Key principles of practice for effective eLearning         H808 The eLearning professional                     Unit 6 Alan...
The interconnectedness of the key principles of practice   The case studies of the key principles of practice for effectiv...
Key principles of practice for effective eLearning                     The case studies         Overview of ‘Effectively R...
Key principles of practice for effective eLearning   Interaction               Reflection        Community                ...
Key principles of practice for effective eLearning                                           Interaction              (col...
Key principles of practice for effective eLearning                                  Interaction     (collaboration among s...
Key principles of practice for effective eLearning                                           Reflection                   ...
Key principles of practice for effective eLearning                                          Community           (shared go...
Key principles of practice for effective eLearning                                           Creativity                   ...
Key principles of practice for effective eLearning                                  Creativity             (eLearning shou...
Key principles of practice for effective eLearning                                           Learner centred              ...
Key principles of practice for effective eLearning                                      Learner support         (environme...
Key principles of practice for effective eLearning                                              Usability        (elearnin...
Key principles of practice for effective eLearning                                  Usability (elearning should be intuiti...
Key principles of practice for effective eLearning                                        Transparency               (peda...
Key principles of practice for effective eLearning                                  Transparency          (pedagogy must b...
Key principles of practice for effective eLearning                                   References          Gallery of Teachi...
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Key principles of_practice_for_effective_elearning

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Key Principles of Practice for effective elearning

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Key principles of_practice_for_effective_elearning

  1. 1. Key principles of practice for effective eLearning H808 The eLearning professional Unit 6 Alan’s Group A Organiser/Summariser: Amanda Researchers: Sukaina, Lynn, Tony 6 case studies: Maria Presentation Manager: James Evaluator: Graeme Tutor: Alan ClarkeThe interconnectedness of the key principles of practice for effective eLearning
  2. 2. The interconnectedness of the key principles of practice The case studies of the key principles of practice for effective eLearning 
  3. 3. Key principles of practice for effective eLearning The case studies Overview of ‘Effectively Representing Educational Experience’ (case study 1) Students earning their Masters of Education (M. Ed.) in the Department of Educational and Counselling Psychology and Special Education created professional ePortfolios, using these portfolios to serve as a final summary of their work and sometimes as part of a professional package that could be shared with employers. (Link to website) Overview of ‘Transferring Knowledge and Experience in Innovative Educational Transformation’ (case study 2) Transformation of a lecture-based introductory physics course to a student centred active learning environment with interactive online elements. (Link to website)Examples of the key principles of practice for effective eLearning
  4. 4. Key principles of practice for effective eLearning Interaction Reflection Community Creativity Collaboration The Shared good eLearning shouldamong students ongoingreview of practice/ongoing be accessible & and between reflection by evaluation/contin attractive to students and learners and uous people who think tutors  practitioners  development  or learn non- technologically Learner centred Learner support Usability Transparency Inclusive active Environment and eLearning should Pedagogy must be involvement to nurture to enable be intuitive in its open, internally achieve their learners to ease of use and coherent anddesired outcomes achieve their adequately consistent   potential  supported  Return to case studies References
  5. 5. Key principles of practice for effective eLearning Interaction (collaboration among students and between students and tutors)Examples of case study 1•Students in the class worked together, exploring different metaphors and ways to use the KEEP Toolkit torepresent new ideas, which were meant to help integrate and provide access to their experiences.•Tutor reviewed and assessed ePortfolios giving feedback and helped students to build their owncommunity.Examples from case study 2•Replacing a lecture format with active learning gave students a hands-on approach to learning difficultconceptual models: ‘the desktop experiments and computer-aided analysis of experimental data providethe students with direct experience of various electromagnetic phenomena.’•Students seating and design of work space more interactive enabling hands-on work (show picture)enabling students to work together in smaller groups Interaction page 2 References
  6. 6. Key principles of practice for effective eLearning Interaction (collaboration among students and between students and tutors) “this collaborative, hands-on approach merges lectures, recitations, and desktop laboratory experience in a media-rich environment. In the TEAL classroom, nine students sit together at round tables with a total of thirteen tables” (Transferring Knowledge and Experience).Return to the key principles References
  7. 7. Key principles of practice for effective eLearning Reflection (and its ongoing review by learners and practitioners)Examples from Case Study 1•The tutor introduced the idea of learning metaphors to help students reflect on their graduateexperiences and make connections to prior experiences (basing her strategy on James Lawley and PennyTompkins’s Learning Metaphors),•Tutor reflected on the process, expanded her skills and feels that she has acquired a “new tool forknowledge building.”•Examples from Case Study 2•Process of documenting the course outcomes and reflecting on active learning pedagogy enabledevolution of the course in response to analysis and reflection.•Reflection is important for change and motivation; tutor noted, "Changing institutional teachingpractices is enormously hard…. Even though scientific studies repeatedly show that the transmission ofknowledge model is not particularly effective, there is a real inertia in moving away from this model,because it has been common practice for centuries.." Return to the key principles References
  8. 8. Key principles of practice for effective eLearning Community (shared good practice/ongoing evaluation/continuous development)Examples from Case Study 1•Students commented in their portfolios that tutors and students formed part of their learning network;using the metaphor of a celebration, one said tutors and students came to her party and engaged instimulating conversations which were the gifts she received.•ePortfolioscreated by the KEEP Toolkit ‘are now the standard for Masters of Education students’culminating project’ showing that sharing of good practice was more widely applicable.Examples from Case Study 2•Design of learning space facilitated collaboration with students sitting in tables of nine.•Students took part in collaborative activities in class time.•The course pedagogy TEAL (Technology Enabled Active Learning) has been modified and elaborated onat a number of other universities, showing the project has developed in the context of sharing andbuilding good practice between a community of institutions. Return to the key principles References
  9. 9. Key principles of practice for effective eLearning Creativity (eLearning should be accessible and attractive to those who think or learn in non-technological ways)Examples from case study 1•Students found the tool flexible and able to support their representations of learning and reflection.They were able to be creative and were pushed into “thinking in new ways.” Students used metaphorssuch as ‘hurricane of learning’, a ‘celebration and surprises’ or a ‘hallway with many doors’•The ePortfolios were dynamic, organic, colourful, and personal as they were not required to conform toa standard template.Examples from case study 2•2D and 3D visualisations and movies developed that help students to understand the subject matter.•Purpose-built multimedia classroom environment with networked computers made coming to classattractive. Creativity page 2 References
  10. 10. Key principles of practice for effective eLearning Creativity (eLearning should be accessible and attractive to those who think or learn in non-technological ways) “The metaphor I used for my journey through the program is “The Hurricanes I that of a hallway with many Have Experienced” rooms. The doors represent the courses I took”Return to the key principles References
  11. 11. Key principles of practice for effective eLearning Learner centred (inclusive active involvement to achieve their desired outcomes)Examples from case study 1•Students achieved desired outcomes with use of a ePortfolio ‘they … felt that this form of portfolio was much moreconducive to the goals of the class than a paper portfolio’.•In not giving a pre-fabricated template, the instructor gave agency to learners to make their own meaning•Students’ portfolios were goal driven—every artefact needed to support the professional goals students set forthemselves, and as the ePortfolioscould be shared with employers they were immediately relevant to the next stage oftheir careers.Examples from case study 2•Tutor transformed course to a student-centered active learning space to meet learners’ needs.•Tutors acknowledged need to explain to the students the benefits of active learning approach rather than just imposinga system.•Tutors took account learners feedback and responded to students; concerns such as the need to increase numbers ofcourse teaching staff•Course transformation resulted in substantial increases in student conceptual understanding and decreases in failurerates Return to the key principles References 
  12. 12. Key principles of practice for effective eLearning Learner support (environment and nurture to enable learners to achieve their potential)Examples from case study 1•Helped students build a community, develop their own ways of integrating their experience, and gavethem access to all of the KEEP Toolkit’s case studies and templates.•Acknowledgement that learners might not know how to show achievements with ePortfoliossoinstructor created own ePortfolio, along with guidelines to support learnersExamples from case study 2•Continuous refinement of the active learning environment with more training of students incollaborative working and more staff to support them.•Course notes developed to enable learners to access materials outside of class and in their own time viawebsite and a course website to enable learners to check their grades.•Specially designed classroom with extensive use of networked laptops, this collaborative, hands-onapproach merges lectures, recitations, and desktop laboratory experience in a media-rich environment. Return to the key principles References
  13. 13. Key principles of practice for effective eLearning Usability (elearning should be intuitive in its ease of use and adequately supported)Examples from case study 1•An ePortfolio is a pedagogically appropriate tool because could students could share and easily link toselected artefacts and “stitch” together snapshots•Students found the tool flexible and able to support their representations of learning and reflection.•Effectiveness of the project meant the institution is looking into hosting the tool on their own servers.Examples from case study 2•Usability achieved with a wide variety of course materials and artefacts such assimulations, lectures, presentations along with a course website for teaching concepts.•Training and support built in for staff as well as for students especially as a result of evaluation•Changes in methods made due to evaluation feedback: fewer experiments that are better explained andbetter integrated into the course material•Visualization technology used to support meaningful learning Usability page 2 References
  14. 14. Key principles of practice for effective eLearning Usability (elearning should be intuitive in its ease of use and adequately supported) We are using visualizations in teaching physics interactively in freshman courses at MIT (classes of 500 students). We combine desktop experiments with visualizations of those experiments to "make the unseen seen” (TEAL Studio Project)Return to the key principles References
  15. 15. Key principles of practice for effective eLearning Transparency (pedagogy must be open, internally coherent and consistent)Examples from case study 1•Clear directions about goals and methodology: students needed to show their achievement of theseobjectives with an ePortfolio, and that students would need to know what was expected of them.•Tutor created her own example and gave students a specific set of requirements: referencelist, evidence of student progress, an up to date resume, and application letter for employer.•Tutor designed the course with clearly stated objectives.•Examples from case study 2•Clear identification of problem and solution: Course had a 10% failure rate and a 40-45% attendance rateat lectures. The response was to address this using active learning enhanced with technology.•Pedagogical approach based on other models at other institutions, which suggested that suchinteractive-engagement methods ‘results in higher learning gains than the traditional lecture format’•Results of pedagogical approach evaluated: the learning gains in TEAL Spring 2003 by standard measuresare about twice those in the traditional lecture/recitation format across the entire range of studentbackgrounds Transparency page 2 References
  16. 16. Key principles of practice for effective eLearning Transparency (pedagogy must be open, internally coherent and consistent) “the learning gains in TEAL Spring 2003 by standard measures are about twice those in the traditional lecture/recitation format across the entire range of student backgrounds…The fact that interactive- engagement teaching methods produce about twice the average normalized learning gains when compared to traditional instruction replicates the results of many studies obtained at other universities, including Harvard.” (Effectively transforming educational practice)Return to the key principles References
  17. 17. Key principles of practice for effective eLearning References Gallery of Teaching & Learning ‘KEEP Toolkit case studies’ (online), The Carnegie Foundation. Available from: http://gallery.carnegiefoundation.org/gallery_of_tl/keep_toolkit.html (Accessed 25th November 2011)Effectively Representing Educational Experience&Transferring knowledge and experience in innovative educational transformation case studies Return to the key principles

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