The good the bad and the ugly.pptx

The good the bad and the ugly.pptx

• 1.
  The Good, theBad and the Ugly of Online Education: Our EduExe “resource pack”  Facilitated by Lisa Harris, Lisa Grover, Katie Steen and Susan Reh, UEBS
• 2.
  Basic background • UEBS“Online programmes” are currently run by a small team largely based around MSc International Business • We meet weekly via Teams to progress our work and share ideas • Modules are each 10-12 weeks long, they run asynchronously and with 3 start dates per year • We will become part of the emerging “Centre for Online Learning” via a number of key appointments over spring/summer 23 • It will deliver new programmes, micro credentials and other related products in 23-24 in line with the University’s Digital Strategy and 2030 Strategy.
• 3.
  Who we are… •Lisa Harris, Director of Digital Learning UEBS • Lisa Grover, Programme Director, International Business MSc • Katie Steen, Digital Producer, UEBS • Sarah Paddock, Education Advisor, TQAE • Susan Reh, Responsible Leadership Module Leader
• 4.
  We are focusedon culture change – aiming to make online education aspirational • We work together as a multi-disciplinary team focused on: • Maintaining a friendly and welcoming working environment • Producing modules of high academic and production quality • Training new tutors in online pedagogies and how to best engage with students online • Sharing examples of good practice between modules and programmes • Proposing new strategic developments based on our collective experience over many years • In short we want people to queue up to work with us 
• 5.
  Pedagogy • We askour Educators to re-think traditional approaches to learning and experience the value of an active, participative and collaborative approach to both module development and teaching • We are inspired by the ground breaking educational research of Diana Laurillard, Gilly Salmon, Mike Sharples and Alejandro Armellini • In summary this means encouraging active social learning – a key facilitation role for the Educator throughout the module
• 6.
  Module Build DesignAims "student interaction with asynchronous learning resources is tied directly to their perceptions of what resources will be helpful in completing assessments"(Murray et al (2012) Provide opportunities for learners to create scaffolds within which they can make sense of new information Create a learning community that is based on a high degree of interaction and sense of cooperation (Active Learning) Ensure that synchronous communication tools (for example, posts by tutor in Student Discussion Forum), coincide with the content, in particular assignments Build feedback mechanisms into the course View the online instructor's role as that of a facilitator Provide adequate, accessible technical support 1 min Video click here 30 sec video click here 1 min video click here
• 7.
  Module Design: Outcomes •Increase in student numbers of 400% from 1st to current Module • Student Feedback via Accelerate end of Module Survey: • 100% Module Content was the right balance between content and activities • 83% Prepared me for assessment • Student Feedback: 92% Enjoying the Module The content is really interesting. I particularly like looking at real world examples I like that I am able to get through the work at my own speed there was a video which gave a recap of key definitions. That was brilliant and helped enrich my notes.
• 8.
  Working with ModuleDevelopers- what's different to “on-campus” modules? Module Descriptor and Assessment Module Map Weekly Session Plan TEL -Education Advisor - Instructional Design Developer/TEL Review Module Build (TEL – Online Learning Developers QA and sign off Key Difference: Developer Text and Images used to create learning experiences and materials for asynchronous acquisition and application of knowledge and skills- with full range of digital tools, consistent structure and style.
• 9.
  Instructional Design: expertsbuild content on ELE Adding scaffolding and interactive opportunities using H5P: E.g. Chapter indicators and interactive Key Questions at Pause Points, supported by research into the way that students interact with recordings, (Kurzweil et al 2020) e.g. Content Text brought to life by Powtoon animation 2 min video click here
• 10.
  Role of video/animation •Increase student engagement- "live" meet and greet sessions/ recorded feedback videos (building community spirit for students and staff) • Bringing in external “voice” to modules through videos by in-house academics – building sense of being a part of UoE and promoting its wealth of knowledge • Feedback from students on current module that students particularly enjoyed "the videos [by academics] with embedded questions" • Staff training resources etc – helping to change mindsets by hearing and seeing positive examples of good practice from fellow colleagues • Slow and steady approach towards digital upskilling!
• 11.
  Role of theprogramme director - Chat with the module coordinator at key points to review how the module is going, give group feedback, and tips for assignments - 'Fireside chat' style Q & A in areas of expertise Creating connection between faculty and students
• 12.
  Feedback from educatorsand students • Highly interactive process of module coordination • Learning on the fly • Live session with students • Videos with Dr. Lisa Grover • Constant exchange with all stakeholders • “During my introduction to online module development and presentation, I was met and assisted by a small group of highly competent, studious and inspired visionaries, who, despite tight deadlines and ever tighter resource constraints, had enabled me to create an offering I am truly proud of. In short, their collective professionalism and dedication had consigned all my fears and misgivings re online curricula to the void. And, notwithstanding many postponements, frustrations and delays, this working group’s endurance has remained remarkably durable. I salute you.” (Mario du Preez, Environmental Economics Educator)
• 13.
  Next steps • Contributeto the strategic development of the new Centre for Online Learning • Input to development of design principles and promotion of microcredentials • Generate synergies from integrating content development for new open courses, MCs and programmes • Expand our educator training in online pedagogies • Align to the emerging Curriculum for Change