Supporting resources for our EduExe Festival session on 7th June.

1. The Good, the Bad 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 focused on 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 ask our 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 Design Aims
"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 Module Developers- 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: experts build 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 the programme 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 educators and 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
• Contribute to 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