Quality in e learning moodle moot
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This document summarizes key points about quality in e-learning from a presentation given by Dr. Tony Bates. It discusses the evolution from e-learning 1.0 to 2.0 with the rise of web 2.0 tools, outlines nine steps for quality online teaching, and examines implications for instructors, learners, and course design. Quality standards must be applied but not impede innovation as new tools enable more learner-centered approaches and development of 21st century skills.
Quality in e learning moodle moot
- 1. Canada MoodleMoot Vancouver, B.C. 14 February, 2012 QUALITY IN E-LEARNING Dr. Tony Bates, Tony Bates Associates Ltd 1
- 2. Overview Quality for whom? From e-learning 1.0 to e- learning 2.0 Nine steps to quality online teaching Conclusions 2
- 3. Quality for whom? Students? Instructors? What kind of e-learning? Employers? What kind of e-learning? What subject domain? distributed Much in common with f2f blended No classroom Focus here on unique needs of e-learning aids hybrid distance e-learning 3
- 4. From e-learning 1.0 to e-learning 2.0 E-LEARNING 1.0 (before web 2.0) • Use of learning management system • Instructor determines content • Assessment by instructor • Learning environment managed by instructor • Any web 2.0 tools added by instructor
- 5. Quality standards Lots for e-learning 1.0 (20) • For different sectors/countries • based on experience/research • all quite similar • mainly ‘process’ focused • often unknown or ignored by instructors
- 6. The growth of web 2.0 in education • blogs/WordPress, e.g. ETEC 522 • wikis, e.g. UBC Latin American studies • video and audio,e.g. showing dynamic change, talking through images • e-portfolios • open educational resources
- 7. Features of web 2.0 • End-user control/authoring • Collaboration and sharing • Collective intelligence • Low-cost/free, adaptive software • Rich media • Portability/mobility
- 8. Educational implications • learners have powerful tools • personal learning environments • ‘open’ access, content, services • learners find/create/add/adapt content • power shift from teachers to learners 8
- 9. From e-learning 1.0 to e-learning 2.0 E-LEARNING 2.0 • Learning managed by learner • Peer-to-peer collaboration • Access to open content • Learning demonstrated by creating multi-media materials (e.g. e-portfolios) • Development of 21st century skills
- 10. 21st century skills good communication skills independent learning ethics/responsibility teamwork flexibility thinking skills knowledge navigation IT skills embedded in subject area 10
- 11. Role of instructor in learning 1. Downes and Siemens: no role; learners are autonomous, self- directed (e.g., cMOOCs): no LMS 2. Guide-on-the side: facilitate, guide, interact, organize; learner also contributes: no or ‘open’ LMS 3. Teacher controls: LMS mainly (including xMOOCs)
- 12. When to use web 2.0 Learning as development: a move from dependent to independent or inter- dependent learning Use of web 2.0 depends on: • needs of learners • requirements of accreditation • your educational philosophy Web 2.0 excellent tools for learner-centered teaching/developing 21st century skills.
- 13. Nine steps to qualitye-learning teaching 1. How do you want to teach? goals fore-learning 2. What kind ofe-learning 7. Create a strong course course? structure/schedule 3. Work in a team 8. Communicate, communicate, communicate 4. Build on existing resources 9. Innovate and evaluate 5. Master the technology 6. Set appropriate learning 13
- 14. Step 1: How do you want to teach? From this: to this? + 14
- 15. Step 2. What kind of courses? distributedlearning blendedlearning hybrid fully online face-to- classroom (reduced f2f + (distance) face aids online) no e-learning fully e-learning
- 16. 2. Distance education or hybrid learning? where on the continuum should my course or program be? three deciding factors: targeted students demands of subject discipline (content + skills) resources
- 17. 2 a Who are or will be my students? Who benefits frome-learning? full-time students wanting more flexibility (85% at UBC) lifelong learners wanting new qualifications/upgrading employers who want staff to learn in their own time or in the workplace independent learners
- 18. 2 b Subject requirements What do students need to know? (content) Content:haematology What must they be able to do with their knowledge? (skills) Skills: identifyanalytes, analyze glucose and insulin levels, interpret results
- 19. 2 b: Subject requirements Learning objectives
- 20. 2 c. Resources • your time ( workload; course design) • LT support (instructional/web design) • experienced colleagues • technology (e.g. LMS) • open educationalresources(OER)
- 21. 2. Blended, hybrid or distance? Determine by analysis of: (potential) students + needs of discipline + resources available Who should make this decision? Program team?
- 22. 3. Work in a team Who is in team? • instructor + instructional designer (initially) • colleagues • Web designer • IT support?
- 23. 3. Work in a team Why? • e-learning is different • course design critical • manage workload • share experience/resources • develop online learning activities for students
- 24. 4. Build on existing resources • Technology tools: LMS (e.g. Moodle), web conferencing • Open educational resources: text; graphics, videos, animations, simulations, remote labs • What your colleagues have developed Molecule shapes simulation: phET, University of Colorado at Boulder, • Will save time
- 25. 5. Master the technology • Moodleprovides a structure • Instructors need Moodle training • Relate technology training to how you want to teach (‘Can I do this?’) • Design (with team) course template • Don’t get into LMS ‘wars’ • Explore (with team) new tools (9)
- 26. 6. Set appropriate learning goals for e-learning Same or different? Some online roles: • 21st century skills • subject specific Internet/IT skills • bring in outside world (experts, online resources, other students) Communicate goals to students 26
- 27. 7. Design structure and activities 3 credit = 100 hrs online study = 8 hours a week Topics or projects? Weekly? Student activities: read, discuss, collect, do Learning outcomes and assessment Work with design team; control YOUR workload (and students’) 27
- 28. 8. Communicate, communicate, communicate • Be ‘present’ online every day • Set clear expectations for students • Clear learning goals, activities, deadlines • Make students do the work • 48 hours response maximum • Monitor discussion forums 28
- 29. 9. Innovate and evaluate • Steps 1-8: competency, effectiveness • Exciting time to be an instructor • New technology developments; new possibilities; mobile learning • Web 2.0 tools: social media, e- portfolios, WordPress, new LMSs • move to learner-centered teaching 29
- 30. 9. Innovate and evaluate E-learning 2.0: use of web 2.0 depends on: • needs of learners • requirements of accreditation • your educational philosophy However, web 2.0 are excellent tools for learner-centered teaching and developing 21st century skills Evaluate and disseminate
- 31. 10. ‘Advanced’e-learning design core skill: knowledge management how to find, analyze, evaluate and apply information open content within a learning design student-generated multimedia content: online project work assessment by e-portfolios 31
- 32. Conclusions • Good standards and best practices already exist: should be applied • New tools/designs require new quality standards • QA should not impede innovation • Moodle valuable tool for providing structure/coherent learning environment; but other quality factors as well. 32
- 33. (Some) questions 1. Do we need different quality standards for e-learning 2.0? 2. Implications of new teaching strategies for Moodle use? Web 2.0 tools: integrated or separate? 3. Implications of new tools such as e-portfolios and learning Virtual border post for training CBSA agents: analytics for assessment? Loyalist College 4. Quality standards for MOOCs? 33