developing web-based courses in english · support to lecturers designing and delivering the...

Developing web-basedcourses in English

Anu Sarv, Ülle Tensing, Lehti Pilt, Kait Krull

Information seminar for authors of web-based courses in English 17.06.2020

Technical issues BBB1) When you are not speaking, please switch off your mic (Alt+M).

2) If possible, use headphones.

3) If you would like to say something, then switch on your camera and raise your hand or write to Public Chat.

4) When you are speaking then switch on your mic and camera.

5) All questions and comments are welcome to Public chat.

6) Please write your name to the Shared Notes.

7) Webinar will be recorded.

Schedule

1. Introduction2. Why entirely web-based courses in English(Ülle Tensing)

3. Methodology of e-learning (Anu Sarv)4. Experiences, questions, answers

Seminar will be recorded.You can download the slides of the seminar.

Goal of the seminar

• To provide the big picture

• In August-September series of seminars with detailed focus on different aspects

• To be better prepared your input is valued: questions, expectations, needs

Why entirely web-based courses in English?

• International students may have difficulties coming to Estonia by September.

• Opportunity to participate in online courses, if necessary, until the end of October or until most students have arrived in Estonia.

• Possibility to complete the courses online.• Opportunity for virtual mobility for visiting students.

5

Support to lecturers designing and delivering the web-based courses

• Aim: to create high-quality, entirely web-based courses.

• Support 1000 euros from UT development fund for the development of entirely web-based courses in English.

• 75% of the money will be paid to the faculty in June, 25% after the evaluation of the courses by the instructional designers at the end of August.

• Support from instructional designers and academic developers.

6

How many courses will receive support?

HV – 19 courses

LT – 25 courses

SV – 33 courses (26 from UT developmental fund and 7 from Erasmus programme). The web-based courses need to made accessible also to international exchange students!

Total 77 courses.

7

What is the support for?

The faculty together with the lecturers decides how they use 1000 euros:

• to record high-quality video lectures using the visual media service;

• to create animations and interactive exercises;• for English proofreading or translation;• adding subtitles to videos (taking into account students

with special needs);• to hire teaching assistants, etc.

8

1. Course syllabus and study guide(s).

2. Communication tools, e.g. forums, webinars..

3. Study materials that support independent

learning, eg full-text study materials, videos, etc.

4. Activities to support independent learning, such

as self-tests and other interactive exercises..

5. Tools for submitting homework and assessing

learners, eg assignments, tests, forums, etc..

6. Gradebook that includes all graded elements of

the course and calculates the final score

7. Tool for receiving feedback on the e-course, eg

feedback survey, forum for asking feedback.

https://www.ut.ee/et/oppimine/e-kursuse-miinimumnouded

Minimum requirements of e-courses

Let's meet and work in small groups

Discussion about your needs and concerns in smaller groups.

As we are big group…

• We are going to make small groups into breakout rooms.• In changing into other room, there is again the question:

How would you like to join the audio?Take Echo test again.

• Changing rooms takes appr. 30 sec.• Time ends automatically in breakout room – after that you will

be driven back to our common room.

• Clicking on the name of the participant you can chat privately.

Let's meet and work in small groups

Introduce yourself - name, subject you are teaching

Decide, who takes notes and reports your group question(s)in „shared notes“, when back in big group.

Task: Share in group, what are your needs and concerns whenthere is a need to teach courses for International students entirely web based.

Time 10 minutes(time ends automatically, timer (banner) is above the screen)

Minimum requirements of e-courses:

1. Course syllabus and study guide(s).

2. Communication tools, e.g. forums, webinars..

3. Study materials that support independent learning, egfull-text study materials, videos, etc.

4. Activities to support independent learning, such as self-tests and other interactive exercises..

5. Tools for submitting homework and assessing learners, eg assignments, tests, forums, etc..

6. Gradebook that includes all graded elements of the course and calculates the final score

7. Tool for receiving feedback on the e-course, egfeedback survey, forum for asking feedback.

STUDENT IS ENGAGED WHEN he/she…

Knows, what is expected and how to learn, to make

choices (autonomy)

has feeling of having skills and abilities to be

successful (competence)

has a sense of belonging into study-group

(belonging)

How the minimum requirements of e-courses are supporting student learning?

1. Course syllabus and study guide(s).

2. Communication tools, e.g. forums, webinars..

3. Study materials that support independent learning, egfull-text study materials, videos, etc.

4. Activities to support independent learning, such as self-tests and other interactive exercises..

5. Tools for submitting homework and assessing learners, eg assignments, tests, forums, etc..

6. Gradebook that includes all graded elements of the course and calculates the final score

7. Tool for receiving feedback on the e-course, egfeedback survey, forum for asking feedback.

How the minimum requirements of e-courses are supporting student learning?

Well structured course

1. Header: banner or small picture, basic information about the course

2. Thematic sections following according to learning process and time schedule.

Learning process

Independent

study

• Reading text

• Watching video lecture

Task for

independent

study

MEETING

Summary of

meeting

(follow-up task)

Independent

study

Assignment to

be reported in Moodle

• Seminar

• Webinar• Lecture

Assignment to

be submitted in Moodle

• Reading text

• Watching video lecture

THEME 1 THEME 2

Learning instructions

Goal of the learning instructions: to give the studentinformation what is expected and how to plan their studiesin the course in order to be successful.

Options for sharing instructions: • Import SIS syllabus link to Moodle course (is done

automatically when a link is established between the syllabus and the course)

• Add separate instructions into Moodle course general part and in topics headers.

• Create introduction video of the course.

Option of sharing learning instructions in Moodle (tool: Tab display)

Example how to share the course information to the student

Periood Seminari aeg ja

käsitletavad teemad

Kuidas toimub?

I session:

Märts 2020

28. märts

kell 9.00–13.30

Sissejuhatus kursusesse

Lõputöö nõuete tutvustus

Tegevusuuringu struktuur

Uurija päevik

Enne seminari: materjalide läbitöötamine ja küsimustele vastamine,

tähtaeg 27. märts kell 24.00 (vt Moodle’is). Arvestuslik töömaht 1 h.

Seminar: Zoomi-keskkonnas: 10.00-11.30 ja 12.00-13.30

Pärast seminari: oma tegevusuuringu probleemi ja küsimuste

sõnastamine, ajakava. Arvestuslik töömaht 2-3 h.

Esitamine Moodle’isse 15.aprilliks.

II session:

Aprill 2020

18. aprill

kell 9.00–15.00

Infootsing

Viitamine

Eetika

Enne seminari: materjalide läbitöötamine (vt Moodle’is, eriti olulised lk

45-50). Infootsingu praktiline töö (juhised Moodle´is). Tähtaeg 17. aprill

kell 24.00 Arvestuslik töömaht 2 h.

Seminar: Zoomi-keskkonnas: 11-12.30 ja 13.00-15.00

Pärast seminari: oma tegevusuuringu teoreetilise osa kavandi

koostamine. Arvestuslik töömaht 3-4 tundi.

Esitamine Moodle’isse 5. maiks

... ... ....

Autor: Pihel Hunt (HI), täienduste ideed Airi Niilo, Kaire Uiboleht

E-kursus How to Identify and Support Older Victims of Abuse, Anastasija Turusinova esitletud HITSA tunnustusseminaril E-kursuse kvaliteedimärk 2020 (28.05.2020)

Minimum requirements of e-courses:

1. Course syllabus and study guide(s).

2. Communication tools, e.g. forums, webinars..

3. Study materials that support independent learning, egfull-text study materials, videos, etc.

4. Activities to support independent learning, such as self-tests and other interactive exercises..

5. Tools for submitting homework and assessing learners, eg assignments, tests, forums, etc..

6. Gradebook that includes all graded elements of the course and calculates the final score

7. Tool for receiving feedback on the e-course, egfeedback survey, forum for asking feedback.

How to support the sense of belonging in e-learning?

• Familiarization, warm-up in the beginning of the course (1. study-week): the goal is to get to know each other, to create safe learning atmosphere.

• Signals to students that teacher cares of them and theirlearning.

• Ideas:• https://adjunctworld.com/blog/5-creative-icebreakers-

assignments-for-the-online-classroom/• https://www.uwb.edu/it/instructional-continuity/remote-

instruction/icebreaker-ideas• https://ce.uwex.edu/wp-

content/uploads/2015/05/IceBreaker.pdf• https://www.sessionlab.com/blog/online-energizers/

How to arrange communication between students and with you?• To keep students engaged is important to support

communication (between students and with teacher in different time-zones)

• If it is complicated to meet online (different time-zones)?• Study groups (according time zones)• Study-pairs – working independently• Instructions- Instructions- Instructions (contract for groupwork,

reports of discussions, clear milestones for longer activity, reports about contribution, subtasks)

https://teaching.cornell.edu/teaching-resources/engaging-students/collaborative-learninghttp://blogs.onlineeducation.touro.edu/why-groupwork-is-important-and-how-to-get-it-right/https://dl.sps.northwestern.edu/blog/2015/06/online-group-work/

Communication tools in Moodle

• Asynchronous• Forums

• Announcements• Questions and answers• Thematic forums• Forums for submitting assignments (graded forums)

• Quick mail• Messages

• Synchronous• Chat• BigBlueButton webinar tool

• https://sisu.ut.ee/juhendid/communication-moodle

1. Course syllabus and study guide(s).

2. Communication tools, e.g. forums, webinars..

3. Study materials that support independent learning,

eg full-text study materials, videos, etc.

4. Activities to support independent learning, such as

self-tests and other interactive exercises..

5. Tools for submitting homework and assessing learners, eg assignments, tests, forums, etc..

6. Gradebook that includes all graded elements of the course and calculates the final score

7. Tool for receiving feedback on the e-course, egfeedback survey, forum for asking feedback.

Minimum requirements of e-courses:

Poll: What learning materials you already have for the course?

A. Texts, textbooks, course notes, articles (reading materials)

B. Video lectures or lecture captures from previous years, podcasts

C. I have all I needD. I have nothingE. I have something I need, but not enough

Still thinking about learning materials…

• What is the quality of the materials?• Too many pages, too long videos?• What is missing? • There is a material, but no task for student independent

learning?• There is a material, but the task is not suitable for

distance-learning?• What material can be divided into smaller parts? Tasks?

Moodle tools for learning materials

• File (suggestion: not Word and PowerPoint files, but PDF-s)• Page• Book• Tab display• URL• Link set• Videos in Panopto, UTTV or YouTube and will be embedded into

the material pages• https://sisu.ut.ee/juhendid/adding-and-creating-study-

materials-resources

How to create structure and to supportlearning? Instructions

Course level (learning outcomes, learning activities, assessment and feedback)

Level of STUDY

PERIOD(f.e. week)(Activities of teacher

and student, environments,

tasks/assignments etc.)

Level of MEETING

Level of TASK

What kind of tasks ? For what?

1) Tasks for familiarization and ice-breaking2)Tasks for independent work with materials (reading tasks, listening tasks, watching tasks)3) Tasks for being prepared for meetings (webinars)

4) Tasks during the meetings (webinars) and in the end of meetings (follow-up tasks)

5) Tasks for application of learned material (eg bigger task, that summarizes several topics)

6) Individual vs group tasks

NB! Consider the workload of the student

Task that supports learning• Student is aware of the purpose of the task• Good task is authentic (based on real-life examples, experiences)• Enables to apply knowledge previously learned• Student understands the requirements – what, how, when, where

to do/submit

• Create (study) groups in the beginning of the course, that remain same during whole semester.

• Use tasks, where students can be active and work with peers (eg to give peer feedback etc)

Moodle tools for tasks

• Assignment (only lecturer will see): https://sisu.ut.ee/juhendid/assignment

• Forum (lecturer and fellow learners will see): https://sisu.ut.ee/juhendid/forum-0

• Quiz: https://sisu.ut.ee/juhendid/creating-quiz-moodle

• Activities suitable for group work: https://sisu.ut.ee/juhendid/moodle-activities-suitable-group-work

1. Course syllabus and study guide(s).

2. Communication tools, e.g. forums, webinars..

3. Study materials that support independent learning, egfull-text study materials, videos, etc.

4. Activities to support independent learning, such as self-tests and other interactive exercises..

5. Tools for submitting homework and assessing learners, eg assignments, tests, forums, etc..

6. Gradebook that includes all graded elements of the course and calculates the final score

7. Tool for receiving feedback on the e-course, egfeedback survey, forum for asking feedback.

Minimum requirements of e-courses:

Alignment between learning outcomes, content and learning activities (including assessment)

Corresponding e-course quality criteria:

• The content of the course corresponds to the learning outcomes.

• The study activities and assessment principles of the course correspond to the learning outcomes.

Is the achievement of all learning outcomes supported by appropriate content? How is the achievement of learning outcomes assessed ?

35

Learning outcome

Study materials A graded task that controls the achievement of a learning outcome

Assessment criteria

1.

2.

Assessment

• What assignments/tasks are obligatory?• How the final grade/result will be formed?• Tools for submitting the assessments are set as graded in settings and are

displayed in the gradebook (eg graded forums, tests, assignements etc).• Grading learners in Moodle: https://sisu.ut.ee/juhendid/grading-learners-

moodle• Moodle gradebook – All assignments that contribute to the formation of the

final result should be visible in the table and in the order of schedule and learning process.

• Students will see only his/her own grades.• Final result can the imported from Moodle course to SIS exam protocol.

1. Course syllabus and study guide(s).

2. Communication tools, e.g. forums, webinars..

3. Study materials that support independent learning, egfull-text study materials, videos, etc.

4. Activities to support independent learning, such as self-tests and other interactive exercises..

5. Tools for submitting homework and assessing learners, eg assignments, tests, forums, etc..

6. Gradebook that includes all graded elements of the course and calculates the final score

7. Tool for receiving feedback on the e-course, egfeedback survey, forum for asking feedback.

Minimum requirements of e-courses:

Feedback for the course

• SIS feedback• What is my special interest? What additional questions I need to ask?• Teacher has opportunity to gather feedback by themselves in

Moodle course• Suitable Moodle tools: forum, feedback• If using Moodle feedback tool: option to use feedback templates

(English feedback, Feedback to the lecturer: shorter and longer) and change them as required or creating your own feedback survey.

• NB! Wording the question for feedback: scales/statements vs open questions

• How often?• Confidential?

Guidelines for students

• Moodle instructions for students:• https://sisu.ut.ee/juhendid/moodle-instructions-

students

• Tips for participating in group work & projects online• https://www.online.drexel.edu/news/group-tips.aspx• https://www.elearners.com/education-

resources/online-learning/how-to-survive-virtual-group-work/

Web-seminar in the student view

1. Independentlearning

• Task+materials

• How, whereto report?

2. Seminar

• Task, activity, method, environment

3. Summary

• Task• How, where

to report?

What kind of support instructional designers and academic developers offer?

• Methodological and technological consultancy (individual or small goups) and help.

• Training (e-course learning design, principles of creating good video lectures and using Panopto, methodologies for conducting webinars)

• Instructions: https://sisu.ut.ee/juhendid/instructions-english• Moodle• Panopto• BigBlueButton• Zoom (access password: 3B%@@?oj)

Contact: https://www.ut.ee/et/oppimine/e-ope/kontakt

Follow-up seminars

17.-18. august24.-25. august

Detailed information will be shared.

Guide for creating a quality e-course

When creating a course, it is recommended following the guidelines for creating a high-quality e-course and the quality criteria of the course.

44

https://oppevara.hitsa.ee/ekursus

(only in Estonian)

E-course quality criteria

Aim: to create courses that meet the quality criteria of the e-course

Look rubrics for quality assessment of e-course

45