![Page 1: FDOL131 unit 4: supporting learners with Dr Keith Smyth](https://reader035.vdocuments.site/reader035/viewer/2022062702/55499b5fb4c905fa728b4913/html5/thumbnails/1.jpg)
#FDOL131
Hello and welcome to the
#FDOL131 webinar.
Please go to tools>audio>audio
setup wizard to check your audio
Flexible, Distance and Online Learning an open course using COOL FIShhttp://fdol.wordpress.com/ Twitter: @openfdol #fdol131
unit 4: supporting learners onlineDr Keith Smyth
2 April 13, 7-8pm(GMT)
Chrissi
![Page 2: FDOL131 unit 4: supporting learners with Dr Keith Smyth](https://reader035.vdocuments.site/reader035/viewer/2022062702/55499b5fb4c905fa728b4913/html5/thumbnails/2.jpg)
alternative uses task based on Guilford (1967)
Chrissi
http://www.sxc.hu/photo/756568
![Page 3: FDOL131 unit 4: supporting learners with Dr Keith Smyth](https://reader035.vdocuments.site/reader035/viewer/2022062702/55499b5fb4c905fa728b4913/html5/thumbnails/3.jpg)
![Page 4: FDOL131 unit 4: supporting learners with Dr Keith Smyth](https://reader035.vdocuments.site/reader035/viewer/2022062702/55499b5fb4c905fa728b4913/html5/thumbnails/4.jpg)
Supporting learners
Rationale: Student learning support is a key area in the provision of a ‘quality’ educational experience in formal settings. Students expect academic, technical, administrative and pastoral support as part of their educational provision. Successful student support has a marked and positive impact on retention, progression, completion rates and overall student satisfaction – this can be even more so for students studying at a distance. In this unit participants will have the opportunity to explore a variety of contemporary conceptions of online tutoring and online facilitation derived, including peer-support and peer-tutoring models, from theory and research and consider their initial experiences of good and effective practice in the support of flexible, blended and online learning provisions offered by institutions to own students and external learners.
unit 4
Lars
![Page 5: FDOL131 unit 4: supporting learners with Dr Keith Smyth](https://reader035.vdocuments.site/reader035/viewer/2022062702/55499b5fb4c905fa728b4913/html5/thumbnails/5.jpg)
• Google community discussions
• Learning together in PBL groups
• Autonomous learning opportunities
unit 4: activities
Lars
![Page 6: FDOL131 unit 4: supporting learners with Dr Keith Smyth](https://reader035.vdocuments.site/reader035/viewer/2022062702/55499b5fb4c905fa728b4913/html5/thumbnails/6.jpg)
Supporting Learners Online
Keith Smyth @smythkrs
Edinburgh Napier University
Webinar for FDOL 2nd April 2013
![Page 7: FDOL131 unit 4: supporting learners with Dr Keith Smyth](https://reader035.vdocuments.site/reader035/viewer/2022062702/55499b5fb4c905fa728b4913/html5/thumbnails/7.jpg)
What we’ll cover
1. Types of support for online learning
2. Designing for active engagement
3. Practical considerations for facilitation
With time for discussion and questions as we go. But first…
![Page 8: FDOL131 unit 4: supporting learners with Dr Keith Smyth](https://reader035.vdocuments.site/reader035/viewer/2022062702/55499b5fb4c905fa728b4913/html5/thumbnails/8.jpg)
Some framing propositions
• Many learners do not (as yet) come to blended and online contexts with the mindset and skills to learn effectively online, and being skilled in using technology is not enough
• Variation across blended and online courses presents a wide range of challenges for learners to negotiate, and if left to their own devices only some will engage pro-actively
• A key challenge is to design online learning activities to actively engage learners with their subject, their tutors and peers, and the learning tools and resources provided
![Page 9: FDOL131 unit 4: supporting learners with Dr Keith Smyth](https://reader035.vdocuments.site/reader035/viewer/2022062702/55499b5fb4c905fa728b4913/html5/thumbnails/9.jpg)
1.Types of support for online learning
![Page 10: FDOL131 unit 4: supporting learners with Dr Keith Smyth](https://reader035.vdocuments.site/reader035/viewer/2022062702/55499b5fb4c905fa728b4913/html5/thumbnails/10.jpg)
Technical orientation
Online learning literacy
Explicit course guidance
Just-in-time learning guidance
Facilitation
Induction and socialisation
![Page 11: FDOL131 unit 4: supporting learners with Dr Keith Smyth](https://reader035.vdocuments.site/reader035/viewer/2022062702/55499b5fb4c905fa728b4913/html5/thumbnails/11.jpg)
So I just click here?
![Page 12: FDOL131 unit 4: supporting learners with Dr Keith Smyth](https://reader035.vdocuments.site/reader035/viewer/2022062702/55499b5fb4c905fa728b4913/html5/thumbnails/12.jpg)
Orientating learners – Your views
• With a focus on the kinds of induction and orientation activities that can help learners prepare for an online course or activity, can you share any examples from your own experience?
• This can be from a practitioner perspective (e.g. things you have done for your students) or a learner perspective (e.g. when first starting FDOL)
• What worked well, and why?
![Page 13: FDOL131 unit 4: supporting learners with Dr Keith Smyth](https://reader035.vdocuments.site/reader035/viewer/2022062702/55499b5fb4c905fa728b4913/html5/thumbnails/13.jpg)
2. Designing for active engagement
![Page 14: FDOL131 unit 4: supporting learners with Dr Keith Smyth](https://reader035.vdocuments.site/reader035/viewer/2022062702/55499b5fb4c905fa728b4913/html5/thumbnails/14.jpg)
Introducing the 3E Framework
![Page 16: FDOL131 unit 4: supporting learners with Dr Keith Smyth](https://reader035.vdocuments.site/reader035/viewer/2022062702/55499b5fb4c905fa728b4913/html5/thumbnails/16.jpg)
Timely engagement in key concepts
![Page 17: FDOL131 unit 4: supporting learners with Dr Keith Smyth](https://reader035.vdocuments.site/reader035/viewer/2022062702/55499b5fb4c905fa728b4913/html5/thumbnails/17.jpg)
Exploring and producing case studies
Group work involving case study investigations around shared interests…
…Individual projects based on sourcing and creating online case studies
![Page 18: FDOL131 unit 4: supporting learners with Dr Keith Smyth](https://reader035.vdocuments.site/reader035/viewer/2022062702/55499b5fb4c905fa728b4913/html5/thumbnails/18.jpg)
Learners as co-tutors/tutors as co-learners
A student-led online seminar implemented in ning
![Page 19: FDOL131 unit 4: supporting learners with Dr Keith Smyth](https://reader035.vdocuments.site/reader035/viewer/2022062702/55499b5fb4c905fa728b4913/html5/thumbnails/19.jpg)
Supporting and making group work visible
![Page 20: FDOL131 unit 4: supporting learners with Dr Keith Smyth](https://reader035.vdocuments.site/reader035/viewer/2022062702/55499b5fb4c905fa728b4913/html5/thumbnails/20.jpg)
Peer support and ‘problems forums’
![Page 21: FDOL131 unit 4: supporting learners with Dr Keith Smyth](https://reader035.vdocuments.site/reader035/viewer/2022062702/55499b5fb4c905fa728b4913/html5/thumbnails/21.jpg)
Supporting learning beyond the course
In this example the cohort on the final module of a PgCert have collaborated on a ‘directory’ of online professional communities to support their CPD
![Page 22: FDOL131 unit 4: supporting learners with Dr Keith Smyth](https://reader035.vdocuments.site/reader035/viewer/2022062702/55499b5fb4c905fa728b4913/html5/thumbnails/22.jpg)
Scaffolding progression in online learning
![Page 23: FDOL131 unit 4: supporting learners with Dr Keith Smyth](https://reader035.vdocuments.site/reader035/viewer/2022062702/55499b5fb4c905fa728b4913/html5/thumbnails/23.jpg)
3E Framework beyond Edinburgh Napier
![Page 24: FDOL131 unit 4: supporting learners with Dr Keith Smyth](https://reader035.vdocuments.site/reader035/viewer/2022062702/55499b5fb4c905fa728b4913/html5/thumbnails/24.jpg)
Pause for discussion
![Page 25: FDOL131 unit 4: supporting learners with Dr Keith Smyth](https://reader035.vdocuments.site/reader035/viewer/2022062702/55499b5fb4c905fa728b4913/html5/thumbnails/25.jpg)
3. Practical considerations for
facilitating online learning
![Page 26: FDOL131 unit 4: supporting learners with Dr Keith Smyth](https://reader035.vdocuments.site/reader035/viewer/2022062702/55499b5fb4c905fa728b4913/html5/thumbnails/26.jpg)
• Learners don’t have well developed, culturally informed expectations about blended and online assessment. Make guidance explicit and assessment criteria explicit.
• Early social and ‘no risk’ opportunities for exploring the and joining the online environment and cohort are critical to engagement and retention (e.g. many online courses have no formal learning in Week 1, or have a Week 0)
• Blended and online courses that are not heavily content-based and driven, and instead engage learners in relevant activities, can be easier for tutors to keep current
![Page 27: FDOL131 unit 4: supporting learners with Dr Keith Smyth](https://reader035.vdocuments.site/reader035/viewer/2022062702/55499b5fb4c905fa728b4913/html5/thumbnails/27.jpg)
• Provide a clear indication what support learners can expect, and when, as well as what is expected of them
• Provide multiple opportunities for learners to engage, and align activities with periodic deadlines for coursework
• Use Questions or ‘Problems’ Forums, but don’t read and respond to every post and encourage peer support
• Consider group formative audio feedback for large cohorts
• Consider a Weekly Virtual Office Hours session
![Page 29: FDOL131 unit 4: supporting learners with Dr Keith Smyth](https://reader035.vdocuments.site/reader035/viewer/2022062702/55499b5fb4c905fa728b4913/html5/thumbnails/29.jpg)
FDOL131 updates
Lars
PBL groupsgroups: 4 in totalunit 3: share findings in FDOL131 community space and ask for feedback from peersunit 4: to complete this week and share findings via the FDOL131 community space
unit 5: open practicesApril 15 – 26 (2 weeks)Webinar: Monday the 22nd of April, 7-8pm UK time
![Page 30: FDOL131 unit 4: supporting learners with Dr Keith Smyth](https://reader035.vdocuments.site/reader035/viewer/2022062702/55499b5fb4c905fa728b4913/html5/thumbnails/30.jpg)
#FDOL131
Flexible, Distance and Online Learning an open course using COOL FIShhttp://fdol.wordpress.com/ Twitter: @openfdol #fdol131
Thank you for joining us today
and see you online
next webinarunit 5: open practices
Carol Yeager and Fred Garnett22 April 13, 7-8pm (GMT)
![Page 31: FDOL131 unit 4: supporting learners with Dr Keith Smyth](https://reader035.vdocuments.site/reader035/viewer/2022062702/55499b5fb4c905fa728b4913/html5/thumbnails/31.jpg)
#FDOL131 organisers
Chrissi NerantziAcademic DeveloperUniversity of Salford, UK
FDOL organiser PBL facilitator
Lars UhlinEducational DeveloperKarolinska Institutet, Sweden
FDOL organiserPBL facilitator