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Guide to elearning Christine Smith and Mark Childs Learning Development Centre University of Warwick
Resource-based learning
Web supported learning ,[object Object],[object Object],[object Object],Resources CAA CMC
The whole is greater…   VLEs       Virtual Learning Environments
Content: (Sitebuilder) Word  Web pages Video Conferencing (Forums) Assessment (Perception)
Learning resources on the web ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Resources online pros / cons ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Resource-based learning ,[object Object],[object Object],[object Object],[object Object],[object Object]
Websites ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Information on websites ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Other interactive technologies ,[object Object],[object Object],[object Object],[object Object],[object Object]
[object Object],[object Object],[object Object]
[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Community centred learning
Tools for communication  ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
[object Object],[object Object],[object Object],[object Object],[object Object]
Stages (Adapted from Gilly Salmon, 2000) Setting up system and accessing Sending and  receiving messages Building social  bridges Welcoming and encouraging Searching, personalization  features Facilitating tasks and use of learning materials Conferencing Facilitating process Supporting, responding Providing links to external resources e-Tutor Technical support Access and motivation Group socialization Information exchange Knowledge construction Development
Collaborative learning ,[object Object],[object Object],[object Object],[object Object]
E.g. “Performance Spaces”   ,[object Object],[object Object],[object Object],[object Object]
Examples of blog use ,[object Object],[object Object],[object Object],[object Object],[object Object]
Synchronous conferencing ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
 
 
 
 
 
In combination ,[object Object],[object Object],[object Object]
E.g. “Streaming Theatre” ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
 
 
 
 
 
 
 
The ‘telematic environment’
 
e-Learning Support ,[object Object],[object Object],[object Object],Funding ,[object Object],[object Object],[object Object],[object Object],e-Strategy ,[object Object],[object Object],[object Object],[object Object]
Other support ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Funding for elearning ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Contact ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

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Introduction To Elearning 2008 1205491916934560 3

Notes de l'éditeur

  1. After this section, we “take stock”. What are people getting from this? We may have to go back and cover more traditional “tweaking” e.g. Using buzz groups in lectures Posting lecture notes on internet Streaming the lecture on the internet to reach audiences remote in space or time Halving the sixe of cseminar groups and seeing them every fortnight while setting them work in the intervening week AC and RA in particular to arm themselves with tips and advice for this eventuality?
  2. After this section, we “take stock”. What are people getting from this? We may have to go back and cover more traditional “tweaking” e.g. Using buzz groups in lectures Posting lecture notes on internet Streaming the lecture on the internet to reach audiences remote in space or time Halving the sixe of cseminar groups and seeing them every fortnight while setting them work in the intervening week AC and RA in particular to arm themselves with tips and advice for this eventuality?
  3. 16700 Students Includes visiting and exchange students (heads) and HEFP students in local colleges. Excludes students taught overseas and on external programmes. 3800 Staff 3000 full and part time, 800 casua, 96% non-academic staff live in Coventry. 3rd largest employer in Coventry area £174.5 m turnover For year ended July 2001, projected to rise to £222 m by 2004/05 Arts Centre 250,000 visits each year, 70% of audience from Coventry/Warwickshire, 67% self-generated income. £580,000 University subsidy to Arts Centre each year (not all grant)
  4. 16700 Students Includes visiting and exchange students (heads) and HEFP students in local colleges. Excludes students taught overseas and on external programmes. 3800 Staff 3000 full and part time, 800 casua, 96% non-academic staff live in Coventry. 3rd largest employer in Coventry area £174.5 m turnover For year ended July 2001, projected to rise to £222 m by 2004/05 Arts Centre 250,000 visits each year, 70% of audience from Coventry/Warwickshire, 67% self-generated income. £580,000 University subsidy to Arts Centre each year (not all grant)
  5. First slide (on screen as visitors find their seats).
  6. First slide (on screen as visitors find their seats).
  7. First slide (on screen as visitors find their seats).
  8. First slide (on screen as visitors find their seats).
  9. First slide (on screen as visitors find their seats).
  10. First slide (on screen as visitors find their seats).
  11. First slide (on screen as visitors find their seats).