Introduction to Teaching Online (E-moderating) Gabi Witthaus and - - PowerPoint PPT Presentation

Introduction to Teaching Online (E-moderating)

Gabi Witthaus and Simon Kear

European Foundation for Quality in e-Learning UNIQUe Award Learning Technologist of the Year 2009: Team Award Beyond Distance

www.le.ac.uk/mediazoo

Open Rubric

Workshop aims and outcomes

To see the potential of enhancing the learning experience at Unisa through informed use of myUnisa. You will:

• Experience the use of some key tools for

collaboration

• Identify possible pedagogical applications at

Unisa (short-, medium- and long-term)

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Workshop outline

• 1. Welcome and introductions
• 2. ‘Dreams and nightmares’
• 3. E-moderating and E-tivities

Break

• 4. DF/Wikis/Blogs e-tivity round 1
• 5. DF/Wikis/Blogs e-tivity round 2

Lunch

• 6. DF/Wikis/Blogs e-tivity round 3
• 7. DF/Wikis/Blogs responses
• 8. Reflection/ take-aways

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“I put my content online, therefore my students do e-learning”

Source: http://www.flickr.com/photos/bowena/

Process Development Guide for E-moderators

• 1. Access & Motivation
• 2. Culture Building
• 3. Co-operation
• 4. Collaboration
• 5. Development

5 stage model for productive learning forums

• 1. Access & Motivation
• 2. Culture Building
• 3. Co-operation
• 4. Collaboration
• 5. Development

Link, Feedback, Search Interact

Navigate, save time, personalise

Receive and Send Access 5 stage model for productive learning forums

• 1. Access & Motivation
• 2. Culture Building
• 3. Co-operation
• 4. Collaboration
• 5. Development

Guide Facilitate Lead Host Welcome 5 stage model for productive learning forums: the role of the e-moderator

Alexkess yarnzombie

ToniVC

Larger numbers

Groups of 15, divided up for more 1 e-moderator can manage 2 or 3 groups (Trained) students can help Focus on what the e-moderator can do (weaving, summarising, feedback)

Designing together: Carpe Diem

Source: http://www.flickr.com/photos/susanvg/

Seize the Day

• Invest two days of your time
• and get the course online

Source: http://www.flickr.com/photos/curtisperry/ http://www.flickr.com/photos/linksmanjd/

Dissemination of evidence

‘But they won’t engage!’

E-tivities

Asynchronous online learning activities that:

• Foster effective and purposeful interactions
• Provide ‘hinges’ and reflective points between course

components

• Contribute to the achievement of learning outcomes
• May contribute to assessment

E-tivities are…

• Brief and clear (not ‘mini-projects’!)
• Motivating, engaging, purposeful
• Mappable against (and aligned with) learning outcomes
• Designed to generate meaningful interaction
• Useful as an assessment scaffold
• Designed and led by an e-moderator
• Asynchronous
• Cheap to produce and easy to run: good design leads to

cost-effective e-moderation

Key features of e-tivities

• Stimulus or challenge (the ‘spark’)
• Online activity, which includes individual

participants posting a contribution to a forum, wiki, blog, etc.

• An interactive element, such as responding to

the postings of others

• Summary, feedback or critique from an e-

moderator (the ‘plenary’)

Politics and International Relations University of Leicester

• Suite of MAs taught at a distance
• Delivered wholly online
• E-tivities for formative and summative

assessment

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The myUnisa version https://my.unisa.ac.za/

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Let’s start!!

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Reflection: application at Unisa

• What are the following good for:

– Discussion Forum – Wiki – Blog

• How could e-tivities be used at Unisa:

– In the short term (next 6 months to one year)? – In the medium term (one to two years)? – In the long term(three years on)?

• How can you start preparing for this future?

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Dreams and nightmares revisited

• Any takeaways from the discussion you had in

the discussion forum about your dreams and nightmares?

• Any further thoughts/ comments on your

dreams and nightmares?

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