The document discusses the 'IR model' for online learning in international relations, emphasizing its design, development, and delivery for effective educational provision. Key findings indicate a 90% retention rate and a 98% pass rate among students, with distance learners performing better than campus-based students. The document outlines the evolving roles of educators in online environments, highlighting the importance of engagement, clear pedagogical goals, and technological mediation.

1. The IR Model in Pastures New –
redeploying a successful model of
on-line learning.
Dr J Simon Rofe,
Global Diplomacy Programme Director
SOAS, University of London

2. Scope:
Context & background 3D‟s of the IR
Model




Design
Development
Delivery

New Challenges explored in 4 Roles

Outcomes

3. Outcomes

Positive Student Experience
 90% retention from module to module
 98% pass rate

Flexibility for Institutions to facilitate
“Research” & Financial benefits.
Quantitative
comparison of
averages of
student‟s overall
module marks for
2009
Module Title
Art of
Negotiation
Intelligence
and Security
International
Security
Post Cold War
World Order
Campus
Based
Students
59.57
Distance
Learning
Students
69.37
63.66
69.20
65.66
68.71
61.33
68.15

4. Context & Background

5. Context & Background: The IR
Model
Gilly Salmon‟s 5-Stage Model
The „IR Model‟ is a
schema of pedagogic
design and development,
where IR is a reference
to the discipline of
International Relations
and „Intellectual
Reflection‟ on course
design, development and
delivery: the 3-D‟s
necessary for high quality
and sustainable
educational provision.
Rofe, European Political
Science, 2011

6. E-tivity 3
E-tivity 3
Purpose:
To analyse this well-known article and identify its major
attributes:
Robert Kagan, 'Power and Weakness', Policy Review, 13/2,
June/July 2002 [Leicester E-link]
Task:
Please follow the link above and read the article. Then
provide a brief analysis of it (maximum 400 words) to the Etivity 3 forum by Monday of Week 4.
Respond:
In the E-tivity 3 forum please post comments on your peer‟s
assessments by way of sharing your own articulation on the
article, between Monday of Week 4 and Sunday of Week 4.
Outcome:
You will be able to analyse the content of a scholarly article
and share your thoughts on it.

7. E-tivity 5
E-tivity 5
Purpose:
To analyse a well-known article and identify its major
attributes.
Your source will be identified in the feedback to your
essay plan for E-tivity 4.
Task:
This e-tivity has two parts.
First, please read the suggested source, then post its
full bibliographic reference and a brief analysis of it
(maximum 400 words) in the E-tivity 5 forum as soon
as you are able.
Respond:
Second, please post comments on how you think your
reading of this article informs your essay. Of course
your wider reading will also be relevant here, especially
if the source that has been recommended represented
a different school of thought from your initial reading.
Outcome:
You will be able to analyse the content of a scholarly
article in relation to your own essay and share your
thoughts on it.

8. 3Ds To Prevent This:

9. 3Ds to 4 roles
Alexandra Mihai, Institute for European Studies
Vrije Universiteit Brussel (VUB)

10. 1. The knowledge
provider

11. The knowledge provider


Same concept as in traditional teaching
Educator as knowledge provider
BUT: a few notable differences for the 3Ds
 not a face-to-face setup; no body language
 Need to focus more on keeping students engaged
 Need for very clear pedagogical goals
 More emphasis on HOW we teach
 Information vs. knowledge (constructing meaning)
 Teacher as a curator

For theoretical/ conceptual content: use of visuals
 Digitalisation vs. virtualisation of content

12. 2. The facilitator

13. The facilitator




Similar role exists in traditional classroom
 Educator as facilitator of dialogue and exchange
BUT again with some 3D differences:
This role is more important in online education; teacher
needs to learn how to take a step back
Social role: creating a learning community
Need to create a safe space for debate and “trial & error”
 Virtual management techniques

Teacher as coach & co-learner

14. Individuality:

15. 3. The Course Designer

16. The Course Designer
»Designing
the course, building the curriculum, organinsing &
managing content & students‟ activity
»Focus on:
» Communication strategy: managing expectations
» Communication style: clear & precise
» Assessment- needs to be reassessed
» Feedback: regular; requires self-discipline

17. 4. The technical mediator

18. New Tech

19. The technical mediator






New role in online education
Educator as mediator between students, colleague
teachers and the technical staff
This is a very specific role
Teachers need to be aware of it + need training
Vital for the smooth working of the online courses
Linked to building students‟ and teachers‟ trust in the
online platform

20. 3Ds to 4 roles

21. Conclusions:
What have I learnt…
 3Ds: “Bake in don‟t bolt on”
 Guide by the side; not sage on the
stage.


“Times the are a changing”.