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UEA Health Online Successful Online Learning Design, Develop and Deliver 22 –23 July 2014. Dr Viv Rolfe Web vivrolfe.com Twitter @ vivienrolfe. Chinese Scholar’s Garden, Vancouver CC BY SA V iv Caruna Flickr. Aims – for me!. Make recommendations for you as a team. - PowerPoint PPT Presentation
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UEA Health Online
Successful Online LearningDesign, Develop and Deliver
22 –23 July 2014
Dr Viv RolfeWeb vivrolfe.com
Twitter @vivienrolfe
Chinese Scholar’s Garden, VancouverCC BY SA Viv Caruna Flickr
Aims – for me!
• Make recommendations for you as a team.• Give top tips for you as individuals.• Provide support over the next few months:– SKYPE?– Online classes?– Twitter? @vivienrolfe
• Complete guide summarising all the points we have discussed.
Aims – for you?
• See discussion documents.
Goals? Learners?
• See discussion docs.
http://www.sicklecellanaemia.org/teaching-resources/resources/scooter1-9/scooter9a.html
Design considerations
• What makes for an effective course?• What make up effective components of a
course?• What makes an effective resource?
Effective use of tech?
• Grey and Rolfehttp://journals.heacademy.ac.uk/doi/abs/10.3108/beej.18.5
• Multimedia (online learning) is better for some things and not others e.g. replacing lectures but not practicals.
• Generally, most education interventions – tech or otherwise – are poorly evaluated.
So what works, and what doesn’t?
• http://www.nottingham.ac.uk/nursing/sonet/rlos/bioproc/kidneydrug/index.html
• http://www.nottingham.ac.uk/nursing/sonet/rlos/studyskills/harvard/index.html
Effective components?
• Means et al (2010). http://www2.ed.gov/rschstat/eval/tech/evidence-based-practices/finalreport.pdf
• Videos and quiz are not the best combination for online learning!
• “Blended elements of online and face-to-face instruction with conditions taught entirely face-to-face. Analysts noted that these blended conditions often included additional learning time and instructional elements not received by students in control conditions”.
Effective resources?• Look at Richard E Mayer• Reduce cognitive overload:• No more than 2 elements (e.g. visual + narration or visual + text)• Placing of text / arrows near to relevant objects rather than far• Visual + narration or text must be sequential• Avoid continuous streams – allow for video controls• Ensure learners are familiar with terms / concepts (e.g. pre-
training)• Narrations must be conversational and not formal• Human voices please!
Development tips
• However long you think it might take? Double it.• Do all your planning first.• Think about unified approaches – colours / fonts
/ styles of resources and/or Bb course ‘shells’.• How accessible are your courses?• How to work with others – planning tools,
subject conventions?
Delivery
• What are your goals for:
• Patterns of delivery – all at once / time released?• Levels of notification / support?• Autonomous or connected? Ground rules?
Literacies? Expectations?• Assessment and feedback?• Linking to course administration systems?
MCQ!
See Phil Race’s presentation!
Dissemination?
• What are your plans for:
• Evaluation – during development and after?• What might you measure and how?• Why not disseminate / publish / report back at
conferences? (With links to your courses of course BACKLINK).
Discovery?
• What are your plans for:
• Picking the best for Flickr / YouTube?• BACKLINK to course URL.• Publicize via Twitter.• Professional body / society newsletters?
• This presentation was just an overview, and a fuller guide to developing online learning will be made available to the team.
• Also look at vivrolfe.com for further details.