Frameworks for online success: Make it work

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Frameworks for online successMake it work
make it worthwhile

• Prof Dr Gilly Salmon
• University of Leicester
• eLearning Laptop Forum
• 2nd April 2005
• Abu Dhabi
• www.le.ac.uk/beyonddistance
• Gilly.salmon_at_le.ac.uk

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learning and teaching onlinetwo key processes

• Prior design for participation
• Human intervention for successful learning
• Examples and applications

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5stage scaffold
e-tivities
design for participation
intervene for learning
dvpt processes
awareness skills
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Design frameworks
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Development
Integration External links search
Mentor Enabler
Knowledge construction
Facilitator
Conferencing Contact interaction
Information exchange
Navigation Personalisation Time saving
Task setter Teacher Tutor
Socialisation
Receiving sending
Host Process establisher
Access motivation
Passwords Getting on
Welcomer supporter
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Achieving Harmonious Online Socialization
Online identities Participation Team
building Professional cultures
Group
Stage 2 Socialization
Time Asynchronicity Technical
Nature approaches of the discipline Approach
of this Topic/course
Knowledge Domain
Environment
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Introducing e-tivities
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E-tivities

• Participative group work online
• Motivating,engaging purposeful
• Based on interaction between learners/students
  active student contribution
• Designed led by an e-moderator
• Usually asynchronous (i.e over time)
• Cheap easy to run- usually simple text based
  bulletin boards
• On or off campus, blended or online only

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Response to response
Response to response
spark
invitation
Response to response
Response to response
Individual response message
Response to response
Response to response
E-moderator summary
time line
days
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2 3 4 5 6 7 8
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Outcomes

• More involvement
• Scaling up
• Lower costs
• Viable pilots
• E-learning more acceptable, more exciting
• Knowledge transfer

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the spark
the invitation
WebCT
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spark
invitation
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participation
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Types of sparks

• Simple one or two liners in message
• Quotation
• Worked exercise
• Attached A 4 sheet or short information page
• Reference out to web pages, other electronic
  resources
• Illustration/visual/audio

Focus on authenticity Make relevance obvious
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Intervene for Learning
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The role of the online (e or m) moderator
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Online as a place to teach

• Psychological domain
• Imagination is intrinsic
• Less tangible- more potential but more risk

• Social domain
• Whole new environment
• Interactivity is a crucial aspect
• New types of discoursemore explicit, fairer

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Autotelism online!

• An autotelic is someone good at translating
  threats into challenges.
• They constantly create focus, short-term goals
• Give close attention to the group they are
  working with.
• They visualise the groups success engage it in
  achieving it

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M-moderatingrecruitment
confidence

• Experience as an online learner
• Good regular mobile access
• Pace use time, ability to seriously multitask,
  interruptablity, succint
• Determination personal development

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M-moderatingrecruitment
constructive

• Build trust and purpose for groups
• Understand pedagogy, affordances structures
• Create concise, energising messages responses
• Build learning from small chunks of contribution
  resources
• Switch rapidly from task to task
• Build online identity

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M-moderatingtraining
structure build

• Enable others, foster discussion, weave,
  summarize, restate, challenge, monitor
  understanding misunderstanding, promote
  collaboration
• Take feedback,
• Effective use of personal time adapt to 24/7
• Promote vicarious connected learning

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M-moderatingtraining

• Control groups, bring in non-participants, pace
  discussion
• Understand scaffolding process in mobile and
  online contexts
• Be role model
• Scale up
• Show Authority with sensitivity
• Appreciate social emotional aspects

facilitate
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M-moderatingdevelopment
share knowledge

• Explore develop arguments
• Use sparks of information for discussion
• Promote reflection consideration
• Create links with blended learning make choices
  for programmes
• Celebrate use diversity
• Be positive about online and m-learning

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M-moderatingdevelopment
create

• Use range of approaches
• Use range of technologies
• Communicate with technical designers
• Communicate without visual cues
• Diagnose solve problems
• Use humour appropriately,
• Work with emotion, handle conflict constructively
  
• Sustain a useful, relevant m-learning community

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Critically important skillsTeaching through
weaving summarizing

• Selecting key aspects of messages
• Presenting them in a new way

• Pulling together
• all contributions into a theme
• Commenting on sufficiency, building on ideas,
  offering more

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• Weaving is a way of pulling together a number
  of messages, or sections of them, to add value,
  illustrate a key points, or demonstrate
  connections and links

• Summarizing is a way of pulling together a
  series of messages by acknowledging
  contributions, theming, correcting
  misconceptions, extending the argument, pointing
  out deficiencies.

Weaving
Summarizing
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Examples from practice
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All Things in Moderation Ltd Higher
EducationTeachersin South Africa
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South Africa HE project20 lecturers

• We used
• The 5 stage model
• E-tivities
• We demonstrated effective scaffolding as a
  climbing frame

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Herman van der Merwe Director Telematic
Education
63 thousand students 11 faculties 900 faculty
members 15,000 DE students 18,000 fully online
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High level of focussed interactivity

• 114 messages their reflections at 4th stage,

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Contact Details

• Online courses based on 5 stage models
  e-tivities
• Customised for in-house professional learning
• Publicly available courses

• www.atimod.com
• david_at_atimod.com

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UKHEP

• Major international e-learning initiative
  involving
• the Royal College of Nursing, City University,
  the University of Leicester and the University of
  Ulster, all UK based institutions
• UKHEP offers a range of both CPD and B.Sc.
• e-learning opportunities for post-registration
  healthcare professionals worldwide.

www.ukhep.co.uk
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UKHEP

• Strengths
• combine a huge pool of expertise within its 4
  partners it is a truly unique modern
  partnership.
• Teaching learning
• 100 online
• strong student support
• course content direct to practice patient care
• experienced e-tutors
• Words of caution
• Healthcare is contextualised within a country.
• Prior accreditation is complex

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UKHEP
UK Healthcare Education Partnership Coppergate
House 16 Brune Street London E1 7NJ United
Kingdom Tel [phone] Fax [phone]
7952 E-mail matthew.beard_at_ukhep.co.uk Web
www.ukhep.co.uk
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Royal Veterinary College UKe-Continuous
Professional Development

• e-Moderated CPD course for practicising vets run
  by the Royal Veterinary College
• 6 week course with a maximum of 20 vets per
  course and one specialist e-moderator
• Problem based approach with subgroups working up
  clinical cases and reporting findings back to
  other groups and e-moderator

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Meeting the needs of the vets

• Available to vets who could not attend
  traditional courses (working overseas, remote
  locations, family commitments)
• Opportunity to share problem solving strategies
  in a structured learning environment (working
  through clinical cases)
• Enabled vets with a range of practical
  experiences to collaborate and learn from each
  other as well as from the subject expert
• Cost effective way of addressing CPD needs (no
  travel, accommodation or locum costs)

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E-CPD delivered through Merlin VLE
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Successes, failures and advice for others

• Positives
• Ran very smoothly and lots of contribution
• Well received by participants and most wanted to
  do further courses
• Negatives
• Very time consuming to set up and moderate (at
  least 10 hours per week)
• Difficult to pace e-tivities so that the
  slower/less confident/occasional participants did
  not get left behind
• Lesson Learnt
• Create a sound business plan for courses which
  reflects real time costs for facilitation
• Plan course structure, marketing, content well in
  advance of launch

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Contact Details

• Nick Short (nshort_at_rvc.ac.uk) for more
  information.
• Visit the following sites
• Nick Short Home Page http//www.rvc.ac.uk/staff/ns
  hort
• RVC Electronic Media Unit http//www.rvc.ac.uk/eme
  dia
• E-CPD http//www.vetschools.ac.uk/ecpd

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Remote Tutors in the Open UniversityBusiness
School
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OUBS Certificate in Management
3 discussions 6 e-tivities 3 hours per week only
2 week online training for tutors
Numbers Cohort 1 (Spring 2004) 49 participants,
44 completed Cohort 2 (Autumn 2004) 65
participants 53 completed
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http//stadium.open.ac.uk/berrill/
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Benefits Online management tutor training

• Costs approx one third
• of ff
• 90 higher participation and completion rate

• Follow up after 3 months
• Only a little more time but
• more effectively
• More productive
• Different input pacing
• 2/3of the participants
• achieved
• an objective from their PDP
• 14 had achieved more than one

• Key feedback
• opportunity to share and learn from others was
  most valuable.
• Recognition of resources as sparks to discussion

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Beyond Distance Research Allianceat the
University of Leicester
Colleagues with research interests in this
field are invited to become Beyond Distance
Associates Gilly.salmon_at_le.ac.uk
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Thanks for your attention
You may say Im a dreamer, but Im not the only
one John Lennon over to you
Gilly.salmon_at_le.ac.uk
www.e-moderating.com www.e-tivities.com