Content of an educational experience alone will not define quality learning but context will ultimately make the difference – context is how teachers design that experience and the interactions that drive the learning transaction Barriers to learning are access to information but also skills to learn online
Show examples Pre-recorded narrated Powerpoint These clips are generally recorded in a quiet environment by an individual who has planned what to say in advance maybe using a storyboard and script. Students find them best when they are short (maybe 20-30mins) and are very focused, linked to images These can be watched online but students should be given the opportunity to download them in different formats so that they can listen to them on their mp3 player, in the car, on the bus, walking to work but also watch them on an smart phone (iPhone) A copy of the powerpoint slides should be made available to print out so students can take notes whilst watching the clip The script should also be made available for accessibility purposes and accommodate the different learning styles If possible the videos should have should have sub-titles, again for accessibility purposes
Show examples Screencasts involves capturing what you are doing on the computer with an audio narration to go with it. These can be useful to teach complex skills on the computer, methodologies and processes so that you can show how the method is used. MCQs are useful to test breadth of knowledge (interpretation of data), those with poor written skills are not disadvantaged , does not penalise a candidate with poor grammar, handwriting or articulation. Students seems to like them because it gives them a chance to quickly check their knowledge formatively and find out what they know and don’t know and use this to guide their revision. They also allow comparison of between years, efficiency of teaching methods and intake ability, reused question can act as benchmark. You can use images, audio and video. You can use it as early warning system. If you see that students are not engaging with formative assessment you can send them a quick email and ask them if everything is ok, aid student achievement tracking and assist with course evaluation Interactive simulations with formative self-evaluation assessments help students learn the methods and techniques they will use in the lab, without risking valuable time, equipment or materials. Because students first experiment on-line there is a reduced chance of cognitive overload during the practical and they are more able to concentrate on the wider aims of the experiment, rather than blindly following the lab instructions. Short videos of techniques are very useful to show students how to use the equipment safely and correctly, provide a detailed demonstration of a common laboratory technique, as well as helpful tips.
The value of elearning is in its capacity to facilitate communication and thinking and thereby construct meaning and knowledge. Synchronous and asynchronous communication through text and audio. Community of inquiry is a group of individuals who collaboratively engage in purposeful critical discourse and reflection to construct personal meaning and confirm mutual understanding. The role of the tutor is very important in facilitating student learning. comment on and assess coursework set up the various groups for each activity and make sure that each group knows what to do help group members find relevant resources for their work monitor progress of the online discussions and work with the group to make sure that the group outputs are completed to schedule offer feedback and advice to participants both through the discussion boards and through the blogs encourage the engagement of all participants
The supervisor/etutor can have a crucial role in the development of the student’s project. The duties of the supervisor include: helping you decide on the scope of your project; helping you to produce a plan of work for the semester; checking up on the progress you are making throughout the year; being available to provide informed discussion and guidance about the project. give feedback on a draft of the final Report Students should meet with the supervisor at regular intervals and arrange scheduled meetings at which they can discuss progress at least every three weeks. These meetings should be recorded on the blog.
Students should keep a record of regular scheduled meetings with their project supervisor (eTutor) on the blog. Before each meeting they should complete a summary of their progress since their last meeting.
Communication tools for learning communities Trieste 9-10 May 2011 EGM Biofuels and Biobased Chemincals. An opportunity for developing countries ICS UNIDO Federica Oradini University of Westminster
<ul><li>This presentation will focus on distance learning strategies and science based training at the advanced degree level. </li></ul><ul><li>The presentation follows an existing university of Westminster learning module in which trainee researchers develop practical skills in biochemical engineering and set up a ‘pilot plant’. </li></ul><ul><li>It explores elearning strategies that would be appropriate for supporting researchers and their tutors throughout the course. It includes examples from existing elearning courses. </li></ul>Objectives
<ul><li>The value of e-learning </li></ul><ul><li>is in its capacity to facilitate communication and thinking </li></ul><ul><li>and thereby construct </li></ul><ul><li>meaning and knowledge </li></ul>
<ul><li>eLearning works : </li></ul><ul><li>When it builds on its communicative and interactive features </li></ul><ul><li>When there is a dynamic integration of content and context </li></ul><ul><li>When a supportive Community of Inquiry is operating </li></ul><ul><li>When at its core is a collaborative constructive transaction </li></ul><ul><li>With focused, motivated learners </li></ul><ul><li>If tools are user friendly and suit both learners and instructors </li></ul><ul><li>When multimedia is used </li></ul><ul><li>When barriers to use are minimised </li></ul>Key points to consider
Community of Inquiry Cognitive Presence is the extent to which learners are able to construct and confirm meaning through sustained reflection and discourse
Community of Inquiry Social presence is the ability of participants to identify with the community (e.g., course of study), communicate purposefully in a trusting environment, and develop inter-personal relationships by way of projecting their individual personalities.
Community of Inquiry Teaching Presence is the design, facilitation, and direction of cognitive and social processes for the purpose of realizing personally meaningful and educationally worthwhile learning outcomes
<ul><li>During this pilot plant project, researchers are working </li></ul><ul><li>independently. </li></ul><ul><li>They need support throughout and are assessed via a final </li></ul><ul><li>project write up. </li></ul><ul><li>Students receive support from their etutor and peers via: </li></ul><ul><li>Email </li></ul><ul><li>Video conferencing </li></ul><ul><li>Blogging </li></ul><ul><li>Discussion Boards </li></ul>4: Pilot Plant
<ul><li>Facilitates reflection </li></ul><ul><li>Enables sharing of ideas </li></ul>Blogs
1: Lectures 3: Tutorials 2: Practicals 4: Pilot Plant Project Summary Pre-recorded Powerpoint Recordings of keynotes Screencast with audio narrative Interactive simulations Video with written descriptions Formative MCQs Group or one to one tutorial on Skype or Wimba Readings from eLibrary Collaborative learning Email Video conferencing Blogging Discussion Boards
Conclusions “ The challenge is to design and create a context ( teaching presence) with appropriate levels of social presence, which is congruent with the content and the reinforcement of the educational goals that will enhance cognitive presence and the realisation of higher order learning outcomes.” Garrison and Anderson, 2003