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Virtual Learning EnvironmentsVirtual Learning Environments

eLearningeLearning

Pat Sweeney & Celia O’HaganPat Sweeney & Celia O’HaganInformatics & EducationInformatics & Education

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INTRODUCTIONINTRODUCTION

• The Educational Environment

• The Virtual Environment

• Some basics from our experience of VLEs

• Campus One – a University @ Your Fingertips

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The Basic ConsiderationsThe Basic Considerations

1. Theories & Methods

2. Models of Online Teaching

3. Design Skills

4. Assessment and Evaluation Techniques

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Campus OneCampus One

Instructional Design TeamInstructional Design Team

Network ManagersNetwork Managers

Graphic ArtistsGraphic Artists

Web Design TeamWeb Design Team

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What is Online Teaching?

• Distance Learning Distance Learning

• Self-InstructionSelf-Instruction

• Packaged LearningPackaged Learning

Computer-Mediated-DeliveryComputer-Mediated-Delivery

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Teaching StylesTeaching Styles

ExpertExpert

Formal AuthorityAuthority

PersonalPersonal Model

FacilitatorFacilitator

DelegatorDelegator

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Models of Online DeliveryModels of Online Delivery

• Content and Support Model

• Wrap-around ModelModel

• Integrated ModelModel

Defining the Purpose of your CourseDefining the Purpose of your Course

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The Various Online ParadigmsThe Various Online Paradigms

The Email ParadigmThe Email Paradigm

The Community ParadigmThe Community Paradigm

The Virtual Classroom ParadigmThe Virtual Classroom Paradigm

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Considerations Considerations Methods and Models of Online TeachingMethods and Models of Online Teaching

• Skills of E-Tutors

• A suitable model for E-Delivery

• A Curriculum (Student-Centred) Model for Online Teaching

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There is no one right way to develop Student-There is no one right way to develop Student-Focused Learning Materials, but there are lots of Focused Learning Materials, but there are lots of wrong ways.wrong ways.

To develop the art of curriculum discoveryTo develop the art of curriculum discovery

To enhance your curriculum design skillsTo enhance your curriculum design skills

To develop effective instructional abilitiesTo develop effective instructional abilities

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Teaching as CurriculumCurriculum Planners

• A curriculum is a plan for learning.

• A sequence of potential experiences for a purpose.

Curriculum Curriculum means ‘race course’‘race course’.

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Organising Your CourseOrganising Your Course

• The Course TeamThe Course Team

• The Schedule for Course ProductionThe Schedule for Course Production

• The ContentThe Content

• The Purpose of Computer-mediated LearningThe Purpose of Computer-mediated Learning

• The Course Specification: Learning Outcomes and The Course Specification: Learning Outcomes and Curriculum Content, and Assessment Criteria .Curriculum Content, and Assessment Criteria .

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Five Major QuestionsFive Major Questions

How - Evaluation of lessonsHow - Evaluation of lessons

1.1.Who are we teaching?Who are we teaching?

2.2.

When - the sequence of studyWhen - the sequence of study3.3.

Where - teaching methods and mediaWhere - teaching methods and media

What - the Course SpecificationWhat - the Course Specification

4.4.

5.5.

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A Typical Production ScheduleA Typical Production Schedule

1.1. Learner-AuditLearner-Audit2.2. Content-AuditContent-Audit3.3. Learners own contentLearners own content4.4. SequencingSequencing5.5. Learners own sequencingLearners own sequencing6.6. Choice of Teaching MediaChoice of Teaching Media7.7. Choice of Learning StimuliChoice of Learning Stimuli8.8. Assessment ModelsAssessment Models9.9. Method of EvaluationMethod of Evaluation

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A Model for Online DeliveryA Model for Online DeliveryAccess and InvestigationAccess and Investigation

SocialisationSocialisation

Teaching and Teaching and LearningLearning

Construction of MeaningConstruction of Meaning

Assessment andAssessment andSupportSupport

DevelopmentDevelopment

Adapted from: Gilly Salmon CMC model for Teaching & LearningAdapted from: Gilly Salmon CMC model for Teaching & Learning

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Closing RemarksClosing Remarks

Consider this medium as talkingConsider this medium as talkingwith your fingers – a sort of half waywith your fingers – a sort of half waybetween spoken and written discourse.between spoken and written discourse.

Tip 1 -Tip 1 -

Tip 2 -Tip 2 - No matter how sophisticated the technology,No matter how sophisticated the technology,students still need the ‘champions’ to make students still need the ‘champions’ to make learning come alive – the teacher.learning come alive – the teacher.

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Thank You for Your AttentionThank You for Your Attention

Mr Pat Sweeney