E-Learning Communities


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E-Learning Communities

  1. 1. E-Learning Communities Group 1, Scott, Wilson, Wendy, Nichola & Matthew
  2. 2.   Distance learning can be challenging and, at times an isolating experience for some learners.   Some students think that the online activities should be more interactive.   The use of chat room’s is confusing if too many students are online at the time because too many ideas are being presented at the same time.   Inconsistent layout of learning environments leads to confusion and lack of motivation.   Salmon (2006) believes that that discussion-based electronic activities work well, as long as they are structured and focused.  
  3. 4. <ul><li>  </li></ul><ul><li>Jolliffe et al. (2003) state that when developing materials for online usage the instructional strategies would need to include: </li></ul><ul><li>  </li></ul><ul><ul><li>1. Pre instructional activities. </li></ul></ul><ul><ul><li>  </li></ul></ul><ul><ul><li>2. Information presentation. </li></ul></ul><ul><ul><li>  </li></ul></ul><ul><ul><li>3. Activation of Learning. </li></ul></ul><ul><ul><li>  </li></ul></ul><ul><ul><li>4. Assessment of learning outcomes. </li></ul></ul><ul><ul><li>  </li></ul></ul><ul><ul><li>5. Follow up and mediation. </li></ul></ul><ul><li>  </li></ul>
  4. 5.     E-learning models   &quot; E-learning challenges us to reassess our practice and reconstruct the meaning of teaching and learning. We are challenged to see our students in the light of the postmodern self ...&quot; (McConnell, 2006) Model 1 - Transmission and dissemination *    Learner not part of content development *    Knowledge written for them to learn *    Easily managed by course organiser *    Learners play a very passive role *    Assessment summative & does not inform learning
  5. 6.   Model 2 - Transmission and discussion *    Learner again not part of content development *    Knowledge written for them to learn *    Course organiser required to facilitate discussion *    Learners has some opportunity to demonstrate understanding *    Assessment is mainly  summative but some assignments may inform learning     Model 3 - Learning community *    Learners collectively construct knowledge as course develops *    Very little prior knowledge is offered by course organiser *    Course organiser now becomes a facilitator, student, critical observer and                  co-expert *    Learners actively contribute to their learning and the learning of others *    Assessment wholly formative and leads the learning throughout  
  6. 7.   All models have benefits & draw backs   Simple transmission and dissemination useful for knowledge acquisition   Transmission and discussion useful for demonstrating a deeper understanding of knowledge being acquired   Learning community ideal for ; Higher levels of education where qualification gap between teacher & student is reduced and Professional development where sharing of good practice is essential  
  7. 8. What makes a successful online community? <ul><li>Allan (2008) describes an online community as </li></ul><ul><li>  </li></ul><ul><ul><li>'a group of people, each with different expertise and with access to diverse resources, in which a sharing occurs so that individuals within the group can benefit from each other.' </li></ul></ul><ul><li>   </li></ul><ul><li>So how is this promoted? Key factors are: </li></ul><ul><li>  </li></ul><ul><li>1. Inclusion of opportunities for collaborative working. </li></ul><ul><li>  </li></ul><ul><li>2. Encouragemnent to participate. </li></ul>
  8. 9. Opportunities for collaboration <ul><li>Asynchronous </li></ul><ul><li>Discussion forums Blogs Wikis </li></ul>Synchronous Skype calls Chat sessions Whiteboard Audio Synchronised web browsing <ul><li>  </li></ul><ul><ul><li>The online environment must provide the means to communicate social cues and information.  </li></ul></ul><ul><ul><li>Online learning communities grow best when there is a value to being part of them. </li></ul></ul>
  9. 10. Motivation and Value <ul><li>Confidence </li></ul><ul><li>Experience </li></ul><ul><li>Importance </li></ul><ul><li>Success </li></ul><ul><li>  </li></ul><ul><li>  </li></ul><ul><li>  </li></ul><ul><li>  </li></ul><ul><li>  </li></ul><ul><li>Extrinsic motivation </li></ul><ul><li>Social motivation </li></ul><ul><li>Achievement motivation </li></ul><ul><li>Intrinsic Motivation </li></ul><ul><li>  </li></ul><ul><li>  </li></ul><ul><li>Expectancy - value theory of motivation, (Feather, 1982) </li></ul>Expectancy Value   Motivation
  10. 11. Why do you need a Visually Attractive online Course? Knowing what you want on an online course is only half the educator's battle for winning the enthusiasm of the students. E-tivities designers also have to think about the layout and presentation of the material (Salmon 2006). The important thing today is creating a visually attractive web environment to grab student attention.  The problem is that many VLE providers are still in their infancy and provide user interfacers that are more functional than aesthetic but as Rosamelia Parrizotto-Robeiro and Nick Hammond (2009) argue there is a strong link between ‘aesthetics and usability’.
  11. 12. An Effective & Aesthetic Online Course?
  12. 13. Style but no content??? <ul><li>While online courses are still dependent on solid instructional design and relevant educational content, coupling that with good visual design is actually essential to making sure that any designed online course will be that much more effective in engaging your learners and making learning vaid. </li></ul><ul><li>Baldwin (2004) does argue that ‘the separation of style and content is the next step in the web's evolution, something to which VLEs are ideally suited. We need to think more about the cake and less about the icing on the top’ even though it is the icing that attracts you to the cake in the first place.  </li></ul>