報告者：楊美菁 2003/12/22

1. Making the right connectionsImproving quality in online learningBarry Jackson and Kyriaki AnagnostopoulouMiddlesex University, UK 報告者：楊美菁 2003/12/22

2. Editor’s introduction • The pedagogical practice • The pedagogical conception are not necessarily changed • The principal variable affecting the nature and quality of teaching • The teacher’s pedagogical conception • The development of online pedagogy will be best supported by development of conceptions of learning. • The provides for learning • The pedagogy

3. Introduction • ICT and online technologies, harnessed to solving the problems (ex, lifelong learning…) • To improving the quality of student learning online • The pedagogical assumptions and conceptions • The particular situated experience of particular learners • The research literature on learning • The most important factor shaping learning outcomes is the way in which students approach a learning task. • What works here may not work there that all the conditions in a learning situation need to be understood and aligned.

4. Example1-Extended Learning Environment Network(ELEN) project • ELEN project • disseminate into mainstream courses • 8 higher education institutions • a Web-asscessed learner management system • generic key skills & specialized subject knowledge • communication and courseware delivery system • student experiences of using learning technology • indifferent to extremely positive.

5. Example1-Extended Learning Environment Network(ELEN) project (Cont.) • Student A: • the ELEN experience useful and contributed importantly to his learning. • Student B: • could not see the relevance of the key skills materials to her main area of study. • There are pedagogical concepts inherent in the resources and tools as well as those held by stakeholders.

6. Example1-Extended Learning Environment Network(ELEN) project (Cont.) • Theories held by the learners. • evaluation the spread of student experiences. • Theories held by the education establishment. • the social construction of learning through student-centred activity and increasing autonomy. • Theories inherent in the learning materials. • held by the author. • Theories inherent in the technology • learning theories embedded in the technology • The tutors with different conceptions that has brought about different learning experiences for students.

7. Example2-Extended Learning Environment Network(ELEN) project (Cont.) • How variation occurs in the pedagogical use of a single virtual learning environment in ways that do not necessarily accord with the expectations of the literature. • Virtual learning environments(VLEs) • ‘learning management software systems • computer-mediated communications software • online methods of delivering course materials.

8. Table5.1 Models of online course Milligan’s categories mapped on to a hierarchical model of online courses developed by Mason(1998)

9. Example2-Extended Learning Environment Network(ELEN) project (Cont.) • Content plus support. • outcomes, knowledge base, assessment criteria, formative and summative assessments • Basic teaching resource • Online teaching notes & PowerPoint slides • Wrap-around. • Theory & discussion • WebCT-basic information、lecture summaries、 face-to-face seminars and opportunities for online discussions on seminar topics. • Integrated. • concentrate on their personal experience • communication and collaborative work. • WebCT- • facilities for students to construct their own resources and share work • All module material & recorded interaction on the web

10. Example3-Extended Learning Environment Network(ELEN) project (Cont.) • A report of a teacher reflecting on his practice in introducing Web technology into his courses. • The course to run counter to the theory-derived advice on online learning. • Course lecture written out as Web pages. • Very few external hyperlinks • The effective online teaching • teacher is able to align the technology to a deep and continuously tested understanding of the actual students’ experiences.

11. Discussion of the examples • that the students' experience of an online learning experience • Determined by the conception of learning and teaching • Teacher provide a richer learning experience than online technology. • The technology putting them (flexible…)into practice will be limited;

12. Discussion of the examples (Cont.) • Teachers whose conceptions of learning and teaching • predispose the potential for rich learning experience online (not technology) • Those teachers have not arrived at their conceptions of learning as a result of using online learning. • That advice and guidance available from the literature is often misguided because it is ill-informed about the nature of learning.

13. How is good pedagogical practice to be derived for online learning? • Where pedagogical improvement on existing practice • measurement of improvement is questionable. • Evaluate online learning in comparison with ‘traditional’ pedagogical practice. • Effectiveness • Pedagogical improvement • Teachers • conceptions to develop effective teaching • regardless of technology • Misleading • Pedagogical improvements inherently follow from the use of online technologies

14. Conclusion-rotes to pedagogical improvement • influencing learning outcomes • the student takes the approach • Students may take a approach to a learning task, will be determined by a number of actors in the learning situation. • Effective learning • in learning situation and task, attention must be paid to understanding and aligning the various components of the situation • ensuring quality of online pedagogy • designers and implementers of online learning, • familiar with the research on learning, • understand its implications, • take care to apply the principles that are derived from it.