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#FDOL131
Hello and welcome to the
#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
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
