E-moderation Resource E-moderation Resource PackPack

Part 3 - Going deeperThe development of knowledge

and online content

AuthorsCristina PratasCorina GardinerGillian Scott

ContentContentCourse structure and design:

online course content (Cristina Pratas & Gillian Scott)

Online task types (Corina Gardiner)

Course structure and design: online course content

Good PracticeWhat to IncludeExample

““Course structure refers to the physical layout and function of a course. […] We must look at our

course with a student's eyes. It is a matter of "usability" for the

student.” .” (Centre for Online Learning, Georgia Southern University (Centre for Online Learning, Georgia Southern University

http://academics.georgiasouthern.edu/col/id/best_practice.php))

Course Design: Good Course Design: Good PracticePractice1. Encourage contact between participants &

teaching centre

2. Develop reciprocity and cooperation among

participants

3. Encourage active learning

4. Give prompt feedback

5. Emphasise time on task

6. Communicate high expectations

7. Respect diverse talents and ways of

learningSlightly adapted from ‘The Seven Principles for Good Practice in Undergraduate Education’ Published in the AAHE Bulletin (Chickering & Gamson, 1987)

Course Design: Course Design: What to What to IncludeIncludeThe design of each course should: be unique and based on the context, course aims & objectives, assessments and the needs of participants. include an easy to navigate Homepage contain clear and concise instructions be consistent in its design be well-planned

Content should: include critical thinking and problem solving activities build up skills progressively give options for tasks provide plenty of practice for independent & group work skills provide some flexibility easy access to a responsive, encouraging tutor who summarises, weaves & facilitates online discussions

An online course could include:

pre-course tasks, eg needs analysis, technology requirements, participants’ expectations & motivation, learning styles quiz welcome board and course schedule 0rientation to course & learning environment; participants should be able to locate materials easily as well as the deadlines for tasks & assignments participants page, with photos & ‘getting to know you’ activity communications rules eg tutor contact times & netiquette overview page for each module, with objectives, tasks (printable) & possibly f/b from participants a forum for participants to interact & communicate

weekly announcements by tutor or emails to follow up tasks/assignments to groups/individuals variety of approach, learning material, tasks, activities & ICT tools scaffolded approach to introducing new technology useful links to well-written documentation collaborative projects leading to development of ‘take-away’ post-course reference material

ExamplePossible themes for an upper-intermediate EFL course with 4 main modules

globalization environment social media topic decided by learners

This could be carried out with a poll (e.g. PollDaddy) where the tutor provides a list of suggestions and learners vote for their favourite theme. By the last module learners will have sufficient confidence in using the online environment, will have known each other better, and giving them an option to contribute to course content provides them with opportunities for learner autonomy and active participation in a community.

Overview of Online TasksOverview of Online TasksTypes of TaskTutor GuidancePurpose of TasksDesigning Online Tasks

““Materials themselves do not Materials themselves do not teachteach

but provide a medium that with but provide a medium that with appropriate use can support appropriate use can support

learning.” learning.” (Oliver, Herrington & Omari Creating Effective Instructional (Oliver, Herrington & Omari Creating Effective Instructional

Materials for the World Wide Web.Materials for the World Wide Web.Australian Web 97 Conference 1997 Australian Web 97 Conference 1997 http://ausweb.scu.edu.au ) )

Types of Online TasksTypes of Online TasksThere are a wide range of tasks and tools available to online tutors

including

some of the following:

Discussion Forums – where students post comments and discuss course issues

Quizzes – where a student’s knowledge of the course content is check and objective feedback received

E-portfolios – an opportunity for students to create and save information on a given subject and in a range of formats

Chat Rooms – a place for informal discussion and learning and a platform on which to build social links with other students

Interactive activities in Virtual Learning Environment – a dynamic virtual environment where more advance technical tools can be employed to assist knowledge development and learning

E-mail Groups – a good medium through which to get students working together on defined tasks

Tutor GuidanceTutor GuidanceTo create the best learning experience for the learner, an online tutor needs to use an appropriate blend of the tasks and tools available.

At the start of the course tutors should: Ensure the learners are able to easily orientate themselves around the e-learning site and have the technical competencies to interact with the tools provided in order to complete the tasksClearly communicate how the course materials are organised and can be navigatedSet clear achievable priorities and deadlines for the tasks

Purpose of TasksPurpose of TasksTasks need to embed learning and give the opportunity for reflection and to challenge knowledge acquisition and provide good transitions between learning points.

Online tasks shouldEncourage opportunities for the acquisition of knowledgeHelp develop student participation on the course

Designing Online TasksDesigning Online TasksWhen designing online tasks tutors need to

ensure Tasks have clearly defined outcomes and suit

all learning styles Some of the content reflects real world

scenarios and helps the learner link theory to real life

Online tasks and quizzes encourage students to practice and apply course content and concepts

Online discussion chats and forums develop knowledge sharing and acquisition

Activities create a focus to ensure research and learning on a particular subject and encourage participation.

Content should:

include critical thinking & problem solving activities build up skills progressively give participants options for tasks provide plenty of practice for independent & group work include a degree of flexibility