1 / 17

Managing online learners and learning e-Learning for Enterprise

e-learning. Managing online learners and learning e-Learning for Enterprise. Clive Young & Wendy David. Introduction. What do we mean by ‘managing online learners and learning?’. What Roles?. Content facilitator process facilitator advisor/counsellor assessor manager/administrator

fallon
Download Presentation

Managing online learners and learning e-Learning for Enterprise

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. e-learning Managing online learners and learninge-Learning for Enterprise Clive Young & Wendy David

  2. Introduction • What do we mean by ‘managing online learners and learning?’

  3. What Roles? • Content facilitator • process facilitator • advisor/counsellor • assessor • manager/administrator • designer • researcher • technologist • evaluator

  4. What is eLfE? • 12 week part-time web-based distance learning course delivered via the web. • designed to introduce practitioners in smaller businesses to the principles and 'best practice' of web and internet-based learning. • aimed at managers, human resources and training consultants, course designers and technical personnel • Need 40 participants by Dec 2002

  5. What do students learn? • Students work on project-based activities relevant to their own needs supported by a personal tutor: • develop an understanding of key concepts and principles of e-learning • conduct initial feasibility studies for e-learning programmes • identify required training needs • select appropriate online learning approaches and strategies • design/review e-learning activities • perform successfully as an e-tutor/e-trainer • plan an implementation strategy for the organisation • devise effective learning evaluation strategies

  6. Delivery • Completely via WebCT • Email • Discussion forums • External resources • Video • Quizzes

  7. Structure • 3 parts, 11 modules (the last week of the course is dedicated to the main course assignment). • learners are expected to devote approximately 4.5 hours to the course per week, inc course activities, emailing the tutor, participating in online comms and the main course assignment. • also 30 mins per week course evaluation (v important)

  8. Student numbers

  9. Content • I - Getting started • 1. About the eLfE course • Introduction to the course and the learning environment • 2. Introduction to e-learning • e-Learning Project definition • 3. Know your needs • Needs analysis

  10. Content • II e-Learning Design Studio • 4.Approaches to learning • Theories • 5.Building online courses • General design issues • 6/7. E-Learning Tools I and II • What is available? • 8.Design for Learning • Specific design issues

  11. Content • III- e-Learning in Action • 9. The effective e-tutor • Mentoring and support strategies • 10. Making it happen • Implementation • 11. Evaluating learning • Quality improvement • 12. e-Learning Project

  12. Our research objectives • To research, develop and test via the course a range of approaches representing the ‘best of e-learning’ • To develop and test a range of activities and assignments focusing on the participants’ workplace experience, including team-based work • To develop and test a range of activities to enhance the participants’ understanding of the e-learner’s perspective and experience • To publish and disseminate the evaluation and research aspects of the project

  13. Philosophy • Activity-based • ‘Fishbone’ design • Workplace assignment • 3rd party resources • Tutor intensive • Formative evaluation • Reflective diaries

  14. Management - Pre-course • curriculum design and development • activity-based content • work-based project • encourage a community of practice/peer group support • induction activities • learner support needs • self-management tasks • Strategies • evaluation (and review) strategy • student support strategy (feeding into course guide)

  15. Management - Pre-course • course management and administration • collaborative approach • eLfE team:roles, communication strategy, WebCT • course information: publicity, web site, course guide (student expectations) • course inquiries: recording info • registration: enrolment process, student accounts and records set up, learner pack (thunk factor) • administration (ESF) etc

  16. Management- During Course • support • tutor • technical • methods • peer group • progress monitoring • student records/tutor logs • monitor last contact • environment - WebCT tracking • monitor CMC activity • ‘visible’ activities • activity progress (and final assessment) • feedback from evaluator/GRDs (review)

  17. Management - End Course • Exit • activities on the last day • student completions • timesheets • evaluation activities • certification

More Related