webinars/tutorials, assignment deadlines, exams etc. And as you will see from the research we share in this course – when learners learn online, they have a better learning experience if there is lots of support and opportunities for social learning with their peers. [] That’s why we’ve designed this course in the way that we have - with most of our learning asynchronous (independent learning), with lots of social interaction and support from your tutor all the way through, and milestone events – our webinars at the end of each block. We’ve also tried to think about busy trainers and how they are likely to access the course - short learning bytes (each bit is around 30 minutes each). With handouts to help plan and think away from the screen. You are unique, your situation and organisation are unique. You have to consider your own context, your own time and resources. Will you be able to support your learners in the way that I am going to invest time in supporting this group? We aim to get back to learners within 1 working day. In fact there is nothing worse than leaving a learner apparently ‘in the lurch’ – you need to respond within a reasonable timescale to support your learners and manage their expectations too! What ever you decide it will influence your [] running costs. Your time is expensive – so this is not just about the development time here. Do you think your learners will be used to working like this on line? What’s there previous experience of online learning? Think about this aspect when you are planning your design AND when you’re consulting with your potential learners and stakeholders. E.g. Kevin (technical course) – didn’t want tutor spending his time supporting learners on line, he had enough to do!
- [] As you work on your designs you will have to make an decision [] You will need to consider how much support you will give your learners. [] None or [] Lots, or perhaps somewhere in between [] So at the bottom end you might have e-learning modules that learners purchase and go through (that's it!) No interaction whatsoever. [] At the other end of the continuum you just move your classroom online - you only deliver live sessions, they just happen to be online. We've seen a lot of that happening because of COVID. [] Award winning programmes use a combination of independent learning with milestone events to keep a group of learners together as they progress – balancing flexibility with ‘discipline’ of deadlines like webinars/tutorials, assignment deadlines, exams etc. And as you will see from the research we share in this course – when learners learn online, they have a better learning experience if there is lots of support and opportunities for social learning with their peers. [] That’s why we’ve designed this course in the way that we have - with most of our learning asynchronous (independent learning), with lots of social interaction and support from your tutor all the way through, and milestone events – our webinars at the end of each block. We’ve also tried to think about busy trainers and how they are likely to access the course - short learning bytes (each bit is around 30 minutes each). With handouts to help plan and think away from the screen. You are unique, your situation and organisation are unique. You have to consider your own context, your own time and resources. Will you be able to support your learners in the way that I am going to invest time in supporting this group? We aim to get back to learners within 1 working day. In fact there is nothing worse than leaving a learner apparently ‘in the lurch’ – you need to respond within a reasonable timescale to support your learners and manage their expectations too! What ever you decide it will influence your [] running costs. Your time is expensive – so this is not just about the development time here. Do you think your learners will be used to working like this on line? What’s there previous experience of online learning? Think about this aspect when you are planning your design AND when you’re consulting with your potential learners and stakeholders. E.g. Kevin (technical course) – didn’t want tutor spending his time supporting learners on line, he had enough to do!
- [] As you work on your designs you will have to make an decision [] You will need to consider how much support you will give your learners. [] None or [] Lots, or perhaps somewhere in between [] So at the bottom end you might have e-learning modules that learners purchase and go through (that's it!) No interaction whatsoever. [] At the other end of the continuum you just move your classroom online - you only deliver live sessions, they just happen to be online. We've seen a lot of that happening because of COVID. [] Award winning programmes use a combination of independent learning with milestone events to keep a group of learners together as they progress – balancing flexibility with ‘discipline’ of deadlines like webinars/tutorials, assignment deadlines, exams etc. And as you will see from the research we share in this course – when learners learn online, they have a better learning experience if there is lots of support and opportunities for social learning with their peers. [] That’s why we’ve designed this course in the way that we have - with most of our learning asynchronous (independent learning), with lots of social interaction and support from your tutor all the way through, and milestone events – our webinars at the end of each block. We’ve also tried to think about busy trainers and how they are likely to access the course - short learning bytes (each bit is around 30 minutes each). With handouts to help plan and think away from the screen. You are unique, your situation and organisation are unique. You have to consider your own context, your own time and resources. Will you be able to support your learners in the way that I am going to invest time in supporting this group? We aim to get back to learners within 1 working day. In fact there is nothing worse than leaving a learner apparently ‘in the lurch’ – you need to respond within a reasonable timescale to support your learners and manage their expectations too! What ever you decide it will influence your [] running costs. Your time is expensive – so this is not just about the development time here. Do you think your learners will be used to working like this on line? What’s there previous experience of online learning? Think about this aspect when you are planning your design AND when you’re consulting with your potential learners and stakeholders. E.g. Kevin (technical course) – didn’t want tutor spending his time supporting learners on line, he had enough to do!
- [] As you work on your designs you will have to make an decision [] You will need to consider how much support you will give your learners. [] None or [] Lots, or perhaps somewhere in between [] So at the bottom end you might have e-learning modules that learners purchase and go through (that's it!) No interaction whatsoever. [] At the other end of the continuum you just move your classroom online - you only deliver live sessions, they just happen to be online. We've seen a lot of that happening because of COVID. [] Award winning programmes use a combination of independent learning with milestone events to keep a group of learners together as they progress – balancing flexibility with ‘discipline’ of deadlines like webinars/tutorials, assignment deadlines, exams etc. And as you will see from the research we share in this course – when learners learn online, they have a better learning experience if there is lots of support and opportunities for social learning with their peers. [] That’s why we’ve designed this course in the way that we have - with most of our learning asynchronous (independent learning), with lots of social interaction and support from your tutor all the way through, and milestone events – our webinars at the end of each block. We’ve also tried to think about busy trainers and how they are likely to access the course - short learning bytes (each bit is around 30 minutes each). With handouts to help plan and think away from the screen. You are unique, your situation and organisation are unique. You have to consider your own context, your own time and resources. Will you be able to support your learners in the way that I am going to invest time in supporting this group? We aim to get back to learners within 1 working day. In fact there is nothing worse than leaving a learner apparently ‘in the lurch’ – you need to respond within a reasonable timescale to support your learners and manage their expectations too! What ever you decide it will influence your [] running costs. Your time is expensive – so this is not just about the development time here. Do you think your learners will be used to working like this on line? What’s there previous experience of online learning? Think about this aspect when you are planning your design AND when you’re consulting with your potential learners and stakeholders. E.g. Kevin (technical course) – didn’t want tutor spending his time supporting learners on line, he had enough to do!
- [] As you work on your designs you will have to make an decision [] You will need to consider how much support you will give your learners. [] None or [] Lots, or perhaps somewhere in between [] So at the bottom end you might have e-learning modules that learners purchase and go through (that's it!) No interaction whatsoever. [] At the other end of the continuum you just move your classroom online - you only deliver live sessions, they just happen to be online. We've seen a lot of that happening because of COVID. [] Award winning programmes use a combination of independent learning with milestone events to keep a group of learners together as they progress – balancing flexibility with ‘discipline’ of deadlines like webinars/tutorials, assignment deadlines, exams etc. And as you will see from the research we share in this course – when learners learn online, they have a better learning experience if there is lots of support and opportunities for social learning with their peers. [] That’s why we’ve designed this course in the way that we have - with most of our learning asynchronous (independent learning), with lots of social interaction and support from your tutor all the way through, and milestone events – our webinars at the end of each block. We’ve also tried to think about busy trainers and how they are likely to access the course - short learning bytes (each bit is around 30 minutes each). With handouts to help plan and think away from the screen. You are unique, your situation and organisation are unique. You have to consider your own context, your own time and resources. Will you be able to support your learners in the way that I am going to invest time in supporting this group? We aim to get back to learners within 1 working day. In fact there is nothing worse than leaving a learner apparently ‘in the lurch’ – you need to respond within a reasonable timescale to support your learners and manage their expectations too! What ever you decide it will influence your [] running costs. Your time is expensive – so this is not just about the development time here. Do you think your learners will be used to working like this on line? What’s there previous experience of online learning? Think about this aspect when you are planning your design AND when you’re consulting with your potential learners and stakeholders. E.g. Kevin (technical course) – didn’t want tutor spending his time supporting learners on line, he had enough to do!
- [] So, let’s take a look at registration and getting started after today’s session.