FDOL131 unit 4: supporting learners with Dr Keith Smyth

#FDOL131

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#FDOL131 webinar.

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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

alternative uses task based on Guilford (1967)

Chrissi

http://www.sxc.hu/photo/756568

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

• Google community discussions

• Learning together in PBL groups

• Autonomous learning opportunities

unit 4: activities

Lars

Supporting Learners Online

Keith Smyth @smythkrs

Edinburgh Napier University

Webinar for FDOL 2nd April 2013

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…

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

1.Types of support for online learning

Technical orientation

Online learning literacy

Explicit course guidance

Just-in-time learning guidance

Facilitation

Induction and socialisation

So I just click here?

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?

2. Designing for active engagement

Introducing the 3E Framework

Timely engagement in key concepts

Exploring and producing case studies

Group work involving case study investigations around shared interests…

…Individual projects based on sourcing and creating online case studies

Learners as co-tutors/tutors as co-learners

A student-led online seminar implemented in ning

Supporting and making group work visible

Peer support and ‘problems forums’

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

Scaffolding progression in online learning

3E Framework beyond Edinburgh Napier

Pause for discussion

3. Practical considerations for

facilitating online learning

• 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

• 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

Thank you

Keith Smyth k.smyth@napier.ac.uk

Skype and Twitter @smythkrs

Blog http://3eeducation.org/

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

#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)

#FDOL131 organisers

Chrissi NerantziAcademic DeveloperUniversity of Salford, UK

FDOL organiser PBL facilitator

Lars UhlinEducational DeveloperKarolinska Institutet, Sweden

FDOL organiserPBL facilitator