How do you design for active learning in an online, self-paced - - PowerPoint PPT Presentation

How do you design for active learning in an online, self-paced course?

ICED Conference, Atlanta, June 2018

Christopher Kjær, ckjaer@sdu.dk Pernille Stenkil Hansen, pha@sdu.dk Inger-Marie F. Christensen, imc@sdu.dk

Agenda

• 1. Why the need for an online

self-paced course

• 2. The learning design –

theoretical underpinnings

• 3. How do teachers experience

the course?

• 4. Potentials
• 5. Challenges
• 6. Concluding remarks

Why the need for an online, self-paced course?

A low attendance rate in the face-2-face course

• Aspects influencing the low

attendance rate:

• The fixed times and dates
• Travel costs (time/money)
• Wrong timing – individual needs

The aims of the self-paced

• nline course:
• Providing teachers with basic LMS &

VLE skills

• Testing the value of a self-paced

course

• To provide teachers with better

flexibility and timing options

• No travel costs (time/money)
• More learning, engaged and satisfied

teachers

• An increased number of participants

Boud & Solomon, 2001

The learning design – theoretical underpinnings

Hands-on approach

• Building

knowledge in practice

• Embedding

learning in activity

Freedom & flexibility

• Adult

learning

Combining learning & work tasks

• Work-based

learning

• Staff

development = work tasks

Design tools & principles

• E-tivities
• Badges
• Contextualisa-

tion & exemplarity

Dohn & Kjær, 2009 Brown et al., 1989 Illeris, 2003 Salmon, 2013 Ahn et al., 2014; Butler, 2014; Grant, 2014; Hurst, 2015 Gregory & Salmon, 2013

The actual course design – course modules

6 Video and integration of external tools (blog) 7 Interactive tools (test) 8 How to use the menu item assignment (discussion board) 9 Live online teaching – elective (assignment) 10 Concluding assignment 1 Introduction to the course (blog) 2 VLEs & the benefits of online learning (test and blog) 3 Communicating with students

• nline (discussion board)

4 How to use the menu item Course Information (blog) 5 How to use the menu item Course Materials (blog)

The virtual learning environment

Module contents and structure

Results: Adult learning and work-based learning

Freedom & flexibility

• Adult learning

Combining learning & work tasks

• Work-based

learning

• Staff

development = work tasks

Work-based learning - Did you work on an actual course when doing the module activities?

• “Yeah, I did. Yeah, I did it all for one course. Used everything I did for an

actual course. The video I made at the end, I put that on my Bb course, the welcome announcement I wrote for one of the assignments, I used that pretty much as it was.” (From interview) Adult learning – motivation for a self-paced course “I had to get prepared for my first course I had to teach at SDU it would be me who had to set up the course on the Bb site” and “I could choose how to do these modules. Showing up for class would have been more difficult” (From interview)

• “It was really good. Could fit it around other things, if I had a little time spare,

whenever, I had time for it.” (From interview)

• “I like to be kind of free, making choices so that sounded good to me. Less

pressure if you have the option to self-pace you can do it faster or slower according to your lifestyle work nights or early morning” (From interview)

E-tivities

• Structured learning paths with

clear instructions

• Interaction, feedback and

reflection

• Did it support your learning that you could

see and comment on the posts of other participants?

0% 20% 40% 60% 80% 100% Not at all To a lesser exent To a certain extent To a great extent

68%

• Did it support your learning that other

participants could comment on your posts?

0% 20% 40% 60% 80% 100% Not at all To a lesser exent To a certain extent To a great extent

75%

Design tools & principles

E-tivities

The e-tivities made it very easy to follow the course, especially when (as often happened) I had to stop the module, do something else, and come back to it later. (From survey) The course material and instructions were very clear, concise, and easy to follow, as well as being a 'meta' example of the course content. (From survey)



I find very useful to complete my tasks to have the opportunity to see the

• thers' people posts. However, I saw

commenting on their posts quite unnecessary and time consuming so, quite superflus. (From survey) Only a few comments were really

• helpful. But comments requirement

was a great way to make sure that I got inspiration from others. Which was

• interesting. (From survey)

Design tools & principles

Badges

• Motivating

participants to complete the course

• Providing a

clear/visible learning path

• Signposting

Badges

• Motivating

participants to complete the course



The badges system is pretty good to keep up continuous

• learning. (From survey)

I was receiving very quickly a badge after completing every module this in particular brought a certain level of

• confidence. I have done something and somebody has

seen what I am doing. (From interview) Nice that you got a little reward, a badge at the end of the

• section. Nice to see where you were going(From interview)

Advancing from one stage to another – feeling ok I have completed something. I have rewards makes me feel confident I passed this is what I learnt I therefore go to the next step. (From interview) It was quite motivating, made you feel that you were achieving something as you went through, that was nice. (From interview)

• Providing a

clear/visible learning path

• Signposting

Training Achieving digital practical skills literacy

When I have a course of my own, I will be in charge of the design, I intend to incorporate what I learnt in this course to make my teaching more interactive than it

• was. Mainly, I would like to use

more e-tivities and audio-visual

• stuff. And now, thanks to this

course I know how to do it! (From survey) I feel much more confident using Bb, I know how to set up my course, using in the correct way all the sections in bb, announcement … And yes so I think the course provides all the necessary basics. (From interview)

Hands-on approach

Online and self-paced

Would you like to see more of our courses offered as online, self-paced courses?

• Convenience:
• Freedom if you have a busy

schedule

• Accessibility when not living

near campus

• Much more time consuming than

expected

• Working at your own pace –

taking the time needed

• Challenging – requires skilled

faculty

• Lack peer feedback – F2F

interaction

Online and self-paced

Would you like to see more of our courses offered as online, self-paced courses?

• Convenience:
• Freedom if you have a busy

schedule

• Accessibility when not living

near campus

• Much more time consuming than

expected

• Working at your own pace –

taking the time needed

• Challenging – requires skilled

faculty

• Lack peer feedback – F2F

interaction

Time spent in the course site in Blackboard

Minimum 4,44 hours Maximum 32,28 hours Average 12,3 hours Estimated workload 13,5 hours

Participant activity

Potentials of the learning design

Fulfils the aim of facilitating

• A hands-on approach
• Active learning
• Not just knowledge goals but also skills and

competences

• Work-based learning
• Combining work tasks and learning

Adult-learning

• Freedom & flexibility
• Design tools & principles
• Contextualisation & exemplarity
• Transparency & motivation
• Progression
• Wider audience

Challenges of the learning design

• The ideal of collaborative vs the ideal of

self-paced learning online

• Staggered collaboration?
• Introducing (a few – an overall) deadline?
• Loose vs strong structure
• Freedom & flexibility vs completion
• Online learning still unknown
• F2F is given priority
• Deadlines to add importance?
• Timing is everything
• Time consuming to design
• Consecutive time is needed

Concluding remarks

Simple design that inspires - further development of the design

• Simplify instructions
• Consider how the challenges can be

minimized

• Transform more F2F courses into
• nline, self-paced courses
• External factors
• Management support needed
• Make course compulsory
• Professionalisation of the teacher role –

working towards the online teacher

• Required basic course – foundation for

further, more advanced courses

• Time management for e-moderators

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References

Thank you Questions

Reasons for non-participation/non-completion