Slattery pro comm2015_final

Teaching Online: Analyzing Needs, Designing
Learning Activities, and Managing Delivery
Dr. Darina M. Slattery
Technical Communication and Instructional Design
University of Limerick

ProComm 2015 Tuesday, 14th July 2015© Dr. Darina Slattery
Some Common Questions/ Challenges
Faced by Online Tutors
• Confused by online learning terminology?
• Overwhelmed by the range of tools?
• Is your course is a good candidate for online delivery?
• Should you go fully online or adopt a blended approach?
• Which types of activities and assessments can be undertaken online?
• How do you align online activities/ assessments with learning outcomes?
• Which learning materials can be used online?
• How do you motivate online students and scaffold deeper learning?
• How would you evaluate the success and quality of online learning?
(Arinto, 2013; Bolliger and Wasilik, 2009; Garrison and Anderson, 2003;
Salmon, 2004)
2

Online Teaching and Learning Terminology
(Sample)
3

Presentation Overview
• Part 1: Analysis and Needs Assessment
• Part 2: Planning and Design
• Part 3: Delivery
4

PART 1: Analysis and Needs Assessment
• Is your course a good candidate for online delivery?…
• Should your course be fully online or blended?…
5

Is your Course a Good Candidate for
Online Delivery?
• Some issues to consider:
• Audience demographics
• Intended learning outcomes
• Location of learning
• Resources available
• Digital literacy levels
• Any other challenges?
▪ Time
▪ Workload
6

Fully Online or Blended?
• “Blended learning is the thoughtful fusion of face-to-face and
online learning experiences” (Garrison and Vaughan, 2008, p. 5).
• Consider:
▪ What currently works well face-to-face?
▪ What does not work well/ what could be better-facilitated in
a blended environment?
• Redesign courses and use technology to maximize student
interaction and engagement (ibid).
7

PART 2: Planning and Design
• Planning learning pathways and materials…
• Selecting online teaching materials…
• Some initiatives to assist with conversion…
• Some recommendations for CPD of online tutors…
8

Planning Learning Pathways and Materials
• What do learners need to know/ need to be able to do?
• Storyboards and learning pathways can help you:
▪ Identify the topics you are teaching
▪ Determine which topics are aligned with each learning
outcome
▪ Map learning activities on to outcomes and topics
• Storyboards can be developed on paper or electronically…
▪ Electronic tools include popplet (http://popplet.com/) and
lino (http://en.linoit.com/)
9

Storyboard Output (Paper Sample)
10

Storyboard Output (Electronic Sample)
11

Module Learning
Outcomes (LO’s)
1)…
2)…
3)…
4)…
5)…
WEEK 1
Name of weekly topic
List of LO’s being met this week (no. 1, no. 2 etc.)
Learning activities that will assess the LO (s) for this
week
WEEK 2
Name of weekly topic
List of LO’s being met this week
Learning activities that will assess the LO (s) for this
week
WEEK 3
…
Learning Pathway (Electronic Sample)
12

Selecting Online Teaching Materials
• Some course materials can be transferred directly to online
• Others may need to be re-purposed or developed from scratch
• Consider using materials from learning object repositories and
MOOCs…
13

Learning Object Repositories
• Some well-known repositories:
▪ The Multimedia Educational Resource for Learning and Online
Teaching (MERLOT)
• http://www.merlot.org
▪ TED Talks
• http://www.ted.com/talks
▪ Carnegie Mellon’s Open Learning Initiative
• http://oli.web.cmu.edu/openlearning/
▪ MIT Open Courseware
• http://ocw.mit.edu/index.htm 14

MOOCs
• Some well-known MOOCs:
▪ Coursera: https://www.coursera.org/
▪ edX: https://www.edx.org/
▪ FutureLearn: https://www.futurelearn.com/
▪ OpenLearn: http://www.open.edu/openlearn/
▪ Udacity: https://www.udacity.com/
▪ Udemy: https://www.udemy.com/ 15

Some Initiatives to Assist with Conversion
• Salmon’s Carpe Diem Process (Salmon and Wright, 2014)
• Carroll University’s Bootcamp (Johnson et al., 2012)
• University of Limerick’s DUO Workshop…
16

UL DUO: Workshop Content (1/2)
• Part 1: Learning outcomes, objectives, and assessment alignment
▪ Bloom’s three domains of learning and taxonomy of
educational objectives
▪ Gagné’s five learning outcomes and events of instruction
▪ Writing objectives using learning outcomes
▪ Performance assessment
▪ Learning objects for teaching and learning
▪ Effective practice planning for e-learning
17

UL DUO: Workshop Content (2/2)
• Part 2: E-moderating, e-tivities, and storyboarding
▪ E-moderating
▪ Salmon’s five-stage model of teaching and learning online
▪ Salmon’s e-tivities
▪ Storyboarding for lesson design
• Part 3: Prototype implementation
▪ Present storyboards/ feedback
▪ Design onto platform
▪ Perform mini critical review of e-tivities
▪ Plan for further development
18

UL DUO: Advantages for Participants
• Small group sizes
• Clear purpose/ agenda/ structure
• Overview of pedagogy and technology
• Relevant discussions/ active engagement
• Focused time and space
• Expert feedback
19

Some Recommendations for CPD of Online
Tutors
• Involve all relevant parties in the process
• Discuss pedagogical theory
• Describe and demo tools
• Provide adequate time for storyboarding
• Provide follow-up sessions/ support
• Offer recognition for participation?
20

PART 3: Delivery
• Teaching and delivering online…
• Considerations when choosing tools for interaction…
• Some considerations when devising (e)-assessments…
• Evaluating online teaching and learning…
21

Teaching and Delivering Online (1/2)
• Some considerations:
▪ Information design
• Typography
• Color
• Graphics
• Accessibility
▪ Instructional design
• Learning outcomes
• Events of instruction
• Minimizing information overload
• Facilitating knowledge construction and understanding…22

Teaching and Delivering Online (2/2)
• Facilitation/ delivery:
• Online induction
• Salmon’s five-stage model…
▪ E-moderating
• Interaction activities
• Choosing tools…
23

Salmon’s Five-Stage Model of Teaching and
Learning Online
(© Salmon, 2004) 24

Choosing Tools for Interaction
(© Dolence and Associates, 2015) 25

Considerations when Choosing Tools for
Interaction
• Target learning outcome(s)
• Level of interaction required
• Synchronous or asynchronous?
• Level of skill required
• Technological infrastructure
Adapted from Pappas (2014)
26

Useful Categories of Tools
• Blogging
• E-portfolios
• Brainstorming/ mind-mapping
• Photo- and video- sharing
• Podcasting
• Presentations/ animations
• Quizzes
• Screen-casting/ screen-sharing
• Social media
• Video- and web- conferencing
• VLE platforms
• Forums, chat rooms, assignment uploading, etc.
• Wikis/ collaborative authoring
See also Slattery (2015) for a list of relevant tools under each category
27

Some Considerations when Devising E-
Assessments
• Which learning outcomes must be assessed?
• How should we assess the learning outcomes?
• Can technology help, and if so how?
• When will we assess?
• Can we provide formative feedback?
▪ If so, who, when and how?
28

Common Types of E-Assessment Activities
• Web-based tests and quizzes
• Reflective blogs
• E-portfolios
• Problem-based learning (PBL) scenarios
• E-tivities…
• Some considerations when planning online activities:
▪ Assess individual- and/ or group- work?
▪ How to assess online participation:
• Quantitative and qualitative measures
(Garrison and Anderson, 2003; Horton, 2011; JISC, 2014)
29

Salmon’s E-tivities: Key Features
• A small piece of information, a stimulus, or challenge (known as
the ‘spark’)
• Undertaken online (usually in a forum)
• Interactive
• E-moderator provides feedback
• Includes detailed instructions (the ‘invitation’)
(Salmon, 2002)
30

Key Principles and Considerations for Building E-
tivities
• Decide what you want the student to do (task).
▪ Ensure student knows what you want them to do.
• Align e-tivities with learning outcomes, teaching methods, and
other assessments.
• Create meaningful e-tivities (purpose).
• Use five-stage model to build appropriate e-tivities.
• Ensure there is collaboration (respond).
• Consider timing and pacing.
• Provide adequate e-moderating assistance.
(Salmon, 2002) 31

Evaluating Online Teaching and Learning
32

Presentation Summary
In this presentation, I discussed:
• Some common questions/ challenges faced by online tutors.
• Some considerations when determining if your course is a good candidate
for online delivery.
• How to plan learning pathways and materials for online.
• Some initiatives to help online tutors convert their programs.
• Some considerations when teaching and delivering online.
• Some considerations when choosing tools for interaction.
• Some considerations when devising e-assessments.
• Common types of e-assessment activities.
• Some considerations when evaluating online teaching and learning. 33

References (1/3)
• Arinto, P. B. (2013) A Framework for Developing Competencies in Open
and Distance Learning, The International Review of Research in Open and
Distance Learning, 14(1), 167-185.
• Bolliger, D. and Wasilik, O. (2009) Factors Influencing Faculty Satisfaction
with Online Teaching and Learning in Higher Education, Distance
Education, 30(1), 103-116.
• Dolence, M. G. and Associates (2015) Top 100 Tools for Learning 2015
[online], available: http://mgdolence.com/2015/01/09/top-100-tools-for-
learning-2014/
• Garrison, D. R. and Anderson, T. (2003), E-learning in the 21st Century,
London: RoutledgeFalmer.
• Garrison, D. R. and Vaughan, N. D. (2008) Blended Learning in Higher
Education: Framework, Principles, and Guidelines, San Francisco, CA:
John Wiley & Sons.
34

References (2/3)
• JISC (2014) Effective Practice Planner [online], available:
http://www.webarchive.org.uk/wayback/archive/20140616083354/http://
www.jisc.ac.uk/uploaded_documents/Effective%20practice%20planner.d
oc
• Johnson, T., Wisniewski, M. A., Kuhlemeyer, G., Isaacs, G., and
Kryzkowski, J. (2012) Technology Adoption in Higher Education:
Overcoming Anxiety Through Faculty Bootcamp, Journal of Asynchronous
Learning Networks, 16(2), 63-72.
• Pappas, C. (2014) 11 Tips to Choose the Best eLearning Authoring Tool
[online], available: http://elearningindustry.com/11-tips-to-choose-the-
best-elearning-authoring-tool
• Salmon, G. and Wright, P. (2014) Transforming Future Teaching through
a ‘Carpe Diem’ Learning Design, Educational Sciences, 4, 52-63.
• Salmon, G. (2004), E-Moderating, 2nd edn., London: Taylor & Francis.
35

References (3/3)
• Salmon, G. (2002, 2013) E-tivities. London: Kogan Page.
• Sims, R., Dobbs, G., and Hand, T. (2002) Enhancing Quality in Online
Learning: Scaffolding Planning and Design Through Proactive Evaluation
[online], available
http://www.tandfonline.com/doi/abs/10.1080/0158791022000009169#.V
Z6Yjl9VhBc
• Slattery, D. (2015) Useful Technology-Enhanced Learning Tools and
Resources [online], available:
http://www.staff.ul.ie/slatteryd/resources.html
36

Other Interesting Resources (1/2)
• Hart, J. (2014) Best of Breed (Top 100 Tools for Learning 2014) [online],
available: http://c4lpt.co.uk/top100tools/best-of-breed/
• Legault, N. (2012) The Ultimate E-learning Design and Development
Checklist [online], available: http://nlegault.ca/2012/03/18/the-ultimate-
e-learning-design-and-development-checklist/
• Smith Budhai, Stephanie (2014) Maximize In-Class Time by Moving
Student Presentations Online [online], available:
http://www.facultyfocus.com/articles/teaching-with-technology-
articles/maximize-class-time-moving-student-presentations-online/
37

Other Interesting Resources (2/2)
• The Future of State Universities (2011) Research on the Effectiveness of
Online Learning: A Compilation of Research [online], available:
http://www.schoolguru.in/pdf/Effectiveness_of_Online_Learning.pdf
• The National Center for Academic Transformation (NCAT) (2005) Five
Principles of Successful Course Redesign [online], available:
http://www.thencat.org/R2R/R2R%20PDFs/SuccCrsRed.pdf
• University of Leicester (2011) Carpe Diem Workshop Design for Learning
Planner [online], available:
https://www2.le.ac.uk/projects/oer/oers/beyond-distance-research-
alliance/Carpe-Diem-Guide-June2011-final.docx [date last accessed: 5th
May 2015].
38

Questions?
Feel free to ask now… or later!
Email: Darina.Slattery@ul.ie
Web: http://www.staff.ul.ie/slatteryd
Twitter: @pmrdms
39

Slattery pro comm2015_final

More Related Content

What's hot (19)

Similar to Slattery pro comm2015_final (20)

Recently uploaded (20)

Slattery pro comm2015_final