AMERICAN LANGUAGE HUB_Level2_Student'sBook_Answerkey.pdf
Moving learning online part - why?
1. Moving Learning online
Steve Saffhill, Advisor
steve.saffhill@rsc-em.ac.uk
www.rsc-em.ac.uk RSCs – Stimulating and supporting innovation in learning
Go to View > Header & Footer to edit July 8, 2012 | slide 1
2. Summary
• Why move online
• What is technology enhanced learning
• Designing your curriculum for online and
blended delivery
• Explore some of the tools
Moving Learning Online steve.saffhill@rsc-em.ac.uk
5. Stages of manufacturing
Raw Final
Processing
materials product
Moving Learning Online steve.saffhill@rsc-em.ac.uk
6. The learners’ journey
Raw materials Processing Final product
Learners
Learning Skilled
with Skills
Experience Workforce
and Abilities
Moving Learning Online steve.saffhill@rsc-em.ac.uk
7. Skilled workforce:
the future of British industry
• Government objectives
– Creative
– Social mobility
– “Wants industry to work together and with learning
organisations to improve productivity and efficiency”
– “Many of our students’ future jobs will involve some
level of crowdsourcing or collaboration”
Moving Learning Online steve.saffhill@rsc-em.ac.uk
8. Learners with great skills and abilities
Moving Learning Online steve.saffhill@rsc-em.ac.uk
9. Speech by Sir Ken Robinson
RSA Animate
Moving Learning Online steve.saffhill@rsc-em.ac.uk
10. The reality
• A new style workforce
• A changing learners’ skillset
• Times are hard
– Reduction in funding
– Costs need to fall
• However
– GLH not as important
– QCF moving towards bitesize delivery
Moving Learning Online steve.saffhill@rsc-em.ac.uk
11. Change… What’s in it for learners?
Personalised
Fits in with learning
busy Reduce opportunities
lifestyles fees and May improve
retention and
expenses achievement
Moving Learning Online steve.saffhill@rsc-em.ac.uk
14. Institutional context
Session Learning
• New course planning • Lesson plans object design
• Course updates • Grouping activities
• Schemes of work • Individual activity
• Assessment to enable learning
methods • What can be
delivered online/f2f
• GLH to LH
Course Activity
design design
Adapted from
Beetham, 2009
Moving Learning Online steve.saffhill@rsc-em.ac.uk
15. Adapted from Beetham, 2007
What tools, resources,
affordances do you have
available for classroom or
virtual delivery?
Learning
Environment
Their
needs, motivations, prior Benchmark statements,
learning Learners
Activity Intended
learning industry, institution,
experience, metaskills, le
arning styles
Design outcomes personal
Other people
Lecturers, facilitators,
developers, peers
Moving Learning Online steve.saffhill@rsc-em.ac.uk
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This helps identify roles and responsibilities. Practitioners may design activities, developers may create learning objects
Learning environment. Where will the activity take place? What resources are available? What technologies are available?Many different approaches. Eg do you have an online learning development team that will create learning activities or will you expect lecturers and tutors to develop resources? A development team can standardise practise and use advanced features, but miss the subject knowledge. Lecturers need quick and easy development tools.Learners (e.g. their needs, motives for learning, prior experience of learning, social and interpersonal skills, learning preferences and ICT competence).Intended learning outcomes (e.g. acquisition of knowledge, academic and social skills, increased motivation and ability to progress).What are the curriculum objectives?What other outcomes are desired?Curriculum aspects (e.g. approach (es) to learning, assessment criteria, formative assessment strategies; feedback). What approach will be taken?What assessment strategies will be used?What feedback strategies will be used?Learning activity (description of activity; associated learning outcome; organisation: collaborative, pairs or individual; resources needed).Describe the learning activity and how it meets learning outcomes.Are there any follow-up activities?Learning environment (e.g. face-to-face or virtual; available resources, tools, learning content, facilities and services).Where will the activity take place?What resources are available?What technologies are available? Support for learning (e.g. extension or reinforcement activities; involvement of others; accessibility considerations; learning preferences). How will learners be supported during and after the activity?What additional support might some learners need?
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Outcomes for learnersStandards – Is the learning experience to a similar standard to face to face?Wellbeing – you want distance learners and not distant learnersProvisionLearning experiencesTeachingCare and supportLearning environmentLeadershipManagement – Strategic direction, PartnershipsQualityResources