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April 16: Module 2: Transitioning From Face-to-Face To Online Learning

This document provides an overview of transitioning from face-to-face teaching to online delivery. It discusses preparing students for online learning, technologically enhancing existing teaching materials, and using educational resources online. Specific topics covered include Salmon's 5 stage model of online teaching, using a learning management system, developing learning objects from existing materials, using open educational resources, and principles for effective online teaching like creating a schedule and fostering a sense of community. The document emphasizes repurposing existing resources and collaboratively planning online course delivery and materials.

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Mohammed Shaji E IMU Kochi
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© © All Rights Reserved
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30 views

April 16: Module 2: Transitioning From Face-to-Face To Online Learning

This document provides an overview of transitioning from face-to-face teaching to online delivery. It discusses preparing students for online learning, technologically enhancing existing teaching materials, and using educational resources online. Specific topics covered include Salmon's 5 stage model of online teaching, using a learning management system, developing learning objects from existing materials, using open educational resources, and principles for effective online teaching like creating a schedule and fostering a sense of community. The document emphasizes repurposing existing resources and collaboratively planning online course delivery and materials.

Uploaded by

Mohammed Shaji E IMU Kochi
Copyright
© © All Rights Reserved
Available Formats
Download as PDF, TXT or read online on Scribd
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April 16: Module 2: Transitioning from Face-to-Face to

Online Learning
Morning Session: 10.30 am – 1.00 pm (India)
Afternoon Session: 2.30 pm – 5.00 pm (India)

Login, check connectivity, grab a coffee and get ready!

Dr Katharine Jewitt
Module 2
Transitioning from face-to-face to online delivery
• Prepare students to learn in an online environment
• Technologically enhance what we do for an online
environment
• Using educational materials online
Learning environment

https://www.gillysalmon.com/five-stage-model.html
Triangle of Death
Web of Life – Technologically enhance what we do
Web of Life – Technologically enhance what we do
Web of Life – Technologically enhance what we do
Critical Mass of Ingredients
VLE = virtual learning environment
or LMS = Learning Management System

PPT (PowerPoint)

(BYOD = Bring Your Own Device)


The Accidental Revolution
If teaching and learning opportunities become
More flexible
More efficient
More focused
More fun
Less tedious
…… people will engage. They may accidentally value IT.
Activity
• Think again about the web of life. Take a face-to-face aspect of your
teaching and write out some ideas on how you can technologically
enhance what you do.
Learning objects
Learning objects – an aggregation of one or more digital assets which
represents an educationally meaningful stand-alone unit
Learning Object Typology
Churchill (2007) proposed a typology that may be useful when thinking about the variety
of learning objects and their purposes:
• Presentation object: Direct instruction resources to transmit specific subject matter.
• Practice object: Repeat practice with feedback, educational game or representation that
allows practice and learning of procedures.
• Simulation object: Representation of some real life system or process.
• Conceptual model: Representation of a key concept or related concepts of subject
matter.
• Information object: Display of information organised and displayed with modalities.
• Contextual representation: Data displayed as it emerges from represented authentic
scenario.
Now is a good time for you to develop your own plans for taking your teaching online.
Learning Objects and your own teaching
We’re now going to watch a video. Whilst watching, identify and note
down three potential learning objects that could be created from the
materials that you have used in your own teaching or learning.
Consider whether these might be successfully reused by others online,
and what additions or modification, if any, they would need to be
useful learning objects.
Learning Objects and your own resources
• This activity should help you to start thinking about resources
you already use, and how they might work in online teaching.
You might find it helpful to go on to perform a brief audit of all
of the learning objects that you currently use, so that you could
consider repurposing any or all of them in your future online
teaching.
Open educational resources (OERs)
The term open educational resources (OERs) was first introduced at a
conference hosted by UNESCO in 2000 and was promoted in the context of
providing free access to educational resources on a global scale.

Open educational resources are teaching and learning materials that are
freely available online for everyone to use, whether you are an instructor,
student or self-learner. Examples of OER include: full courses, course
modules, syllabi, lectures, homework assignments, quizzes, lab and
classroom activities, pedagogical materials, games, simulations, and many
more resources contained in digital media collections from around the
world.
Why are Open educational resources (OERs)
important?
• Watch the short video explaining why OERs are important, and note
down what users have permission to do with OERs
OER Repositories
OER initiatives aspire to provide open access to high-quality education resources on a
global scale. From large institution-based or institution-supported initiatives to numerous
small-scale activities, the number of OER related programmes and projects has been
growing quickly within the past few years.
There are materials from more than 3000 open access courses (open courseware)
currently available from over 300 universities worldwide
• ePG Pathshala available at https://epgp.inflibnet.ac.in/ which gives Post
Graduate level courses based on Indian Curriculum
• SWAYAM which is an India MOOCs platform for which University Grants
Commission has allowed up to 20% credit transfer facility.
• https://www.oercommons.org/
• https://www.merlot.org/merlot/
• http://opencourselibrary.org/
MOOCs
Today, the open education space is occupied by both individual educators
who reuse and share materials, and large educational enterprises with
varying interpretations of what ‘open’ means. The rapid growth of MOOCs
(Massive Open Online Courses) from the likes of FutureLearn, edX, Coursera
and Udacity are important in the story of open education.
Knowledge is out there
Create a knowledge library for each key topic
Interacting with students
Video your own direct instruction
or overview guidance but keep it
short and snappy. If you prefer not
to be videoed you can record a
voice over on a powerpoint
presentation or operate a moving
pen with a voice over
http://clarisketch.com
Online Collaborative Activities – Key Points
o online learning is enhanced by interactions with
others
o learning designs need to take account of social
comfort
o online learning should promote collaboration
o collaborative online learning is best when the
process is explicitly defined, negotiated and agreed
Principles of effective online teaching
• Create a schedule
• Keep learners informed
• Foster a sense of community
• Ask for feedback
• Recognise diversity
Summary

You have looked at the core theories and principles that


underpin good quality online teaching. We have also
discussed digital technologies involved in online teaching
and the use of learning objects and open educational
resources.
Group Discussion
Now, as you study this course, it is a good time for you to develop your own plans for taking
your teaching online.

Consider what teaching you might want to deliver online, who you would deliver it to, and what
materials you might repurpose.

Which types of learning object might you develop or reuse in order to deliver the objectives you
have?
Consider how you might build or integrate your learning objects in a way that takes into
account the principles of effective online teaching.
Consider which tools you might need in order to create an effective learning experience using
these objects. You might not know the names of all the relevant tools, and that’s fine – simply
say something like ‘a tool that will allow me to…’ and continue the sentence with a specific
action such as ‘combine video with passages of text’ or ‘give my learners a multiple choice quiz’.

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