Quality in e learning moodle moot
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Canada MoodleMootVancouver, B.C.
14 February, 2012
QUALITY IN E-LEARNING
Dr. Tony Bates,Tony Bates Associates Ltd
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2
Overview
Quality for whom?
From e-learning 1.0 to e-learning 2.0
Nine steps to quality online teaching
Conclusions
3
Quality for whom?
Students? Instructors? Employers?
What kind of e-learning?
What subject domain?
Much in common with f2f
Focus here on unique needs of e-learning
Noe-learning
classroomaids hybrid distance
blended
distributed
What kind of e-learning?
From e-learning 1.0 to e-learning 2.0
E-LEARNING 1.0 (before web 2.0)
• Use of learning management system
• Instructor determines content
• Assessment by instructor
• Learning environment managed by instructor
• Any web 2.0 tools added by instructor
Quality standards
Lots for e-learning 1.0 (20)
• For different sectors/countries
• based on experience/research
• all quite similar
• mainly ‘process’ focused
• often unknown or ignored by instructors
The growth of web 2.0 in education
• blogs/WordPress, e.g. ETEC
522
• wikis, e.g. UBC Latin American
studies
• video and audio, e.g. showing
dynamic change, talking through images
• e-portfolios
• open educational resources
Features of web 2.0
• End-user control/authoring
• Collaboration and sharing
• Collective intelligence
• Low-cost/free, adaptive software
• Rich media
• Portability/mobility
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Educational implications
• learners have powerful tools
• personal learning environments
• ‘open’ access, content, services
• learners find/create/add/adapt content
• power shift from teachers to learners
From e-learning 1.0 to e-learning 2.0
E-LEARNING 2.0
• Learning managed by learner
• Peer-to-peer collaboration
• Access to open content
• Learning demonstrated by creating multi-media materials (e.g. e-portfolios)
• Development of 21st century skills
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21st century skills
good communication skills
independent learning
ethics/responsibility
teamwork
flexibility
thinking skills
knowledge navigation
IT skills embedded in subject area
10
Role of instructor in learning
1. Downes and Siemens: no role; learners are autonomous, self-directed (e.g., cMOOCs): no LMS
2. Guide-on-the side: facilitate, guide, interact, organize; learner also contributes: no or ‘open’ LMS
3. Teacher controls: LMS mainly (including xMOOCs)
When to use web 2.0
Learning as development: a move from dependent to independent or inter-dependent learning
Use of web 2.0 depends on:
• needs of learners
• requirements of accreditation
• your educational philosophy
Web 2.0 excellent tools for learner-centered teaching/developing 21st century skills.
Nine steps to quality e-learning teaching
1. How do you want to teach?
2. What kind of e-learning course?
3. Work in a team
4. Build on existing resources
5. Master the technology
6. Set appropriate learning goals for e-learning
7. Create a strong course structure/schedule
8. Communicate, communicate, communicate
9. Innovate and evaluate13
Step 1: How do you want to teach?
From this:
14
to this?
+
Step 2. What kind of courses?
no e-learning fully e-learning
face-to-
face
classroom
aids
hybrid(reduced f2f +
online)
fully
online(distance)
blended learning
distributed learning
2. Distance education or hybrid learning?
where on the continuum should my course or program be?
three deciding factors:
targeted students
demands of subject discipline (content + skills)
resources
2 a Who are or will be my students?
Who benefits from e-learning?
full-time students wanting more flexibility (85% at UBC)
lifelong learners wanting new qualifications/upgrading
employers who want staff to learn in their own time or in the workplace
independent learners
2 b Subject requirements
What do students need to know? (content)
Content: haematology
What must they be able to do with their knowledge? (skills)
Skills: identify analytes, analyze glucose and insulin levels, interpret results
2 b: Subject requirements
Learning objectives
2 c. Resources
• your time ( workload; course design)
• LT support (instructional/web design)
• experienced colleagues
• technology (e.g. LMS)
• open educational resources(OER)
2. Blended, hybrid or distance?
Determine by analysis of:
(potential) students
+
needs of discipline
+
resources available
Who should make this decision? Program team?
3. Work in a team
Who is in team?
• instructor + instructional designer (initially)
• colleagues
• Web designer
• IT support?
3. Work in a team
Why?
• e-learning is different
• course design critical
• manage workload
• share experience/resources
• develop online learning activities for students
4. Build on existing resources
• Technology tools: LMS (e.g. Moodle), web conferencing
• Open educational resources: text; graphics, videos, animations, simulations, remote labs
• What your colleagues have developed
• Will save time
Molecule shapes simulation: phET,
University of Colorado at Boulder,
5. Master the technology• Moodle provides a structure
• Instructors need Moodle training
• Relate technology training to how you want to teach (‘Can I do this?’)
• Design (with team) course template
• Don’t get into LMS ‘wars’
• Explore (with team) new tools (9)
6. Set appropriate learning goals for
e-learningSame or different? Some
online roles:
• 21st century skills
• subject specific Internet/IT skills
• bring in outside world (experts, online resources, other students)
Communicate goals to students
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7. Design structure and activities
3 credit = 100 hrs online study = 8 hours a week
Topics or projects? Weekly?
Student activities: read, discuss, collect, do
Learning outcomes and assessment
Work with design team; control YOUR workload (and students’)
8. Communicate, communicate, communicate
• Be ‘present’ online every day
• Set clear expectations for students
• Clear learning goals, activities, deadlines
• Make students do the work
• 48 hours response maximum
• Monitor discussion forums
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9. Innovate and evaluate
• Steps 1-8: competency, effectiveness
• Exciting time to be an instructor
• New technology developments; new possibilities; mobile learning
• Web 2.0 tools: social media, e-portfolios, WordPress, new LMSs
• move to learner-centered teaching
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9. Innovate and evaluate
E-learning 2.0:
use of web 2.0 depends on:
• needs of learners
• requirements of accreditation
• your educational philosophy
However, web 2.0 are excellent tools for learner-centered teaching and developing 21st century skills
Evaluate and disseminate
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10. ‘Advanced’ e-learning design
core skill: knowledge management
how to find, analyze, evaluate and apply information
open content within a learning design
student-generated multimedia content: online project work
assessment by e-portfolios
Conclusions
• Good standards and best practices already exist: should be applied
• New tools/designs require new quality standards
• QA should not impede innovation
• Moodle valuable tool for providing structure/coherent learning environment; but other quality factors as well.
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(Some) questions
1. Do we need different quality standards for e-learning 2.0?
2. Implications of new teaching strategies for Moodle use? Web 2.0 tools: integrated or separate?
3. Implications of new tools such as e-portfolios and learning analytics for assessment?
4. Quality standards for MOOCs?
Virtual border post for training CBSA agents: Loyalist College
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