Tuesday, 10 June 2008

Key Learning so far.

  • We need one presence in sharepoint. All modules under our influence should have pages used predominantly as file stores linking from it.
  • Maximise our footfall by advertising learing opportunities to the students via bulk e-mail.
  • By the time the students are in their third year, it is too late, they have preferred ways of working - we need to get in in the 1st year, like the BEng group this am.
  • Wouldn't it be great if our 'home' could become a nationally known centre of online excellence, visited by students across the world?
  • Can we define sucess by posting? How valuable is lurking? Myers Briggs -Introvert and Extrovert. Do students always want lecturers 'looking over their shoulders?
  • Use RSS to increase footfall on the site. can we creat RSS of discussions on sites across the faculty?
  • Page look size and feel is vital and should be consistent. Removes a block to learning and access.
  • We should use Sharepoint as a team to keep all policies, documentation, development planning in one place.

Sharepoint - Blended Learning

Blended Learning on the BEd Programme - quick overview

Overview of the experience of 3rd year students. - breakdown of the contribution of e-learning to the module.

Mindshift for lecturers - what are we aiming for?

Example of really cool RSS,

Flickrvision

Talk2Learn - let's not reinvent the wheel!

Key Learning points from the BEd Primary ICT team so far.

References

Sharepoint - Who is wagging what?

Tomorrow I am speaking at a conference discussing best practice in the use of our 'VLE'.

So this post is to help me gather my thoughts.

  • Online learning is an acquired taste - not for everyone - to use the really flawed VARK model for learning perhaps we need to add another learning style - E for e-learning. Would that make it VARKE, VEARK, who knows - I am sure some pedants attach importance to the positioning of the letters! Anyways - the issue is that we have many colleagues who have no e-learning skills and we are asking them to teach using it. Hmmmm.
  • Students like socialising online - they are not used to learning online, they are also suffer from years of anti collaboration brainwashing courtesy of our education system. The knowledge is theirs, sharing is cheating or plagiarism......isn't it?
  • The journey of NCSL with talk2learn is worth reflecting upon, they have moved from each section of a course having its own learning space, to having one large community of learners. Why? They need a critical mass of punters to make the discussions happen. Look and feel is very important - if students can't find things quickly then they will give up - operate a 3 click rule. If you want to 'encourage' reluctant lecturers, then giving them an empty space wont work - it is too intimidating. Provide a discussion, ask them to lead it. Do we need to pay lecturer rates to construct these things?
  • Little communities cause repetition of work, facilitation of discussion online is time consuming, it should be planned for within a module, should be evenly distributed between lecturers and make a difference tot he learning of the students - other wise it's the tail wagging the dog.