This page has links through to various pages, web sites, articles and frameworks that may be of use in the switch to online.<\/p>\n\n\n\n
The Online Instructional Activities page<\/a> has a list of online activities that could be a source of ideas<\/p>\n\n\n\n We are aiming to use activities to promote social presence; so many of these activities could be adapted for students preparing and presenting to others in their learning sets; providing peer feedback; working together to construct the artifacts in groups f2f or online.<\/p>\n\n\n\n We are using the concept of presence from Garrison’s Community of Inquiry model<\/a> – in particular <\/p>\n\n\n\n Teacher presence – trying to ensure that the students see the staff member as being present in the teaching even when online<\/p>\n\n\n\n Cognitive presence – students demonstrating discourse; critical thinking and reflection<\/p>\n\n\n\n Social presence – where students can project their personal characteristics into the community; we will be advocating networked learning and learning sets to enhance the community and social aspects of learning.<\/p>\n\n\n\n The website has links to resources, journal articles and book on CoI. There is more detail here than we may use, but if you want to read around this as a concept the resources are valuable.<\/a><\/p>\n\n\n\n The JISC site<\/a> has a number of useful blogs and resources<\/p>\n\n\n\n Learning and Teaching Reimagined Webinar \u2013 the changing needs of students<\/a><\/p>\n\n\n\n Teaching in Microsoft Teams<\/a><\/p>\n\n\n\n Online learning is this the future<\/a><\/p>\n\n\n\n We are using a reduced version of the ABC learning design from UCL; original resources for this are hosted at the ABC Learning Design website. The ABC learning design from is derived from Diana Laurillard’s <\/a>conversational framework.<\/a><\/p>\n\n\n\n An alternate design approach is from Gilly Salmon – Carpe Diem – A team based approach to learning design (Links to an external site.)<\/a><\/p>\n\n\n\n The Carpe Diem process is broken up into six steps;<\/p>\n\n\n\n Applying this to our approach we will do 1 and 2 in the CPD and ABC spreadsheet modeller. 3 and 4 will be done in Canvas and in collaboration with staff on the same level (course if PG). 5 and 6 are a natural follow on from this.<\/p>\n\n\n\n We can use Gilly Salmon’s e-moderater <\/a>framework at the start of a course to address the social presence that is required for community growth (from Garrison’s Community of Inquiry framework). <\/p>\n\n\n\n Steps 1 and 2 can be combined and done in a single module at the start of the course (we want to avoid the same exercises being performed again in modules as students get bored of it very quickly. CDs and a module leader can plan for this in a single module in the first week.<\/p>\n\n\n\n LSE has a number of scenarios to suggest mixed mode delivery patterns – these are here<\/a> <\/a>and the original is here<\/a>. Of particular interest may be scenario 3 <\/a>which talks about an example of using a case study online.<\/p>\n\n\n\n LSE Educause review published a <\/a>very early article<\/a> on the difference between Emergency Remote Teaching (i.e. very much what we attempted with TP2 and TP3) and the proper notions of Online Learning.<\/p>\n\n\n\n Barbara Mean’s book<\/a> in this article provides a useful conceptual framework to describe where we are in the context of design features<\/a>.<\/p>\n\n\n\n This paper<\/a> has 10 simple rules for supporting an emergency online pivot. A companion piece to the LSE Educause article.<\/p>\n\n\n\n In fact the rules laid out apply both the emergency and the ongoing changes that we will have to deal with.<\/p>\n\n\n\n Educause has an article on student’s reflections on the switch to remote teaching and learning<\/a><\/p>\n\n\n\n These are the most common issues extracted from Twitter posts and comments <\/p>\n\n\n\n Final paragraph from the article<\/p>\n\n\n\n “Considering all of the students’ tweets as a whole, we see that students appreciate social engagement, teacher presence, faculty support and care, and faculty familiarity with online learning, as well as connecting with others. To the greatest extent possible, faculty who are transitioning to remote instruction should follow the consensus among the online learning research community and avoid merely replicating the face-to-face environment online; rather, faculty should continually learn from their own efforts and the advice of learning design professionals and should consider the new, and perhaps unexpected, ways that online learning technologies allow them to improve students’ experiences”<\/em><\/p>\n\n\n\n This site has a personal reflection on lessons learned from online learning<\/a><\/p>\n\n\n\n Reflections include<\/p>\n\n\n\n More in the original link<\/a><\/p>\n\n\n\n Wiley put together a collection of articles<\/a> on the various aspects of online learning and Teaching. Some of these are more detailed than is needed, but should you wish to read further there are articles on active thinking, engagement, student’s self-regulation, the effects of the tutor on participation and sense of community.<\/p>\n\n\n\n There are a number of videos available from Harvard Business Publishing about moving your classroom online<\/a><\/p>\n\n\n\n Topics include<\/p>\n\n\n\n A fuller list of videos is available from the website<\/a><\/p>\n\n\n\n The University of London has a annual RIDE conference (research in digital education). There are a number of presentations and links that are interesting (see here)<\/a><\/p>\n\n\n\n Digital Skills and Staff in Distance Education<\/a> T&L aspects that may be particularly relevant include a students insights report that highlights<\/p>\n\n\n\n We are emphasising regularity and patterns in the teaching that you use, along with Networked Learning (creating connections between our students) to emphasise the collaborative \/ feedback issues here.<\/p>\n\n\n\n What research says about learning<\/a> has a summary of the meta analysis of headline principles of learningLearning is most effective when the following conditions are met:<\/p>\n\n\n\n There is a summary of educational theories by David Baume<\/a> Download educational theories by David Baume<\/a> which is a starting point for those wishing to get an introduction to different pedagogies <\/p>\n\n\n\n There is a free ebook from learntechlib <\/a>on various issues<\/p>\n","protected":false},"excerpt":{"rendered":" This page has links through to various pages, web sites, articles and frameworks that may be of use in the switch to online. Resources The Online Instructional Activities page has a list of online activities that could be a source of ideas We are aiming to use activities to promote social presence; so many of these activities could be adapted… Read More Switching to online and mixed mode<\/span><\/a><\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_jetpack_memberships_contains_paid_content":false,"footnotes":""},"categories":[7],"tags":[16,15,14],"class_list":["post-247","post","type-post","status-publish","format-standard","hentry","category-mobile-learning","tag-hybrid","tag-mixed","tag-online"],"jetpack_featured_media_url":"","jetpack_sharing_enabled":true,"_links":{"self":[{"href":"http:\/\/networkedlearning.org\/index.php?rest_route=\/wp\/v2\/posts\/247","targetHints":{"allow":["GET"]}}],"collection":[{"href":"http:\/\/networkedlearning.org\/index.php?rest_route=\/wp\/v2\/posts"}],"about":[{"href":"http:\/\/networkedlearning.org\/index.php?rest_route=\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"http:\/\/networkedlearning.org\/index.php?rest_route=\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"http:\/\/networkedlearning.org\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=247"}],"version-history":[{"count":5,"href":"http:\/\/networkedlearning.org\/index.php?rest_route=\/wp\/v2\/posts\/247\/revisions"}],"predecessor-version":[{"id":261,"href":"http:\/\/networkedlearning.org\/index.php?rest_route=\/wp\/v2\/posts\/247\/revisions\/261"}],"wp:attachment":[{"href":"http:\/\/networkedlearning.org\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=247"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"http:\/\/networkedlearning.org\/index.php?rest_route=%2Fwp%2Fv2%2Fcategories&post=247"},{"taxonomy":"post_tag","embeddable":true,"href":"http:\/\/networkedlearning.org\/index.php?rest_route=%2Fwp%2Fv2%2Ftags&post=247"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}