SDU CENTRE FOR TEACHING AND LEARNING SDU CENTRE FOR TEACHING AND LEARNING How do you design for active learning in an online, self-paced course? ICED Conference, Atlanta, June 2018 Christopher Kjær, ckjaer@sdu.dk Pernille Stenkil Hansen, pha@sdu.dk Inger-Marie F. Christensen, imc@sdu.dk 22 May 2018 1
Agenda 1. Why the need for an online self-paced course 2. The learning design – theoretical underpinnings 3. How do teachers experience the course? 4. Potentials 5. Challenges 6. Concluding remarks 2 SDU CENTRE FOR TEACHING AND LEARNING
Why the need for an online, self-paced course? A low attendance rate in the The aims of the self-paced face-2-face course online course: • Aspects influencing the low • Providing teachers with basic LMS & attendance rate: VLE skills • The fixed times and dates • Testing the value of a self-paced course • To provide teachers with better • Travel costs (time/money) flexibility and timing options • No travel costs (time/money) • Wrong timing – individual needs • More learning, engaged and satisfied teachers • An increased number of participants 3 SDU CENTRE FOR TEACHING AND LEARNING SDU CENTRE FOR TEACHING AND LEARNING
The learning design – theoretical underpinnings Combining Hands-on Freedom & Design tools learning & work approach flexibility & principles tasks • Building • Work-based • E-tivities • Adult knowledge in learning • Badges learning practice • Staff • Contextualisa- • Embedding development = tion & learning in work tasks exemplarity activity Dohn & Kjær, 2009 Illeris, 2003 Salmon, 2013 Boud & Solomon, 2001 Brown et al., 1989 Ahn et al., 2014; Butler, 2014; Grant, 2014; Hurst, 2015 Gregory & Salmon, 2013 4 SDU CENTRE FOR TEACHING AND LEARNING
The actual course design – course modules 6 Video and integration of 1 Introduction to the course external tools (blog) (blog) 2 VLEs & the benefits of online 7 Interactive tools (test) learning (test and blog) 8 How to use the menu item 3 Communicating with students assignment (discussion board) online (discussion board) 9 Live online teaching – elective 4 How to use the menu item (assignment) Course Information (blog) 5 How to use the menu item 10 Concluding assignment Course Materials (blog) 5 SDU CENTRE FOR TEACHING AND LEARNING 22 May 2018
The virtual learning environment 6 SDU CENTRE FOR TEACHING AND LEARNING 22 May 2018 SDU CENTRE FOR TEACHING AND LEARNING
Module contents and structure 7 SDU CENTRE FOR TEACHING AND LEARNING 22 May 2018 SDU CENTRE FOR TEACHING AND LEARNING
Results: Adult learning and work-based learning Adult learning – motivation for a self-paced course Freedom & “I had to get prepared for my first course I had to teach at SDU it would be me flexibility who had to set up the course on the Bb site” and “I could choose how to do these modules. Showing up for class would have been more difficult” (From interview) • Adult learning - “It was really good. Could fit it around other things, if I had a little time spare, whenever, I had time for it.” (From interview) Combining - “I like to be kind of free, making choices so that sounded good to me. Less learning & work pressure if you have the option to self-pace you can do it faster or slower tasks according to your lifestyle work nights or early morning” (From interview) • Work-based Work-based learning - Did you work on an actual course when doing the learning module activities? - “Yeah, I did. Yeah, I did it all for one course. Used everything I did for an • Staff actual course. The video I made at the end, I put that on my Bb course, the development = welcome announcement I wrote for one of the assignments, I used that work tasks pretty much as it was.” (From interview) 8 22 May 2018
Design tools & E-tivities principles • Structured learning paths with clear instructions • Interaction, feedback and reflection Did it support your learning that you could see and comment on the posts of other 68% participants? 0% 20% 40% 60% 80% 100% Not at all To a lesser exent To a certain extent To a great extent Did it support your learning that other participants could comment on your posts? 75% 0% 20% 40% 60% 80% 100% SDU CENTRE FOR TEACHING AND LEARNING 22 May 2018 Not at all To a lesser exent To a certain extent To a great extent
Design tools & E-tivities principles I find very useful to complete my tasks The course material and instructions to have the opportunity to see the were very clear, concise, and easy to others' people posts. However, I saw follow, as well as being a 'meta' commenting on their posts quite example of the course content. unnecessary and time consuming so, (From survey) quite superflus. (From survey) Only a few comments were really The e-tivities made it very easy to helpful. But comments requirement follow the course, especially when was a great way to make sure that I (as often happened) I had to stop the got inspiration from others. Which was module, do something else, and interesting. (From survey) come back to it later. (From survey) SDU CENTRE FOR TEACHING AND LEARNING 22 May 2018
Badges • Motivating participants to complete the course • Providing a clear/visible learning path • Signposting 11 SDU CENTRE FOR TEACHING AND LEARNING 22 May 2018
The badges system is pretty good to keep up continuous Badges learning. (From survey) • Motivating I was receiving very quickly a badge after completing every module this in particular brought a certain level of participants to confidence. I have done something and somebody has complete the course seen what I am doing. (From interview) • Providing a Nice that you got a little reward, a badge at the end of the clear/visible section. Nice to see where you were going(From interview) learning path Advancing from one stage to another – feeling ok I have • Signposting completed something. I have rewards makes me feel confident I passed this is what I learnt I therefore go to the next step. (From interview) It was quite motivating, made you feel that you were achieving something as you went through, that was nice. (From interview) 12 SDU CENTRE FOR TEACHING AND LEARNING 22 May 2018
Training Achieving digital Hands-on approach practical skills literacy When I have a course of my own, I feel much more confident using Bb, I know how to set up I will be in charge of the design, I my course, using in the correct intend to incorporate what I learnt way all the sections in bb, in this course to make my announcement … And yes so I teaching more interactive than it think the course provides all was. Mainly, I would like to use the necessary basics. more e-tivities and audio-visual (From interview) stuff. And now, thanks to this course I know how to do it! (From survey) 13 SDU CENTRE FOR TEACHING AND LEARNING 22 May 2018
Online and self-paced Would you like to see more of our courses offered as online, self-paced courses? • Convenience: • Freedom if you have a busy schedule • Accessibility when not living near campus • Much more time consuming than expected • Working at your own pace – taking the time needed • Challenging – requires skilled faculty • Lack peer feedback – F2F interaction 14
Online and self-paced Would you like to see more of our courses offered as online, self-paced courses? Time spent in the course site in • Convenience: Blackboard • Freedom if you have a busy schedule Minimum 4,44 hours • Accessibility when not living near campus • Much more time consuming than Maximum 32,28 hours expected • Working at your own pace – taking the time needed Average 12,3 hours • Challenging – requires skilled faculty • Lack peer feedback – F2F Estimated workload 13,5 hours interaction 15
Participant activity 100 95 90 85 80 75 70 65 60 55 50 45 40 35 30 25 20 15 10 5 0 May 17 June 17 July 17 Aug 17 Sep 17 Oct 17 Nov 17 Dec 17 Jan 18 Feb 18 March 18 April 18 May 18 Enrolled participants Active Passive Completed 16 22 May 2018 SDU CENTRE FOR TEACHING AND LEARNING
Challenges of the Potentials of the learning design learning design Fulfils the aim of facilitating • The ideal of collaborative vs the ideal of self-paced learning online • A hands-on approach • Staggered collaboration? • Active learning • Introducing (a few – an overall) deadline? • Not just knowledge goals but also skills and • Loose vs strong structure competences • Freedom & flexibility vs completion • Work-based learning • Online learning still unknown • Combining work tasks and learning • F2F is given priority Adult-learning • Deadlines to add importance? • Timing is everything • Freedom & flexibility • Time consuming to design • Design tools & principles • Consecutive time is needed • Contextualisation & exemplarity • Transparency & motivation • Progression • Wider audience 17 SDU CENTRE FOR TEACHING AND LEARNING
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