The 3 Rs of Sustainable elearning Practices


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suggestions to avoid the cut and paste approach to migrating courses into the online environment

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The 3 Rs of Sustainable elearning Practices

  1. 1. The 3R’s of sustainable e-learning practices Susan Birtwell Robin Popow [email_address] CELC 2009 Reduce Repurpose Refresh
  2. 2. The 3R’s of Sustainable e-Learning Practices Agenda: <ul><li>Introduction and background. Consider recycling f2f courses for online delivery. </li></ul><ul><li>Collaborate to: </li></ul><ul><li>Develop strategies to reduce workload in the development and delivery of elearning. </li></ul><ul><li>Discuss options to re-purpose content for the online environment. </li></ul><ul><li>Select techniques to refresh the design for engagement and communication. </li></ul>CELC 2009 Reduce Repurpose Refresh
  3. 3. Reduce workload – issues (design, delivery) <ul><li>Maintenance – keep a list of changes to make next time (do these changes as soon as the course is finished); set expectations with students of turnaround time </li></ul><ul><li>Upfront time - templates </li></ul><ul><li>Faculty loading/ subject matter expert - ?? policies </li></ul><ul><li>Workflow – in a team/proj. Management </li></ul><ul><li>Copyright – check with Librarians; use copyfree materials e.g. creative commons </li></ul><ul><li>Time to moderate discussions etc. – model first; ask students to do it later; use single discussion type forum to keep students on topic; ask students to submit best# of posts for grading </li></ul><ul><li>Skills required - faculty community site with access to workshops and training </li></ul><ul><li>Learner centred design – multi-modal approach; learner choices; options to skip sections if pre-assessed </li></ul><ul><li>Time lapse to evaluation – quality checklist for faculty </li></ul>CELC 2009
  4. 4. Reduce workload (design) - presenters <ul><li>re-inventing the wheel </li></ul><ul><li>training/support </li></ul><ul><ul><li>instructional design checklist </li></ul></ul><ul><ul><li>templates </li></ul></ul><ul><ul><li>faculty community site </li></ul></ul><ul><ul><li>expectations & policies </li></ul></ul>CELC 2009
  5. 5. Reduce workload (delivery) – presenters <ul><li>marking online </li></ul><ul><li>keeping up with email and discussions </li></ul><ul><li>student workload issues? </li></ul><ul><ul><li>technology not transparent </li></ul></ul><ul><ul><li>additional time required for online communication </li></ul></ul>CELC 2009
  6. 6. Repurpose content - presenters <ul><li>cover v uncover content </li></ul><ul><li>lack of control over student learning path </li></ul><ul><li>attention span – chunking </li></ul><ul><li>multi-modal delivery </li></ul>CELC 2009
  7. 7. Refresh design – presenters <ul><li>build it & they might not come – engagement </li></ul><ul><li>join the dots - linking & bridging </li></ul><ul><li>social interaction - community, collaboration </li></ul><ul><li>light bulb moments - reflective practice </li></ul><ul><li>look & feel – keep it fresh (random glossary entry – showcase student work; RSS feeds; images) </li></ul>CELC 2009
  8. 8. References <ul><li>Ellis, C. Ten Commandments of eLearning </li></ul><ul><li>Kuhlmann, T. How To Get Your Learners to Remember More </li></ul><ul><li>Mayer, E. (2005) The Cambridge handbook of multimedia learning. </li></ul><ul><li>Waterhouse S. & Rogers R.O. How E-Learning Policies Can Reduce Faculty Workloads and Keep E-Learning Courses Running Smoothly </li></ul><ul><li>  </li></ul>CELC 2009
  9. 9. Susan Birtwell Robin Popow [email_address] CELC 2009 Reduce - workload Repurpose - content Refresh - design
  10. 10. screen shot of KPU faculty community site CELC 2009
  11. 11. VCC course evaluation tool <ul><li>Course start up </li></ul><ul><li>Student orientation </li></ul><ul><li>Learning objectives </li></ul><ul><li>Assessment </li></ul><ul><li>Instructional materials (resources) </li></ul><ul><li>Course technology </li></ul><ul><li>Learner support </li></ul><ul><li>accessibility </li></ul>CELC 2009