e-learning Getting started Professor Stephen Brown GEES

e-learning

Getting started

Professor Stephen Brown

GEES

Aim

• Help you identify and assess e-learning opportunities in your teaching

Objectives

• Explain how current models of learning and teaching relate to e-learning

• Identify appropriate uses of e-learning, using Laurillard’s framework

• Identify opportunities for e-learning in your own teaching

What is learning?

acquiring skills

constructing knowledge and understanding

developing values

participating

Beetham 2002Learning

Current theories

• Student centred• Constructivism• Activity based• Communities of

practice

acquiring skills

constructing knowledge and understanding

developing values

participating

Learning processese-learning practices acquiring

skills

constructing knowledge and understanding

developing values

participating

using digital tools

using digital resources

using digital etiquette

using digital communications

media

Adapted from Beetham 2002

e-learning

• learning which takes place through exchange between a combination of content, tasks, support-systems (human or otherwise)

• where the exchange is mediated through information and communication technologies

BS8426 - A Code Of Practice For E-Support In Electronic Learning Systems (draft 2003)

What can e-learning do?

Media applications

Learningexperience

Media forms Methods/technologies

Attending,apprehending

Narrative Print, TV, video, DVD

Investigating,exploring

Interactive Library, CD, DVD, Web resources

Discussing,debating

Communication Seminar, online conference

Experimenting,practicing

Adaptive Laboratory, field trip, simulation

Articulating,expressing

Productive Essay, product, animation, model

Laurillard 2002: 77

e-learning examples

e-learner comments

Learner support needs

• Imagine you have been asked to tutor a new online course

• You are a competent subject expert but have not been involved in developing the course

• What are your greatest concerns?

Learner support needs

• Conference simulation• In small groups• List concerns individually, one per “Post-it” • Stick post-its to wall• Read other postings in your group

• Respond to other postings • Produce rank ordered list

• No talking!

What happened?

• What happened?

• How did it feel?

What happened?

• Some people didn’t contribute

• Some people dominated

• It was hard to get started

• It was confusing

• It was slow

Online learning

• Intimidating• Confusing• Delayed responses• Faceless• No visual cues: body language, facial

expression, tone of voice and inflection• Different time zones and cultures• Lacks discipline and pacing of a f2f course• Technologies not reliable

Online learner needs

• Welcome• Clearly stated expectations • Recognition and acknowledgement• Constructive feedback• Reassurance• Interesting material• Help with self management skills• Help with using the technology effectively • Flexible ways of working

Tutor concerns

• Cluster under 4-5 main headings• Choose presenter• Present to other groups

Tutor concerns

• Changed role• Workload• Group size• Activities• Assessment

Tutor role

• Content facilitator

• Process facilitator

• Adviser/counsellor

• Assessor

• Manager

• Administrator

• Designer

• Researcher

• Technologist

Sage on the stage……………...

…………….. guide on the side

Workload

• Can expand• Specify requirements clearly• Be explicit about online availability• Share tasks• Allow extra time

• Reduce off-line activity• Visibility

Group size

• No right size

• Match size to function

• Allocate tasks/roles to learners

Activities

• Clear expectations

• Motivation

• Share tasks/roles

• Extra time

• Meaningful assessment• Salmon, G. (2002) E-tivities: the key to active

online learning. London: Kogan Page

Assessment strategies

• Summative/formative• Collaborative/individual• Cascade/complete • Self/peer/group/tutor

Identifying opportunities

• Using your Content analysis sheets, identify aspects of your teaching that could be converted to e-learning

• Use the Laurillard Media Applications framework as a guide

A case study

• An exploration of light– Lectures– Studio demonstrations– Practical lighting exercises– Project

Content analysis

LECTURE

Introduction to the concept of light as amethod of communication using visualimages to illustrate lighting concepts andhow it is applied in the media.

Narrative Can convert to screen-basedimages with text commentary.

PRACTICAL DEMONSTRATIONS

To demonstrate basic lighting conceptssuch as shape, form and texture.

Narrative Can be converted to on-screen demonstrations as anextension to the lecture.

To show that light can be used to implyatmosphere or create mood.

Narrative On-screen demonstrations butprobably more limitedopportunities to demonstratedifferent mood effects.

To make students aware that light canchange how we make visual judgementsabout something.

Narrative Able to use visual tricks onscreen to disguise the identityof objects.

To demonstrate different properties of lightoffered by different light sources.

Narrative On-screen demonstrations.Not able to show as widerange of lights or settings as inthe actual studio.

PRACTICAL EXERCISES

To introduce them to a photographicstudio environment, flood lights and spotlights.

Interactive Could use a virtualenvironment to replicatesome, but not all, aspects.

To allow them to explore the effects ofdifferent lighting patterns.

Interactive Able to give students controlof a limited set of lights.

To increase their confidence of usinglighting.

Interactive Although not able to givehands on experience of reallights, able to allow them toexplore the effects of differentlighting positions and settingsthrough a virtual environment.

To introduce them to working with amedium format camera.

Interactive Could use a virtualenvironment to replicatesome, but not all, aspects.

To give them experience of directing amodel and production team.

Adaptive Not practical in anasynchronous environment.

To give them experience ofcommunicating with a model to get themto respond appropriately for the camera.

Adaptive Not practical in anasynchronous environment.

To give them experience of being a modelin front of a camera.

Adaptive Not practical in anasynchronous environment.

PROJECT

To research and explore lightingappropriate for the visual message theywish to communicate.

Productive Able to give students theopportunity to create differentlighting scenarios via a virtualenvironment.

To introduce them to the use of astoryboard as a means of communicationwithin a group situation.

Productive Can show them examples butnot practical in an onlineenvironment to ask them toproduce drawings.

To make them think about and considerlight as a method of visual communication.

Productive Able to give students theopportunity to create differentlighting scenarios in a virtualenvironment.

Lessons

• effective learning requires a variety of processes

• e-learning can’t replace all aspects of learning

• e-learning is sometimes better than f2f

• e-learning design needs to be more supportive than f2f

Review

• Explain how current models of learning and teaching relate to e-learning

• Identify appropriate uses of e-learning, using Laurillard’s framework

• Identify opportunities for e-learning in your own teaching