UEA Health Online Successful Online Learning Design, Develop and Deliver 22 –23 July 2014 Dr Viv Rolfe Web vivrolfe.com Twitter @vivienrolfe.

UEA Health Online

Successful Online LearningDesign, Develop and Deliver

22 –23 July 2014

Dr Viv RolfeWeb vivrolfe.com

Twitter @vivienrolfe

Chinese Scholar’s Garden, VancouverCC BY SA Viv Caruna Flickr

Aims – for me!

• Make recommendations for you as a team.• Give top tips for you as individuals.• Provide support over the next few months:– SKYPE?– Online classes?– Twitter? @vivienrolfe

• Complete guide summarising all the points we have discussed.

Aims – for you?

• See discussion documents.

Goals? Learners?

• See discussion docs.

http://www.sicklecellanaemia.org/teaching-resources/resources/scooter1-9/scooter9a.html

Design considerations

• What makes for an effective course?• What make up effective components of a

course?• What makes an effective resource?

Effective use of tech?

• Grey and Rolfehttp://journals.heacademy.ac.uk/doi/abs/10.3108/beej.18.5

• Multimedia (online learning) is better for some things and not others e.g. replacing lectures but not practicals.

• Generally, most education interventions – tech or otherwise – are poorly evaluated.

So what works, and what doesn’t?

• http://www.nottingham.ac.uk/nursing/sonet/rlos/bioproc/kidneydrug/index.html

• http://www.nottingham.ac.uk/nursing/sonet/rlos/studyskills/harvard/index.html

Effective components?

• Means et al (2010). http://www2.ed.gov/rschstat/eval/tech/evidence-based-practices/finalreport.pdf

• Videos and quiz are not the best combination for online learning!

• “Blended elements of online and face-to-face instruction with conditions taught entirely face-to-face. Analysts noted that these blended conditions often included additional learning time and instructional elements not received by students in control conditions”.

Effective resources?

• Look at Richard E Mayer• Reduce cognitive overload:• No more than 2 elements (e.g. visual + narration or visual + text)• Placing of text / arrows near to relevant objects rather than far• Visual + narration or text must be sequential• Avoid continuous streams – allow for video controls• Ensure learners are familiar with terms / concepts (e.g. pre-

training)• Narrations must be conversational and not formal• Human voices please!

Development tips

• However long you think it might take? Double it.

• Do all your planning first.• Think about unified approaches – colours /

fonts / styles of resources and/or Bb course ‘shells’.

• How accessible are your courses?• How to work with others – planning tools,

subject conventions?

Delivery

• What are your goals for:

• Patterns of delivery – all at once / time released?• Levels of notification / support?• Autonomous or connected? Ground rules?

Literacies? Expectations?• Assessment and feedback?• Linking to course administration systems?

MCQ!

See Phil Race’s presentation!

Dissemination?

• What are your plans for:

• Evaluation – during development and after?• What might you measure and how?• Why not disseminate / publish / report back at

conferences? (With links to your courses of course BACKLINK).

Discovery?

• What are your plans for:

• Picking the best for Flickr / YouTube?• BACKLINK to course URL.• Publicize via Twitter.• Professional body / society newsletters?

• This presentation was just an overview, and a fuller guide to developing online learning will be made available to the team.

• Also look at vivrolfe.com for further details.