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Postgraduate Certificate E-learning

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Postgraduate Certificate E-learning

  1. 2. Digital Development: The Postgraduate Certificate in E-learning Clive Buckley And Stephen Kenyon Glynd ŵr University
  2. 3. Introduction – why a postgraduate certificate? <ul><li>There is a need for staff development to employ technologies effectively - </li></ul><ul><li>“ We believe your staff development programmes are crucial in helping to maintain the currency of knowledge and skills of your staff, including: appreciation of the potential benefits of technology; pedagogical issues relating to technology-enhanced learning; use of technology to support teaching; skills in effective use of technology to support teaching and learning; and learning and quality indicators in effective use of technology to support and enhance learning.” </li></ul><ul><li>Higher Education Funding Council for Wales (HEFCW) (2007) </li></ul>
  3. 4. Result of ad hoc training...........
  4. 5. The solution? Coherent, accredited programme – the Postgraduate Certificate in E-learning: Theory and Practice Flexible ! Delivered entirely on-line Design principle...
  5. 6. Dangers of on-line, distance study...... Science course delivered on-line to Missouri students 1999 - 2006
  6. 7. Programme philosophy Focus on pedagogy not technology
  7. 8. Programme philosophy <ul><li>Flexible – relate to students’ professional context </li></ul><ul><li>Balance – theory and practice </li></ul>
  8. 9. Programme philosophy <ul><li>Social constructivism </li></ul><ul><li>Useful outputs (not purely academic exercise) </li></ul>
  9. 10. Programme construction <ul><li>3 x 20 credit modules </li></ul>
  10. 11. Length of study <ul><li>18 months (3 semesters) </li></ul><ul><li>10 – 12 hours per week </li></ul><ul><li>2 assignments per module </li></ul>
  11. 12. Programme delivery <ul><li>Entirely on-line – Virtual Learning Environment (Blackboard) </li></ul>
  12. 13. Flexible yet structured.... Week Number Start Date Topic / Activity 0 18 Feb 10 Preparing for study Familiarisation with the module aims, the learning outcomes and the assessment methods. 1 22 Feb 10 Introductions Building your e-portfolio and establishing your course blog 2 01 Mar 10 Teachers, learners and learning on-line 3 08 Mar 10 Getting to know your learners 4 15 Mar 10 Drivers and Barriers to E-learning 5 22 Mar 10 That Community Spirit
  13. 14. Social Constructivism – our forums
  14. 15. International perspective <ul><li>Guest speakers – live on-line presentations </li></ul>George Siemens Sian Bayne Michael Henderson Tom Wambeke
  15. 16. Student group profile <ul><li>18 students enrolled – 5 withdrawn </li></ul><ul><li>8 HE lecturers </li></ul><ul><li>2 FE lecturers </li></ul><ul><li>1 NHS trainer </li></ul><ul><li>1 Travel agency trainer </li></ul><ul><li>1 semi-retired counsellor </li></ul>
  16. 17. Student access to the VLE
  17. 18. Student access by day
  18. 19. Access by hour
  19. 20. The question is...... The proof of the pudding.... Does it pass the Ronseal test?
  20. 21. Student Outputs
  21. 22. Student Outputs
  22. 23. Student achievements...
  23. 24. Student achievements... <ul><li>HEA Welsh Institutional Group Publication: ‘ Innovative First Year Assessment’ </li></ul><ul><li>I’m now getting a reputation as being the ‘e-learning guy’ </li></ul><ul><li>Applying podcasts to our web pages has already happened, dedicating a forum group specific to training issues and a travel social site access are also in place. </li></ul><ul><li>I've already been applying the use of discussion forum and blogs to my undergraduate teaching and I found the blogs in particular to be very useful especially. </li></ul>
  24. 25. The Student Experience <ul><li>Who and where am I? </li></ul>
  25. 27. <ul><li>Enthusiasm, Naivety, and mistakes </li></ul><ul><li>Level 4 Group – mixed - democratic selection </li></ul><ul><li>Module ‘Virtual Worlds’ – new tech / ways of interaction / models of online behaviour – Henry Jenkins ‘Knowledge communities’ </li></ul>
  26. 28. <ul><li>PGCEL Model – online lecture trial – materials delivered via Blackboard </li></ul><ul><li>Facebook Discussion group – student led </li></ul>
  27. 30. <ul><li>AIMS – to see in action – a Knowledge Community – as defined by Jenkins (2004) </li></ul><ul><li>And Siemens (2004) “ A network can simply be defined as connections between entities. Computer networks, power grids, and social networks all function on the simple principle that people, groups, systems, nodes, entities can be connected to create an integrated whole .” </li></ul>
  28. 31. <ul><li>Self-regulated community – to observe issues/ benefits of such </li></ul><ul><li>Portfolio of self-chosen work </li></ul>
  29. 32. <ul><li>Student Essay on Success / Failure of discussion group – “ It quickly became clear that just a few students were initially contributing; this then disappointingly fell to none at all. Ultimately this lack of contribution led to no transfer of information which ended in a defunct knowledge community.... </li></ul><ul><li>....why the majority of students failed to show any interest - because contribution was not compulsory. There was no real incentive to do so. “ </li></ul><ul><li>Michael Henderson’s Model of Online Communication </li></ul><ul><li>Pedagogical – if sessions missed, was harder to catch up </li></ul><ul><li>Social – did not feel like a community (some students responded... many didn’t, roughly a 50/50 ratio.) </li></ul><ul><li>Managerial – students wanted more organisation / presence of real-time lecture(s) / it was ‘too flexible’ – and thus too easy to put aside. </li></ul><ul><li>Technical – a small number of students could not access Facebook / Blackboard – this delayed reading of materials. </li></ul>
  30. 33. <ul><li>Naivety, excitement... And Hype? </li></ul>
  31. 34. <ul><li>What next? </li></ul><ul><li>Assessment change – vlogs, blogs, and assessed forum interaction </li></ul><ul><li>Online illustrated lecture casts – aim 25% of sessions delivered online within two trial modules </li></ul><ul><li>Increased presence of ‘Virtual Me’ </li></ul>
  32. 35. <ul><li>Student feedback on possibilities / drawbacks of increased online sessions / lecture casts (sent as trial to test group) </li></ul><ul><li>It would be really interesting to use the forum whilst watching the podcast at an organised time. That way people couldn't not bother. It would make for an interesting discussion. ... With these sorts of teaching methods the students need to accept that they need to 'hold up their end of the bargain' rather than seeing it as an opportunity to skive. Participation is the only way it will work. </li></ul><ul><li>This is flexible- could take as long as you want to do the tasks or comment on forum. </li></ul><ul><li>It is something that can be saved and referred back to easily during the year. Even though this was a mini lecture (i only got 7.35 mins), I liked the condensed nature of it. It was straight to the point, easy to follow in terms of structure. I think lectures such as these could be good to supplement/run along side the classroom lectures. Small nuggets of Steve available online, anytime! </li></ul><ul><li>I think it's a really good idea, especially if you wanted to try the online lectures again. Students would be more likely to want to watch a video than read lecture notes that you have written because lets face it were all lazy and it's less work for us... </li></ul>
  33. 36. PGCEL Student Feedback <ul><li>Really well organized - fantastic job by Clive and Maarten. </li></ul><ul><li>My first online course.... and it's been fantastic. </li></ul><ul><li>I loved it. I particularly appreciate the size of the group - which meant we had good access both to each other and the tutors. </li></ul><ul><li>I found the start of the module both stimulating and quite challenging. Which is, I guess, what I expected. </li></ul><ul><li>Congratulations for making it happen - it was exciting as a learner </li></ul><ul><li>An excellent learning experience that more than meets expectations. I hope this is developed into a full Masters programme, beyond the initial PGCEL provision. </li></ul><ul><li>I so enjoyed it - and now look forward to the next module. I'll have to find another e learning course when this is finished. It's addictive! </li></ul>
  34. 37. Student forum posts.... <ul><li>What has this course done to me!!!   </li></ul><ul><li>I have just returned from a lovely cruise and whilst I relaxed and felt free for the first few days I began to think..mmm what have I missed? Who's written what? What do my emails say? I would never be so into keeping in contact before September I have been conditioned to look at forums and sites that it genuinely felt odd not to take a peek. ……. I am a teckie beast! </li></ul>
  35. 38. Challenges... Time!
  36. 39. Benefits (for the tutors) <ul><li>Hugely enjoyable experience </li></ul><ul><li>Opportunity to work with a diverse group of professionals </li></ul><ul><li>Learning experience </li></ul><ul><li>Rewarding </li></ul>
  37. 40. Looking to the future Increase diversity of learners –’getting the message out’ Evaluate impact on practice Develop full MA
  38. 41. Thank you.... Questions? <ul><li>Clive Buckley Email: c.buckley@glyndwr.ac.uk </li></ul><ul><li>Stephen Kenyon Email: s.kenyon@glyndwr.ac.uk </li></ul><ul><li>Postgraduate Certificate Course administrator: Ann Raynham Email: a.raynham@glyndwr.ac.uk </li></ul><ul><li>Web site: http://www.glyndwr.ac.uk/en/Postgraduatecourses/PostgraduateCertificateinE-learning/ </li></ul>

Notes de l'éditeur

  • The need for flexibility.... No formal f-2-f sessions, programme to be delivered entirely on-line.