Avoiding the Pap

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Avoiding the Pap the PackagingProfessionals
PractitionersOnlineWorkshop

• Prof Dr Gilly Salmon
• University of Leicester
• Educa Berlin

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Gilly Salmon
Professor of E-learning Learning
Technologies University of Leicester
Director All Things in Moderation Ltd
Centre for Innovation, Knowledge
Enterprise Open University Business
School 1989-2004
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Agenda

• Introductions, offers outcomes
• Principles of professional learning
• Frameworks for designing and taking part
• Examples from practice

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Introductionsoffers outcomes
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Characteristics of Professional Learners

•   post both formal experience based learning
• workplace based requiring relevance
  application
• geographically isolated
• heavy and unpredictable work commitments
• growing culture of accountability, performance
  management, professional accreditation, and
  quality assurance
• multi-professional project teams
• portfolio careers rather than a job for life

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Theoretical backgroundprofessional learning
online

• Rooted in Schon (reflective practice), Dewey
  (linking of learning society)
• Uncover principles embedded in existing learning
  practices, then develop technological design to
  mirror and enhance
• Focus on professional skills communities, i.e.
  learning as a professional not training.
• All professional practices have distinct norms
  that need to be transmitted as cultures through
  involvement in online learning with others
• Shaffer, D.W, 2004 Pedagogical Praxis, Teachers
  College Record, Vol. 106, No. 7 pp 1401-1421

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Why networked learning?

• need for flexible, modular programmes that have
  greater currency for human capital
• need is for transferable problem-solving
  strategies rather than knowledge per se
• benefit from working and learning from with each
  other, and with trained teachers who are also
  practitioners.
• increased access, not to technology, but to human
  support.

Access to tutors is a key aspect of making
their learning more flexible, friendlier,
motivating, achievable
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What do professional networkedlearners need?

• Enhancing learning on current and planned
  programmes
• Recognition, reward, promotion of and
  dissemination of excellence in their practice
• Protected time for personal development
  opportunities
• Opportunities to exchange examples and to
  question, challenge, adapt, and reinvent them in
  different contexts
• Building of a successful and supportive peer
  online community
• Developing frameworks to enable to model, monitor
  and evaluate their practice
• Enabling the development and distribution of
  shared resources

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Professional learning onlinetwo key processes

• Prior design for participation
• Human intervention for successful learning

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Discussion 4s

• What does online offer you in the arena of
  professionals learning

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Design frameworks for professionals
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Development
Integration External links search
Mentor Enabler
Knowledge construction
Facilitator
Conferencing Contact interaction
Information exchange
Navigation Personalisation Time saving
Task setter Teacher Tutor
Socialisation
Receiving sending
Host Process establisher
Access motivation
Passwords Getting on
Welcomer supporter
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Achieving Harmonious Online Socialization
Online identities Participation Team
building Professional cultures
Group
Stage 2 Socialization
Time Asynchronicity Technical
Nature approaches of the discipline Approach
of this Topic/course
Knowledge Domain
Environment
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Introducing e-tivities
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E-tivities

• Participative group work online
• Motivating,engaging purposeful
• Based on interaction between learners/students
  active student contribution
• Designed led by an e-moderator
• Usually asynchronous (i.e over time)
• Cheap easy to run- usually simple text based
  bulletin boards
• On or off campus, blended or online only

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Response to response
Response to response
spark
invitation
Response to response
Response to response
Individual response message
h
Response to response
Response to response
E-moderator summary
time line
days
1
2 3 4 5 6 7 8
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Outcomes

• More involvement
• Scaling up
• Lower costs
• Viable pilots
• E-learning more acceptable
• Maintenance of knowledge/information transfer
  within an organization

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the spark
the invitation
WebCT
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spark
invitation
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participation
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Types of sparks

• Simple one or two liners in message
• Quotation
• Worked exercise
• Attached A 4 sheet or short information page
• Reference out to web pages, other electronic
  resources
• Illustration/visual/audio

Focus on authenticity Make relevance obvious
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Weaving summarizing the key online teaching
skills
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• Weaving is a way of pulling together a number
  of messages, or sections of them, to add value,
  illustrate a key points, or demonstrate
  connections and links

• Summarizing is a way of pulling together a
  series of messages by acknowledging
  contributions, theming, correcting
  misconceptions, extending the argument, pointing
  out deficiencies.

Weaving
Summarizing
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Examples from practice
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All Things in Moderation Ltd Higher
EducationTeachersin South Africa
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South Africa HE project20 lecturers

• We used
• The 5 stage model
• E-tivities
• We demonstrated effective scaffolding as a
  climbing frame

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Herman van der Merwe Director Telematic
Education
63 thousand students 11 faculties 900 faculty
members 15,000 DE students 18,000 fully online
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High level of focussed interactivity

• 114 messages their reflections at 4th stage,

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selected comments

• Classes are typically about 80-100 students.
  Groups 4-5 students (to ensure that everybody has
  exposure to all the aspects of the project)I
  thought of dividing the groups myself this time,
  because now they should be able to meet easier.I
  would start off by explaining to students why
  they have to do this in groups, as well as why
  the e-tivity part of it is done - maybe that will
  also happen in f2f classes.
• Purpose Find the shortcomings in the learning
  material and suggestions to improve on it.
• Reflection I really think that there is going
  to be a real change in the way they are going to
  approach not only their own learning environment
  to the benefit of students, but also their own
  personal growth and enthusiasm.

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Designing e-tivities for online participation
leads to

• A willingness to cope online with large classes
• A recognition of the quality of existing learning
  material
• An enthusiasm that change can be achieved

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Contact Details

• Online courses based on 5 stage models
  e-tivities
• Customised for in-house professional learning
• Publicly available courses

• www.atimod.com
• david_at_atimod.com

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UKHEP

• Major international e-learning initiative
  involving
• the Royal College of Nursing, City University,
  the University of Leicester and the University of
  Ulster, all UK based institutions
• UKHEP offers a range of both CPD and B.Sc.
• e-learning opportunities for post-registration
  healthcare professionals worldwide.

www.ukhep.co.uk
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UKHEP

• Strengths
• combine a huge pool of expertise within its 4
  partners it is a truly unique modern
  partnership.
• Teaching learning
• 100 online
• strong student support
• course content direct to practice patient care
• experienced e-tutors
• Words of caution
• Healthcare is contextualised within a country.
• Prior accreditation is complex

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UKHEP
UK Healthcare Education Partnership Coppergate
House 16 Brune Street London E1 7NJ United
Kingdom Tel [phone] Fax [phone]
7952 E-mail matthew.beard_at_ukhep.co.uk Web
www.ukhep.co.uk
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Royal Veterinary College UKe-Continuous
Professional Development

• e-Moderated CPD course for practicising vets run
  by the Royal Veterinary College
• 6 week course with a maximum of 20 vets per
  course and one specialist e-moderator
• Problem based approach with subgroups working up
  clinical cases and reporting findings back to
  other groups and e-moderator

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Meeting the needs of the vets

• Available to vets who could not attend
  traditional courses (working overseas, remote
  locations, family commitments)
• Opportunity to share problem solving strategies
  in a structured learning environment (working
  through clinical cases)
• Enabled vets with a range of practical
  experiences to collaborate and learn from each
  other as well as from the subject expert
• Cost effective way of addressing CPD needs (no
  travel, accommodation or locum costs)

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E-CPD delivered through Merlin VLE
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Successes, failures and advice for others

• Positives
• Ran very smoothly and lots of contribution
• Well received by participants and most wanted to
  do further courses
• Negatives
• Very time consuming to set up and moderate (at
  least 10 hours per week)
• Difficult to pace e-tivities so that the
  slower/less confident/occasional participants did
  not get left behind
• Lesson Learnt
• Create a sound business plan for courses which
  reflects real time costs for facilitation
• Plan course structure, marketing, content well in
  advance of launch

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Action plans

• 1. What ideas do you have now?
• 2. What can we do next?
• 3. What will you do differently as a result of
  this workshop?

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Contact Details

• Please contact Nick Short (nshort_at_rvc.ac.uk) for
  more information.
• Alternatively visit the following sites
• Nick Short Home Page http//www.rvc.ac.uk/staff/ns
  hort
• RVC Electronic Media Unit http//www.rvc.ac.uk/eme
  dia
• E-CPD http//www.vetschools.ac.uk/ecpd

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Remote Tutors in the Open UniversityBusiness
School
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OUBS Certificate in Management
3 discussions 6 e-tivities 3 hours per week only
2 week online training for tutors
Numbers Cohort 1 (Spring 2004) 49 participants,
44 completed Cohort 2 (Autumn 2004) 65
participants 53 completed
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http//stadium.open.ac.uk/berrill/
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Benefits Online management tutor training

• Costs approx one third
• of ff
• 90 higher participation and completion rate

• Follow up after 3 months
• Only a little more time but
• more effectively
• More productive
• Different input pacing
• 2/3of the participants
• achieved
• an objective from their PDP
• 14 had achieved more than one

• Key feedback
• opportunity to share and learn from others was
  most valuable.
• Recognition of resources as sparks to discussion

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Beyond Distance Research Allianceat the
University of Leicester
Establishment of a cross unit, department,
faculty, research unit a resource and idea
sharing media zoo Colleagues with research
interests in this field are invited to become
Beyond Distance Associates Please e mail me
if youd like to be involved. Gilly.salmon_at_le.ac.u
k
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Please bring your book to me if you would like it
signed
For courses www.atimod.com
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Thank you for your participation Have a great
conference!
Please leave your business card if youd like
the slides to be be e mailed to you
Gilly.salmon_at_le.ac.uk