Which E-learning Model Works

For You?

Michael CoghlanCheryl Cox

15/2/13

ELEARNING IS.....

NOT JUST

MOODLE

YOUR ELEARNING EXPERIENCES:

What did the course you studied online ‘look like’? What did you see? What did you do?

YOUR ELEARNING EXPERIENCES:

If you had a satisfying experience studying online what made it satisfying?

YOUR ELEARNING EXPERIENCES:

If you had an UNsatisfactory experience studying online what made it so?

MODELS OF ELEARNING

• Etraining• Distance Education• Blended (or Web Enhanced) Learning Type 1• Blended (or Web Enhanced) Learning Type 2• Virtual Classroom Type 1 (Collaborative)• Virtual Classroom Type 2 (Presentational)• The Community of Practice• MOOCs (Massive Open Online Courses)• Flipped Classroom

Source: http://what-is-elearning.wikispaces.com/

The Extremes

Self-paced,unfacilitated

Fully facilitated

• good for compliance training eg OHSW)• Can work with highly motivated, more mature learners• Huge drop-out rates

• Regular teacher presence• Communication • Community• All or several doing same topic at same time• results in a better, richer, more meaningful learning experience•more likely to result in changed behaviour ie longer term learning• takes more resources (time and $$$)

Guiding Principles

• Cathy Moore … “Think of your e-learning course as a safe place for students to practice!”

• Assessment For Learning (5 key strategies, 1 big idea)

• Sharing learning expectations• Questioning• Feedback• Self assessment• Peer assessment

Use evidence about learning to

adapt instruction to meet learner needshttp://www.slideshare.net/ccox888/assessment-for-learning-v2

COMPONENTS OF A COURSE

• INFORMATION AND CONTENT• INSTRUCTION• TASKS/ACTIVITIES• ASSESSMENT • FEEDBACK

CONTENT

• Bite sized chunks• Clear, concise language• Use media – images, video, audio• Give students the chance to contribute

(Moodle: Glossary and Choice tools)

Instructions

• Be clear, concise• Don’t assume understanding (work through

the materials as a student; get someone else to check it)

• Give instructions that are clear enough so students can work through material when there is no lecturer around eg at home (Moodle tool: Label)

TASKS/ACTIVITIES/ASSIGNMENTS

• Offer a variety• Use them frequently (“we learn by doing and

applying”)• Design some tasks that require students to – collaborate– research Moodle Tools:

•Forums•Wiki•Lesson•Quiz•Choice

FEEDBACK/COMMUNICATION

• Provide regular and timely feedback• Don’t just rely on automated feedback

provided via the quiz tool• Moodle GRADEBOOK• Ask how students are going• Consider a weekly bulletin

Teacher Presence

The best online teachers - according to students - are those who show their presence multiple

times a week, and at best, daily.

http://www.cats-pyjamas.net/2010/05/moodle-tool-guide-for-teachers/

http://designing.flexiblelearning.net.au/

http://designing.flexiblelearning.net.au/tours/documents/types_of_e-learning.doc

http://designing.flexiblelearning.net.au/tours/documents/which_types_are_you.doc

LAST THOUGHTS?

EXPLORE MODELS OF ELEARNING AThttp://what-is-elearning.wikispaces.com/

Michael Coghlanmichaelc@chariot.net.auCheryl Coxcheryl.cox@tafesa.edu.au

Photo courtesy of Alex Hayes

These slides on the Net at Slideshare