Opportunities for e-learning development Jay Dempster Centre for Academic Practice

Opportunities for e-learning developmentJay DempsterCentre for Academic Practice SWAP SESSION 14 OCTOBER 2003

Potentially … • The interactive properties of e-learning are capable of creating a community of inquiry that is independent of time and space and with the combination of interactive and reflective characteristics that can stimulate and facilitate a level of higher order learning unimaginable to date. E-Learning in the 21st Century: A Framework for Research and Practice, Garrison & Andersen,Ch. 5, p.53 (2003)

Ideally … • “[Through new technology,] there will be a fostering of • greater student/teacher interactionand the promotion of greaterstudent engagementwherever students are located. There will also be the opportunity to developmore instructional formatsandincrease information resourcesthrough use of the web. • Such systems will provide law staff with functions to help with theeasy management of courseswithout requiring major technical expertise; thus staff will be able tomanage and customisetheir course area from work or from home, via a web browser. Pages will beupdated regularly, and no knowledge of HTML will be required, either by academic staff or by students.” • Professor Diana M R Tribe, Dean of the Faculty of Law, University of Hertfordshire, Higher education futures, Learning in Law Initiative Conference 2002

CAP’s role in e-learning • Developing academic staff expertise • Assisting departments • Supporting an e-learning community of practice • Promoting innovation in teaching & learning • Undertaking research & development • Evaluating effectiveness in learning • Providing accreditation & recognition • Encouraging embedding of available ICT • Disseminating good practice in e-learning

Areas of consideration • What e-learning approaches do you see as offering the most possibilities to you and your curriculum? • What are your main areas of need or concern in implementing these and what support would assist you?

Blended e-learning approaches Interweaving pedagogy with technology Integrating e-learning with traditional teaching and learning

Realistically (in student learning) ICT role in developing: • ICT & communication skills • Problem-solving • Critical thinking • Evaluation • Decision making

Cost-benefits Teaching efficiency Learning effectiveness

Flexibility Interactivity Integration Any place, any time access to materials Increased availability of tutor and peer groups Reflective & collaborative approaches Resources – Email – Discussion – Group work Human interactions – tutors/students/group Content interactions– student/tutor/group/content Iterative in real time & delayed time ‘Traditional’ & online Mix ‘n’ match Social & cognitive Mutually reinforcing Pedagogical benefits of e-learning

Tutor focused Student focused Establishing curriculum objectives • CONTENT • OBJECTIVES • PROCESS Non-ICT teaching & learning resources

CONTENT Web-based content management systems E-libraries, databases, gateways Multimedia/CAL resources OBJECTIVES Streaming video Productivity & analysis tools Computer based assessment Simulations & workbooks PROCESS Virtual learning environments Email Discussion lists/newsgroups Student web publishing Conferencing systems Site Builder Subject Gateway Courseware GroupWise Forums Tutor focused Student focused Mapping ICT to curriculum objectives Non-ICT teaching & learning resources

Discussion (and interaction) … encourages active and participatory learning, two cornerstones of effective online learning is the focal point of the Socratic method encourages learners to analyse alternative ways of thinking and acting assists them in exploring their own experiences so that they can become better critical thinkers. Brookfield, S D, 'Discussion', in Adult Learning Methods: A Guide for Effective Instruction, M. W. Galbraith, ed., FL, Malabar, Krieger Publishing Company, (1990)

Skills and support for E-tutoring Dr Jay Dempster Centre for Academic Practice (Educational Technology)

What do we mean by E-Tutoring? E-tutoring can be defined as teaching, support, management and assessment of individuals or groups on programmes of learning where there is significant use of Internet technologies such as the World Wide Web, E-mail and computer conferencing. (TechLearn Briefing)

Key differences for online activities • New teaching competences are needed • Creating and managing electronic information & materials is essential • Learners manage their own time (usually) • Clues on requirements and feedback on performance are different • Cost issues and technical barriers to overcome • How to measure student contact hours

Pedagogical issues • Learning and teaching strategies • Challenging activities and support by tutors • Contact with views and work of peers • Underlying learning models and purposes • Tutor centred or student centred • Assessment • Increased use of self, peer and collaborative assessment practices • Group interaction • Clear assessment criteria for individual contributions • Group size • Right number per conference (6-8, 8-15, 25?) • Student support needs • Lurking • Restricted or open access

Tutor issues • Role of the tutor • Workload and time management • Visibility • Complexity of the task • Subject expert, facilitator administrator, technical support • Online availability: student contact hours • Tutor teams • IT training

Possible development needs for effective E-tutoring? Understanding good practice Evaluating online learning Creating web materials Preparing for online communication Computer assisted assessment Support for development

Discussion and initial action planning

A Departmental Approach • Departmental commitment & support • What are the natural groupings of staff in the Law School for implementing an e-learning strategy? • How might you go about identifying pilot projects and setting up feedback mechanisms? • How will you share and learn from developments across the School?

Opportunities for e-learning development Jay Dempster Centre for Academic Practice