Back to basics: Designing effective blended courses E-learning Development Team Academic Support Office, University of York 11 November 2014
Back to basics 1. What steps can you take to ensure that a blended course really meets its objectives in supporting student learning? 2. How can you support a continuous process of improvement in the way that you design and support student learning activities? (Walker, 2011)
Virtuous development cycle ● Pedagogic aims for online activity Reflection Reflection ● Design models: what's possible? ● Which tool best fits the learning objectives? ● Develop site: guides and standards Design Course Design ● Test: peer review and student test Review ● Induction / link to face-to-face Deliver ● Support and sustain student activity Eval ● Evaluate student learning experience Evaluate Deliver ● Identify lessons learned Review ● Inform course design, task design, the role of the instructor (Adapted from Walker, 2011)
Going back to move forward target activities to student feedback make best use of learning spaces developing practice
Presenters Better Structure, Better Learning ● Kate Brown, Sharon Grace, Lisa O’Malley ● Crime and Criminal Justice programme ● Department of Social Policy & Social Work Extending the face to face through online participation ● Shirley Ann Rueschemeyer ● Developmental Cognitive Neuroscience ● Department of Psychology
Back to basics Have a good reason for doing what you do... ...and make students aware of it The 'reason' comes from being informed through the evaluation process - student feedback, reflecting on 'what works' and 'what doesn't', how what you discover about using technology for learning shapes what you can do in the future. The good reason leads to student motivation and engagement, dependent on linking of activities to learning objectives to assessment. The connection between the face-to- face and the online is not something that can be assumed, and hence it is important to make explicit these links and your rationale. Bringing the products of online activities back into class or leading towards online activities from a face-to-face session helps forge that connection. Finally, engaging students in the evaluation process, providing their feedback and your response to them, demonstrates further the reflective development of the module.
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Blackboard Collaborate Synchronous Online Seminar Tool ● Online real-time discussions as a focal point for distance learning or supporting placements ● Guest talks from alumni and colleagues from other institutions ● Pre-arrival activities Works within a VLE site or as a web link without a University username Further info: vle-support@york.ac.uk
Assignment submission receipting ● No setup required ● Works with new and existing submission points ● Emails sent promptly, no queuing ● Email contains: ● Submission point name ● Module site name ● Link to submitted file ● Link to copy of receipt ● Archive of sent receipts within the module site ● Instructor can expose receipts folder ● Available as of Monday the 10th of November
Self Paced Getting Started Resources ● YouTube Playlist ● Prezi contextualisation of the YouTube videos ○ The Basics ○ Advanced Content Editing ○ Tools and Control Panel ● Self-Enrol VLE site ○ To self-enrol you need to be logged http://goo.gl/1JccDM into Yorkshare
Recording and sharing audio Student guide: record and share audio through the VLE (Mobile / desktop) Further information: http://goo.gl/p1apvW Simon Davis vle-support@york.ac.uk
Assignment workflows Non-anonymous assignment submission and feedback workflows (including group submission, offline options and inline feedback) Further information: http://goo.gl/FeFLf9 vle-support@york.ac.uk
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