E-Course Management in the International Classroom

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1 E-COURSE MANAGEMENT IN THE VIRTUAL INTERNATIONAL ENVIRONMENT freelance consultant for e-education Štefkova 5, Ostrava-Výškovice, Czech Republic Abstract: This paper summarizes experience from European online Moodle course management. The term international environment means that the design and development of the e-course was performed by an international team of authors and e-teachers; attendants of the virtual classroom were teachers from various European countries. In the management process principles of virtual project management were used. The e-course was designed, developed, and implemented in accordance with principles of Instructional System Design discipline. Keywords: E-course, Instructional System Design, virtual classroom, instructional architecture, Moodle environment. INTRODUCTION E-course design and development including e-course delivery in a virtual educational environment is a quite demanding challenge from both the didactic and project points of view. An evident reason for this statement is the visibility of instruction (both teaching and learning) in the electronic educational environment. This attribute has a fundamental impact on the pre-active phase of instruction, i.e. planning and design. In our presented case some project management factors must also be added, such as an international team of e-authors and e-teachers, virtual development environment, and an international virtual classroom. The e-course which is discussed is one of outcomes of the European project, G@ME, Gender Awareness in Media Education, [1]. The project has been solved within Socrates programme, in

2 E-Course Management in the Virtual International Environment 67 The e-course in question was performed on the content of Gender and ICT 1 at school, the pilot target group was formed by teachers and teacher students from several European countries. The pilot e-course was delivered in January and February 2009, the organizational phase (enrolment, concrete Moodle introduction, familiarising with e-schoolmates) had started 2 weeks earlier. E-course evaluation and subsiding (especially some discussions) took other 4 weeks after. 24 participants from 5 countries (CZ, D, Fi, Gr, Lt) enrolled in the course, 16 others who were pre-registered did not keep the term of enrolment. 13 participants passed the course including successful task solutions and active participation in collaborative work. The rest monitored the course with rare number of visits. The course was performed by six e-teachers and one e-tutor. The course itself represents a transformation of the project solution into a learning unit and furthermore into a reusable learning object (RLO) in the sense of RLO s definitions as in [2] for instance. The course was developed within a 4-month period by the project team of 6 e-authors and a project manager. Every author performed a role of e-teacher in the implementation phase, the project manager added also a role of e-tutor. Except of the issue itself the project brought interesting pieces of knowledge and experience in the field of virtual instructional design. We will attempt to generalize them into e-course design, development, and implementation (delivery) principles. 1. E-COURSE DESIGN AND DEVELOPMENT The ISD (Instructional System Design) methodology was used within the e- course design and development. The project team was introduced into the framework of the methodology at first and then with its particular phases. The project WBS (Work Breakdown Structure) was specified within project phases including time milestones. The time management and adherence to it was one of the most important project processes. Most of the project activities were performed in the Moodle environment. The authors were responsible for particular learning units under the project manager supervision and feedback. 1 ICT, Information and Communication Technology

3 68 The course concept pre-defined the course analysis as the project solution. The analysis comprised needs analysis of the research subject, educational goals identification, target group specification, framework of subject solution, course delivery platform, cost estimations, including time management and human resources planning. In the design phase so called A-model for e-course design and development was applied. This model was introduced in [3]. The model can be ranked into the system of instructional-design models, see [4] for instance. A-model requires authors to specify prescribed didactic components. At the same time it is an adviser in the process of the e-course design. Within the A- model education dimensions {objectives, learning unit structure, learning content, assignments, evaluation, instructional architecture, instructional strategies, learning unit sequencing} are specified. The e-course model [3] was constructed by the project virtual team and this product became the base for the course in the Moodle environment. This meant specifying and building: hierarchical system of learning objectives according to the revised Bloom taxonomy; structure of learning units derived from these objectives; learning content and its transformation into learning objects with a given structure; formative and summative evaluation; instructional macro-strategies upon Gagné s and Fotinas concepts (ibid.); instructional strategies, in particular socratique questions and discussions to them, collaboration, and problem solving; instructional micro-strategies, such as presentation, discussion, WebQuest, and Wiki; both linear and nonlinear sequencing of learning objects and also scaffolding. We dare to claim that applying an instructional-design model (A-model in our case) is the fundamental point for a clear and consistent e-course structure building by the virtual and even international project team. Development patterns of external and internal learning units were created for successful dealing with the e-course. The external learning unit pattern

4 E-Course Management in the Virtual International Environment 69 consists of Moodle resources and activities. The internal learning unit pattern copies the A-model structure. The online course was delivered as a pilot one in the Moodle environment, see above. Nevertheless the authors made their effort via a reusable learning unit. Thus the outcome can be seen in the sense of the RLO, however it is bound by expert e-teachers. The evaluation was performed in all phases of the course design and development. This kind of evaluation was used as a tool for monitoring and corrections in particular phases. For the e-course evaluation an online questionnaire was developed and the course was evaluated by participants at Kirkpatrick s first and second level. 2. E-COURSE MANAGEMENT The basis for e-course management comes out from instructional-event theory, see [4]. Both directive and constructive instructional architectures were combined. E-learners were supposed to have a professional experience together with attitudes and pre-concepts to the issue, even latent only. The course offered knowledge base in facts, concepts and structures of these, procedures, and meta-cognition. After the issues initialization e-learners were asked to diagnose, analyze, think over, discuss, construct, de-construct and evaluate the relationship of gender and ICT at school. They were also asked to share their experience, attitudes, and ideas. The course offered a space for discussion. This space was monitored, controlled, and moderated by the e-teachers and e-tutor. E-learners gradually built their own collaborative learning environment in which they discussed and dealt with given and also their own problems. The discussion teaching was used as the main instructional strategy. In [5] the major values of this method are stated (p. 102) as believing that individuals should participate in their own learning; respecting different perspectives of concepts and problems; promoting collaboration and a democratic process for learning; emphasizing questioning, critical thinking, and problem-solving skills, creating a community of learners; accepting that life experiences should be inseparable from learning.

5 70 The course evaluation confirmed the effectiveness and efficiency of discussion approach to instruction for our classroom. Our e-learners could be characterised by a high level of pedagogical knowledge and pedagogical experience. Discussions were initialized by e-teachers, monitored by e-teachers, but first of all by e-learners. Combining individual pre-concepts to the discussed issues with knowledge gained in the course, made building a really fruitful communication space possible. Not only the virtual communication skills of e-teachers and e-tutor, but also the activity and openness of e-learners in particular helped to build virtual working community. An asynchronous learning environment then helps to reach better communication within an international classroom by giving enough time to e-learners for exploring and understanding, even if participants do not have the same language skills. The effectiveness and efficiency of discussion teaching depends on the learning content as well. The goal of our course did not lay in mastering theories, principles, nor concepts, but in handling and developing them on the base of new knowledge, life experiences and pre-concepts. The discussion represented a tool for activating e-learners, but also a method for e-learners activities. The discussion was performed through the discussion activity in the Moodle. In addition to the discussion area a didactic strategy based on the Wiki technology was used. The aim of its implementation was to build a cooperative (can be disjunctive) platform to formulate e-learners attitudes and opinions to the learning content and even to the e-course itself. Using the Wiki technology attitudes and opinions can be articulated by an interactive way, respectively with the knowledge of those stated by others. To publish the first does not mean a disadvantage, as participants are allowed to come again and modify what they had already put down. In this way e-learners activated their top cognitive strategies of synthesis and evaluation. This effort led to overall opinion and attitude to the learning content and also the e-course. CONCLUSION Some general conclusions from the above facts can be drawn. The success of the international virtual project team work on the e-course can be attributed to:

6 E-Course Management in the Virtual International Environment 71 applying project management methods, especially the team building of responsible individuals, and time management techniques; using ISD methodology with a concrete e-course design model which guides authors through the design and development process; specifying and accepting an epistemological starting point, which leads to the choice of learning theories and consequently to certain instructional architectures; consistent structuring of e-course instructional components. According to evaluation results the success of the e-course delivery by the international team of e-teachers in the international virtual classroom consists in: clear specification of organizational and communication rules in a community of all educational subjects within a virtual classroom; setting and continuous maintaining a positive atmosphere and climate within the virtual classroom; clearly formulated learning objectives; timely assessment of all e-learners activities; implementing collaborative online instructional strategies based on discussions and building a common platform of attitudes and opinions to the issue and e-course. It is necessary to mention another attribute of a successful e-course, namely the CMS Moodle as the electronic instructional environment which is user friendly for e-authors, e-teachers, and also e-learners 2. LITERATURE [1] URL: Checked: [2] Wiley II, D.A. Connecting learning object to instructional design theory: A definition, a metaphor, and a taxonomy. Utah State University. In: D. A. Wiley (ed) The Instructional Use of Learning Objects Online at: (checked 29 July 2009). 2 Prefix e may seem to be used too frequently but it is done deliberately for pedagogues to mark the e-education off.

7 72 [3] Pavlíček, J. Adaptovatelný model tvorby e-learningových kursů. Disertační práce. Nitra : ÚTV PdF UKF, (Dissertation thesis, Adaptive model for e-courses design). [4] Reigeluth, Ch.M., Carr-Chellman, A.A. Instructional-Design Theories and Models. Volume III. Building a Common Knowledge Base. New York and London : Routledge, Taylor & Francis Group, ISBN 10: [5] Gibson, J.T. Discussion Approach to Instruction. In: Reigeluth, Ch.M., Carr-Chellman, A.A. (Eds.) Instructional-Design Theories and Models. Volume III. Building a Common Knowledge Base. New York and London : Routledge, Taylor & Francis Group, ISBN 10:

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