FDOL131 unit 4: supporting learners with Dr Keith Smyth


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  • FDOL131 unit 4: supporting learners with Dr Keith Smyth

    1. 1. #FDOL131 unit 4: supporting learners online Dr Keith Smyth 2 April 13, 7-8pm(GMT) Hello and welcome to the #FDOL131 webinar. Please go to tools>audio>audio setup wizard to check your audioFlexible, Distance and Online Learning an open course using COOL FIShhttp://fdol.wordpress.com/ Twitter: @openfdol #fdol131 Chrissi
    2. 2. alternative uses task based on Guilford (1967) http://www.sxc.hu/photo/756568 Chrissi
    3. 3. unit 4 Supporting learners Rationale: Student learning support is a key area in the provision of a ‘quality’ educational experience in formal settings. Students expect academic, technical, administrative and pastoral support as part of their educational provision. Successful student support has a marked and positive impact on retention, progression, completion rates and overall student satisfaction – this can be even more so for students studying at a distance. In this unit participants will have the opportunity to explore a variety of contemporary conceptions of online tutoring and online facilitation derived, including peer-support and peer-tutoring models, from theory and research and consider their initial experiences of good and effective practice in the support of flexible, blended and online learning provisions offered by institutions to own students and external learners. Lars
    4. 4. unit 4: activities • Google community discussions • Learning together in PBL groups • Autonomous learning opportunities Lars
    5. 5. Supporting Learners Online Keith Smyth @smythkrs Edinburgh Napier University Webinar for FDOL 2nd April 2013
    6. 6. What we’ll cover1. Types of support for online learning2. Designing for active engagement3. Practical considerations for facilitationWith time for discussion and questions as we go. But first…
    7. 7. Some framing propositions• Many learners do not (as yet) come to blended and online contexts with the mindset and skills to learn effectively online, and being skilled in using technology is not enough• Variation across blended and online courses presents a wide range of challenges for learners to negotiate, and if left to their own devices only some will engage pro-actively• A key challenge is to design online learning activities to actively engage learners with their subject, their tutors and peers, and the learning tools and resources provided
    8. 8. 1. Types of support for online learning
    9. 9. Technical orientation Online learning literacy Explicit course guidance Induction and socialisationJust-in-time learning guidance Facilitation
    10. 10. So I just click here?
    11. 11. Orientating learners – Your views• With a focus on the kinds of induction and orientation activities that can help learners prepare for an online course or activity, can you share any examples from your own experience?• This can be from a practitioner perspective (e.g. things you have done for your students) or a learner perspective (e.g. when first starting FDOL)• What worked well, and why?
    12. 12. 2. Designing for active engagement
    13. 13. Introducing the 3E Framework
    14. 14. Timely engagement in key concepts
    15. 15. Exploring and producing case studies Group work involving case study investigations around shared interests……Individual projects basedon sourcing and creatingonline case studies
    16. 16. Learners as co-tutors/tutors as co-learners A student-led online seminar implemented in ning
    17. 17. Supporting and making group work visible
    18. 18. Peer support and ‘problems forums’
    19. 19. Supporting learning beyond the courseIn this example the cohort on the final module of a PgCert have collaborated on a ‘directory’ of online professional communities to support their CPD
    20. 20. Scaffolding progression in online learning
    21. 21. 3E Framework beyond Edinburgh Napier
    22. 22. Pause for discussion
    23. 23. 3. Practical considerations for facilitating online learning
    24. 24. • Learners don’t have well developed, culturally informed expectations about blended and online assessment. Make guidance explicit and assessment criteria explicit.• Early social and ‘no risk’ opportunities for exploring the and joining the online environment and cohort are critical to engagement and retention (e.g. many online courses have no formal learning in Week 1, or have a Week 0)• Blended and online courses that are not heavily content- based and driven, and instead engage learners in relevant activities, can be easier for tutors to keep current
    25. 25. • Provide a clear indication what support learners can expect, and when, as well as what is expected of them• Provide multiple opportunities for learners to engage, and align activities with periodic deadlines for coursework• Use Questions or ‘Problems’ Forums, but don’t read and respond to every post and encourage peer support• Consider group formative audio feedback for large cohorts• Consider a Weekly Virtual Office Hours session
    26. 26. Thank youKeith Smyth k.smyth@napier.ac.uk Skype and Twitter @smythkrs Blog http://3eeducation.org/
    27. 27. FDOL131 updates PBL groups groups: 4 in total unit 3: share findings in FDOL131 community space and ask for feedback from peers unit 4: to complete this week and share findings via the FDOL131 community space unit 5: open practices April 15 – 26 (2 weeks) Webinar: Monday the 22nd of April, 7-8pm UK time Lars
    28. 28. #FDOL131 next webinar unit 5: open practices Carol Yeager and Fred Garnett 22 April 13, 7-8pm (GMT) Thank you for joining us today and see you onlineFlexible, Distance and Online Learning an open course using COOL FIShhttp://fdol.wordpress.com/ Twitter: @openfdol #fdol131
    29. 29. #FDOL131 organisersChrissi Nerantzi Lars UhlinAcademic Developer Educational DeveloperUniversity of Salford, UK Karolinska Institutet, SwedenFDOL organiser FDOL organiserPBL facilitator PBL facilitator