Post on 06-May-2015
description
Designing Quality Learning for Online and Distance Education
Greig KrullSaide
Open and Distance Education Summit30 July 2013
Agenda
• Current technology trends and challenges• Drivers and constraints of technology integration in education• The quality challenge• Consider appropriate mode(s) of delivery• Factors to consider in elearning design • Discussion
Openness is becoming a value (open content, open data and open resources, along with transparency and easy access to data)
Massively open online courses (MOOCs) are being explored as alternatives and supplements to traditional courses
Workforce demands skills from graduates that are more often acquired from informal learning experiences
Increasing interest in using data for personalising the learning experience and for performance measurement
Role of educators continues to change due to the vast resources that are accessible via the Internet
Education paradigms are shifting to include online learning, hybrid learning, and collaborative models
Key Trends in Higher Education
The NMC Horizon Report: 2013 Higher Education Edition
Significant Challenges
The NMC Horizon Report: 2013 Higher Education Edition
Staff training still does not include the rise of digital media literacy as a key skill
Emergence of new scholarly forms of authoring, publishing and researching outpace sufficient and scalable modes of assessment
Education’s own processes and practices can limit broader uptake of new technologies
Demand for personalized learning is not adequately supported by current technology or practices
New models of education are bringing unprecedented competition to the traditional models of higher education
Most academics are not using new technologies for learning, teaching and research
Context
1. What are your biggest drivers to integrate technology into your teaching and learning?
2. What are your biggest challenges to integrate technology into your teaching and learning?
Motivators
CC-BY-NC-ND
Constraints
CC-BY-NC-ND
The Challenge…
Poor Quality Learning Design
Dissatisfactory use of
Technology
Decontextualised Information
Dumping of Content
Consider Modes of Delivery
Mode of delivery will impact on the design
Quality Factors
What are some practical things you can do to ensure the quality of the online learning experience?
8 Quality Factors
Learning
EnvironmentLearning Pathway
Teacher Presence
Feedback Activities and Assessments
Information Presentation
Social Presence
Background of Technology
Adapted from Renshaw (2012)
Learning Environment
• Interface should be understandable and consistent• Aim for simplicity of navigation• Consider usage of colours, formats, s p a ti a l
a r r a n g e m e n t s and images
– Various types of support are made clearly available (academic, technical etc)
TIP
Learning Pathway
• Organise into units or sessions that work through a series of objectives
• Provide sense of progression• Appropriate content + learning activities + assessment activities
= students enabled to achieve the specified outcomes • Support the development of critical thinking skills (cognitive
presence)• Be flexible to the needs and situations of the learners• Ability to adjust content and activities as course progresses
Teacher Presence• Role of the teacher in learning is to mediate between the
learner and what is to be learned• Create a learning environment where learners reflect upon
their experiences in order to master more complex academic knowledge
• Introduce yourself• Use synchronous communication such as virtual classrooms• Use asynchronous communication such as screencasting
Anderson (2008)
TIPS
Feedback
• Regular pause in delivery to check understanding • Build-in feedback comments• Ensure prompt daily feedback from facilitators• Make use of quizzes or surveys• Encourage students to evaluate the learning experience
Activities and Assessment• Use variety such as interactive games, role plays, challenges• Purpose of activity clear to enable students to understand what
knowledge, skills and values they are expected to learn or demonstrate
• Provide instructions on how to undertake activities and what resources to use
• Provide guidance on time to spend on activities• Provide timeframe and format of feedback
• Chunk activities e.g. limit activities to 60 – 90 minutesTIP
Information Presentation• Provide opportunities to discover rather than receive
information• Beware information overload• Make use of multimedia elements where appropriate
– Video clips– Podcasts– Simulations– Animations
Social Presence• Facilitate learner
socialisation• Tools: Facebook, Twitter
feeds, chat• Encourage collaborative
learning through forums and blogs
• Provide opportunities for interaction with the facilitator, other students and the content
© 2012 Centre for Learning & Performance Technologies
Background of Technology• Teaching and learning approach should guide the use of
technology and not the other way around• Different tools and technical elements should integrate
seamlessly
• Ensure hyperlinks are all activeTIP
8 Quality Factors
Learning
EnvironmentLearning Pathway
Teacher Presence
Feedback Activities and Assessments
Information Presentation
Social Presence
Background of Technology
Adapted from Renshaw (2012)
SummaryReview your student needs, technology options and your skillsCustomise learning content appropriately
Use sound instructional design principles
Learn from experiences and collaborate with colleagues
Design effective interactions for students with content, fellow students and teachers/tutors during learning
Underlying Principles for Success
Open Education Principals
Adequate Infrastructure
Adaptive to Change
Look to add value
Collaboration
Professional Development
Thank you
greigk@saide.org.za
greigk_za
Greig Krull
Discussion
www.saide.org.zawww.oerafrica.org
Unless otherwise specified, this work is licensed under a Creative Commons Attribution 3.0 Unported License.
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References• Anderson, T (ed) (2008) Theory and Practice of Online Learning 2e, pp.343-365,
Athabasca University, Athabasca.• Centre for Learning and Performance Technologies. (2012) Top 100 Tools for
Learning 2012 http://c4lpt.co.uk/top100tools/ • Isaacs S (ed) (2013) The eLearning Africa Report, ICWE: Germany• Johnson, L, Adams Becker, S, Cummins, M, Estrada, V, Freeman, A and Ludgate, H
(2013) NMC Horizon Report: 2013 Higher Education Edition. Austin, Texas: The New Media Consortium.
• ECB Check (2013) Quality Improvement for eLearning http://ecbcheck.efquel.org/ • Renshaw, J (2012) Taking your course online? Beware the belittling 'information
dump'! Available: http://jasonrenshaw.typepad.com/jason_renshaws_web_log/2012/07/taking-your-course-online-beware-the-belittling-information-dump.html
• Saide (2012) Refining the Distance and Face-to-face Continuum. Available: http://www.saide.org.za/design-guide/11-open-learning