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Stephen Wheeler: Course re-design for eLearning

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Stephen Wheeler
17 January 2013

 Your situation (context)

 

Describe the material and social characteristics of the environment in which you operate. Where will your project take place? Who are the main actors involved? Include images, videos, sketches - anything that would help others understand the opportunities and constraints you are dealing with.

Example

The environment in which I operate is an HE institution with a traditional structure of faculties, schools and departments. My project will take place online in the institutional VLE, Blackboard in this case. I will be working with an academic team delivering a first year module on a BSc programme.

 

 

The change you would like to see (challenge)

 

What do you hope to achieve? What would be different if you succeed?

Example

Achieving this would mean that a course usually taught face-to-face would now be taught online.

It would mean a fundamental change in how teachers prepare and engage with the course, and how learners engage with the course. There will have to be an attitude shift from all involved.

 

 

How you might go about bringing that change

 

What is your pedagogical approach? Which technologies will you use to implement it, and how?

Example

I very much subscribe to a constructivist approach to learning and I intend to put this into practice on this project.

I will be using the institutional VLE, Blackboard, and the tools it contains, such as discussion boards, blogs, wikis, journals, all the tools you expect to see in a VLE, and make use of audio and video. The aim is to make the course participative to expand the course beyond the confines of what the academic team have come to accept as an online course.

 

 

 

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Ann Davis
2:34pm 19 January 2013


One of my biggest suggestions for online learning is to not make the videos too long. When in a classroom, a teacher will often pause the video to discuss a point, do the same in the online environment by either breaking them up into smaller chunks, or by simply giving the instruction to "stop" and then write down some items that they have taken from it.  Also, students like to know how much time something is going to be and can they dash off and take a quick break before settling down to a longer segment. When the videos are in smaller chunks, it is easier to be able to go back and review a section over again.  When using recorded (audio or video) session as part of the program, I suggest that you obtain software in which you can edit the recordings.  Nothing like watching or listening to 10 minutes where the host went off topic. Editing is also nice because sometimes the host will jump around within the topic - editing let's you out it in a more logical order. If not possible, then provide a quick breakdown of the content (0:00 - 5:30 introduction, 5:31 - 12:45 topic 1; good place to stop and take notes, 12:45 - 16:04 skip this segment, 16:05 - 22:19 topic 2...and so on).

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