COURSE DEVELOPMENT: FROM PRINTED-BASED TO WEB-BASED COURSES 1 : Martine Coun, OUNL, The Netherlands. Kathleen Schlusmans, OUNL, The Netherlands

Save this PDF as:
 WORD  PNG  TXT  JPG

Size: px
Start display at page:

Download "COURSE DEVELOPMENT: FROM PRINTED-BASED TO WEB-BASED COURSES 1 : Martine Coun, OUNL, The Netherlands. Kathleen Schlusmans, OUNL, The Netherlands"

Transcription

1 COURSE DEVELOPMENT: FROM PRINTED-BASED TO WEB-BASED COURSES 1 : Martine Coun, OUNL, The Netherlands Kathleen Schlusmans, OUNL, The Netherlands Summary In the Strategic Plan of the Open University of the Netherlands it was decided that the Open University should move away from print-based courses and towards more web-based courses. As a result of this a global innovation program was started to achieve this transformation. One of the central projects of this program is Ways and methods for developing online courses. The aims of this project are to provide tools and guidelines for course developers of online courses and to describe the workflow and business processes for the design and development of online courses. In this paper we report on the central activities which took place in this project. One of requirements for the Ways and methods for developing online courses project was that the tools and guidelines had to be developed together with the course developers, that they should be user friendly and accepted by faculties. The survey gave us insight into existing practices. Two workshops generated fruitful discussions and inspired the participants. All this contributed to commitment of the faculties for the project. The pilot-projects in the course teams at the moment emphasize the significance of hands on support for the design and development of online courses. Introduction In the Strategic Plan of the Open University of the Netherlands it was decided that the Open University should move away from print-based courses and towards more web-based courses. All the existing systems and all work processes off the Open University are geared to the production and delivery of print-based courses. When the Virtual Learning Environment (VLE) was introduced in 1997 the central processes of course development remained the same and it was up to the different faculties and sometimes even to the individual lecturers to start using the VLE for the development and distribution of courses. This resulted in a variety of online courses, with different approaching and different styles of teaching. Some course teams hardly 1 Original title of abstract: Electronic workbook: findings from two workshops with Marjolein C.J. Caniëls (corresponding author)

2 used the VLE and others put all their materials online. According to Philips (2005) the design and production of quality online courses requires educational design, project management and teamwork especially in multidisciplinary educational technology development teams and a streamlined workflow. As a result of the Strategic plan a global innovation program was started to achieve the transformation from a print-based distance university into a digital distance university, with attractive, interactive web based courses. One of the central projects of this program is Ways and methods for developing online courses. The aim of this project is to provide tools and guidelines for course developers of online courses and to describe the workflow and business processes for the design and development of online courses. The project has been going for nearly two years and in this paper we report on the central activities which took place: 1. An survey of the way in which online materials nowadays are used at the Dutch Open University and how these materials are developed. 2. Several workshops with course developers from all the faculties of the Open University to establish their needs and ideas on developing online courses. 3. Participation in course teams to develop best practices, guidelines and tools for developing online courses and for supporting the workflow and the business processes. Earlier attempts to develop tools and guidelines for developing online courses at the Open university of the Netherlands were not very successful. (Schlusmans e.a, 2004) The reason for this was that the departments who wrote the guidelines often did so without adequate consultation of the course developers and without having commitment of the faculties. One of the important premises for this new project was that the tools and guidelines had to be developed together with the course developers, that they should be user friendly and should be accepted by the faculties. Moreover the tools and procedures should leave enough room for individual creativity and fit in with the course development process of the different faculties. Also the development of best practices was regarded as an important asset in training the course developers and in inspiring them. 1. The survey into the development of online course materials at the Open University of the Netherlands anno 2007 The project started with a survey of existing practices. (Coun & Specht, 2008) All course developers of the Open University received a questionnaire with questions about their usage of online materials, their experience with authoring tools, the way they developed the courses and the educational and didactical principles they used. The online-survey was carried out at the end of course developers received the questionnaire and 69 of them (41%) filled it in. All seven faculties of the university were represented. Online features More than 90% of the respondents reported that their courses had some online features. 70% used the VLE for distribution of pdf-documents, 60% used online tutoring and testing, 51% used multimedia via the web such as audio, video and podcasting, 27% had experience with authoring tools. Question 6: How online is your course? Percentage N

3 1 Distribute Pdf-documents on VLE 69,8% 44 2 Online tutoring and testing 58,7% 37 3 Using multimedia (video, audio, podcasting, ) 50,8% 32 4 Developing course material with authoring tools 27,0% 17 5 Others 28,6% 18 84% of the respondents reported that they want to use more online facilities such as online testing, online assignments with feedback, additional reading materials on the web, more interaction with their students in for example virtual classrooms and more multimedia. They all made the point that online courses should have added value and include interaction with the students. It is counterproductive to just put the existing printed courses online. They also warned us that students will not react favourably to the transition if the online courses are just pdf-documents of the printed courses. They also offered the suggestion that e-readers en e-textbooks have only added value if they can be used in e-books. Course models At the start of the Open University two basis course models were used: the integrated course model, with pre-structured units in which most of the materials were written especially for distance education and the study-guide-textbook model in which an existing textbook was used and a study-guide was developed to help the student to work through the textbook. These two basic print-based models are still used by the majority of the course developers: 27% uses the integrated model and 30% the studyguide-textbook model. 40% used a different model which was more assignment based and used a variety of resources. Course development Only 40% of the course developers worked in a multi disciplinary course team together with educational technologists, web designers or multimedia designers. The majority of the course developers (60%) reported that they work alone or with one other colleague. While the development of the printed materials follows strict procedures and often graphic designers and editors are involved in the process, the development of online materials is not always very structured. Only in 30% of the cases is there is a central procedure in which the course developers design and develop the materials and a VLEspecialist puts them online. 30% of the course developers however report that they are solely responsible for putting the materials online and that they themselves use tools such as Front page or another HTML-editor to do so. There are no central OU guidelines on style and navigation so it is up to the faculties and sometimes even to the individual course developers. So although most course developers are involved in the development of (some) online materials, this development process in still very unclear and a lot is left to the personal initiative of the individual course developer. There are however some faculties who try to organize on a more appropriate way to support business processes for the design and development of online educational materials but there are no central procedures as yet. 2. What is a good online course? One of the problems the project ran into at the start was the fact that it was unclear what was considered to be a good online course. What are the requirements for an online course and what is the added value of delivering the educational materials online

4 for students? Although most members of staff would agree that an online course more than just a printed course in which all the materials are presented on the web, there is no real consensus of the quality criteria of an online course. So one of the first activities of the project was to establish the quality criteria for online courses. (Caniels & Coun, 2008) On June 10th 2008, a first workshop was organised in which all the faculties were invited to show their best practice of an online course. The aim of the workshop was to establish the criteria for a good online course. Each faculty was free in choosing their best practice as long as the course was actually used for real teaching (not a prototype) and the faculty agreed on the fact that it was their best course. 45 staff members (36 course developers and 9 course project members) participated in the workshop and six best practices were demonstrated. Each course developer gave a short introduction on why he or she thought the course was a best practice and the online highlights of the course were demonstrated. The participants were asked to rate the best practice using the following dimensions (cfr. Jung, 2001): - The structure of the course in terms of navigation and educational objectives, - The way the study results were monitored, - The way students were invited to active study, - The way the students received feedback, - The use of multimedia: audio, video, animation (in relation to the learning objectives) - The communication with the tutor and other students - The way the course enabled collaborative learning - The visibility and accessibility of the tutor - The adaptivity: can students choose their individual study path? - Attractiveness in terms of lay-out and ease of study They were also asked to give suggestions for improving the courses. The following criteria could be established: - An online course should have an added advantage to a printed course, otherwise you only transfer the printing costs to the student, - Online courses can become more effective through the use of interactive learning experiences, collaborative discussion groups, online assessment, embedded learning support and online evaluation. - An online course has to be attractive and invite students to start studying - The structure of an online course has to be crystal clear, - Students have to know at all times what they are expected to do, - A uniform structure and navigation across courses helps the students learn, - Students have to be able to get a clear overview of the whole course in one glance - Online courses should not just be text based: images, pictures and multi-media could heighten the attractiveness and increase the motivation for learning, - A lot of interaction is a plus, also with quizzes, tests etc. - Long texts should still be printed and not just given online - Online courses are not just about online materials but mainly about online communication with the students The discussion afterwards revealed the basic problem faculties met in producing online courses: - it takes much more time and effort to develop an online course than the tried and tested printed course,

5 - designing and developing multimedia takes time and costs money, - individual course developers have not got the expertise to develop multimedia, - direct interaction with the students takes too much time - developing good automated feedback costs time and money, - there are no guidelines, no how to.. and no hands on help for course teams - writing for the web en producing online course material is not the same as developing printing material - there is little attention to the pedagogical models of online material; the models for printed material are still used but are not always suitable, - students still prefer printed materials, especially when the online course does not have much added value. 3. How to develop an online course at Open University? On June 25 th 2008 a second workshop was organized to focus on the course development process. At the end of the first workshop all the members of the faculties were invited to make a design for their own online course. In the second workshop several parallel sessions were held and in each session five experts of the department of educational technology were invited to comment on the designs. There was expertise on using the VLE, online testing, online feedback, course design and pedagogical models and multimedia design. 12 course designs were presented and in the feedback session the following points were raised: - the course developers felt that they were insufficiently informed about the possibilities the VLE has to offer, the availability of experts the can consult and the tools which can be used, - course developers would like more hands on support while designing and developing a course. They really appreciated the input of the experts on their design, - there is a need for a central expertise centre where course developers can turn to when they start with the course, - there is need for central guidelines and standards for developing an online course. - there is need for pilot-projects for course design and development so that tools and guidelines can be tested and improved. 4. The progress of the project In order to develop the tools and guidelines for online course development, six courses have been selected as pilot projects, one in each faculty. An educational technologist, an educational designer and an expert on VLE s are all part of each course team. Working in the course teams should generate the following results at the end of 2009: - six best practices of online courses - tools and instruments for developing online courses for the VLE of the Open University - an advice on the best workflow to develop online courses at the Open University - a training package for course developers 5. Discussion One of requirements for the Ways and methods for developing online courses project was that the tools and guidelines had to be developed together with the course developers, that they should be user friendly and accepted by faculties. The survey

6 gave us insight into existing practices. The two workshops generated fruitful discussions and inspired the participants. All this contributed to commitment of the faculties for the project. The pilot-projects in the course teams at the moment emphasize the significance of hands on support for the design and development of online courses. Insufficient instructional design often leads to poor course quality. (cfr Abdous, 2008) But one of the pitfalls of the project is the danger that helping course teams with the design and development of their specific courses can distract the project team of focussing on generic tools and solutions for course development and of describing the best workflow. Individual solutions can result in excellent individual courses but might not lead to procedures and tools which can enhance the course development process of the whole university. References: - Abdous, M., & He, W. (2008). Streamlining the online course development process by using project management tools. Quarterly Review of Distance Education, 9 (2) Abdous, M., & He, W. (2008). A Framework for Process Reengineering in Higher Education: A case study of distance learning exam scheduling and distribution. The International Review of Research in Open and Distance Learning, 9 (3) [Online available at - Caniels, M.C.J., & Coun, M.J.H. (2008). Elektronisch werkboek: resultaten van twee workshops. Instellingsbreed programma Onderwijs. Open Universiteit Nederland. - Coun, M.J.H., & Specht, M. (2008), Nulmeting: digitalisering van het onderwijsmateriaal bij de Open Universiteit Nederland. Instellingsbreed Programma Onderwijs. Open Universiteit Nederland. - Jung, I. (2001). Building a theoretical framework of web-based instruction in the context of distance education. British Journal of Educational Technology, 32 (5) Phillips, R. A. (2005). Pedagogical, Institutional and Human Factors influencing the widespread Adoption of Educational Technology in Higher Education. In H. Goss (Ed.), Balance, Fidelity, Mobility? Maintaining the Momentum? Proceedings of the 22nd Ascilite Conference. Brisbane: Queensland University of Technology, 4-7 December [Online available at - Schlusmans, K..H.L.A., Koper, E.J.R., & Giesbertz, W.J. (2004). Work processes for the development of integrated e-learning courses. In W. Jochens, J. van Merrienboer, & E.J.R. Koper (Ed.) Integrated E-learning: Implications For Pedagogy, Technology And Organization. Routledge Falmer.

Work processes for the development of integrated elearning courses 1

Work processes for the development of integrated elearning courses 1 Work processes for the development of integrated elearning courses 1 Kathleen Schlusmans Rob Koper Wil Giesbertz Open University of the Netherlands INTRODUCTION A large number of institutes of higher education

More information

THE INTRODUCTION OF A VIRTUAL CLASSROOM INSTRUMENT AT THE OPEN UNIVERSITY OF THE NETHERLANDS

THE INTRODUCTION OF A VIRTUAL CLASSROOM INSTRUMENT AT THE OPEN UNIVERSITY OF THE NETHERLANDS THE INTRODUCTION OF A VIRTUAL CLASSROOM INSTRUMENT AT THE OPEN UNIVERSITY OF THE NETHERLANDS Kathleen Schlusmans, Open University of the Netherlands, The Netherlands Wil Giesbertz, Open University of the

More information

Using a Web-based System to Estimate the Cost of Online Course Production

Using a Web-based System to Estimate the Cost of Online Course Production Using a Web-based System to Estimate the Cost of Online Course Production Stuart Gordon sgordon@odu.edu Wu He whe@odu.edu M'hammed Abdous mabdous@odu.edu Abstract The increasing demand for online courses

More information

Phase 1 pilot 2005/6 Intervention. GCU Caledonian Business School Business Management Page 1 of 8. Overview

Phase 1 pilot 2005/6 Intervention. GCU Caledonian Business School Business Management Page 1 of 8. Overview University Department Module Overview Glasgow Caledonian Business school Business Management The Business School has been implementing assessment re-engineering using a variety of technologies, initially

More information

Technology Enhanced Learning Strategy and Implementation Plan 2012-2017

Technology Enhanced Learning Strategy and Implementation Plan 2012-2017 Technology Enhanced Learning Strategy and Implementation Plan 2012-2017 Contents PART ONE TEL STRATEGY... 2 Introduction... 2 Context... 2 Underlying principles... 3 Main objectives... 3 PART TWO IMPLEMENTATION

More information

Impact of On-line Lectures for an Undergraduate Mechanisms Course

Impact of On-line Lectures for an Undergraduate Mechanisms Course Impact of On-line Lectures for an Undergraduate Mechanisms Course William L. Cleghorn and Hapreet Dhariwal University of Toronto cleghrn@mie.utoronto.ca and harpreet.dhariwal@utoronto.ca Abstract This

More information

Ten Principles for successful E-learning

Ten Principles for successful E-learning Springboard to knowledge 9 10 5 8 6 7 Ten Principles for successful E-learning 4 3 2 1 E-learning has been developed to cost-effectively provide auxiliary and improved learning experiences beyond those

More information

Examining Students Performance and Attitudes Towards the Use of Information Technology in a Virtual and Conventional Setting

Examining Students Performance and Attitudes Towards the Use of Information Technology in a Virtual and Conventional Setting The Journal of Interactive Online Learning Volume 2, Number 3, Winter 2004 www.ncolr.org ISSN: 1541-4914 Examining Students Performance and Attitudes Towards the Use of Information Technology in a Virtual

More information

Educational Innovation at the Open University of the Netherlands

Educational Innovation at the Open University of the Netherlands Instellingsbreed Programma Onderwijs IPO Open Universiteit Nederland Educational Innovation at the Open University of the Netherlands Kathleen Schlusmans Henry Hermans Steven Verjans Wil Giesbertz Howard

More information

THE TU DELFT ONLINE LEARNING EXPERIENCE: FROM THEORY TO PRACTICE

THE TU DELFT ONLINE LEARNING EXPERIENCE: FROM THEORY TO PRACTICE Re-Imaging Learning Environments Proceedings of the European Distance and E-Learning Network 2016 Annual Conference Budapest, 14-17 June, 2016 THE TU DELFT ONLINE LEARNING EXPERIENCE: FROM THEORY TO PRACTICE

More information

UNIVERSITY OF KENT E-LEARNING STRATEGY IMPLEMENTATION PLAN UPDATED MAY 2011

UNIVERSITY OF KENT E-LEARNING STRATEGY IMPLEMENTATION PLAN UPDATED MAY 2011 UNIVERSITY OF KENT E-LEARNING STRATEGY IMPLEMENTATION PLAN UPDATED MAY 2011 Strategic Aim: To enable technology to be used effectively, creatively and confidently for the enhancement of the student learning

More information

Moodle E-Learning Platforms and Technologies Project Project No. LLP-LdV-PRT-2012-LT-0316

Moodle E-Learning Platforms and Technologies Project Project No. LLP-LdV-PRT-2012-LT-0316 Moodle E-Learning Platforms and Technologies Project Project No. LLP-LdV-PRT--LT-36 Survey Report according answers to Questionnaire for Students The aim of the research This questionnaire is part of the

More information

APPLICATION FOR A RISING STARS TEACHING AWARD 2010 QUB TEACHING AWARDS APPLICATION FOR A RISING STARS TEACHING AWARD 2010

APPLICATION FOR A RISING STARS TEACHING AWARD 2010 QUB TEACHING AWARDS APPLICATION FOR A RISING STARS TEACHING AWARD 2010 QUB TEACHING AWARDS APPLICATION FOR A RISING STARS TEACHING AWARD 2010 (Open to individual academic and learning support colleagues who have been teaching/supporting learning for less than 5 years) Contact

More information

Proposed Models of Appropriate Website and Courseware for E-Learning in Higher Education: Research Based Design Models

Proposed Models of Appropriate Website and Courseware for E-Learning in Higher Education: Research Based Design Models Proposed Models of Appropriate Website and Courseware for E-Learning in Higher Education: Research Based Design Models Jintavee (Monsakul) Khlaisang Department of Curriculum, Instruction, and Educational

More information

THE EFFECTIVENESS OF USING LEARNING MANAGEMENT SYSTEMS AND COLLABORATIVE TOOLS IN WEB-BASED TEACHING OF PROGRAMMING LANGUAGES

THE EFFECTIVENESS OF USING LEARNING MANAGEMENT SYSTEMS AND COLLABORATIVE TOOLS IN WEB-BASED TEACHING OF PROGRAMMING LANGUAGES THE EFFECTIVENESS OF USING LEARNING MANAGEMENT SYSTEMS AND COLLABORATIVE TOOLS IN WEB-BASED TEACHING OF PROGRAMMING LANGUAGES Nadire Cavus 1, Huseyin Uzunboylu 2, Dogan Ibrahim 3 1 Computer Information

More information

A COMPARISON OF THREE OPEN UNIVERSITIES AND THEIR ACCEPTANCE OF TECHNOLOGY ENHANCED LEARNING

A COMPARISON OF THREE OPEN UNIVERSITIES AND THEIR ACCEPTANCE OF TECHNOLOGY ENHANCED LEARNING A COMPARISON OF THREE OPEN UNIVERSITIES AND THEIR ACCEPTANCE OF TECHNOLOGY ENHANCED LEARNING Chris Jones, The Open University, United Kingdom Kumiko Aoki, Open University Japan, Japan Ellen Rusman, Open

More information

Rena M Palloff, PhD Capella University Program and Faculty Lead, Doctorate in Social Work

Rena M Palloff, PhD Capella University Program and Faculty Lead, Doctorate in Social Work Rena M Palloff, PhD Capella University Program and Faculty Lead, Doctorate in Social Work As of Fall 2011, online learning reached 32% of total higher education enrollments (Allen & Seaman, 2013). Per

More information

A Technical Writing Program Implemented in a First Year Engineering Design Course at KU Leuven

A Technical Writing Program Implemented in a First Year Engineering Design Course at KU Leuven A Technical Program Implemented in a First Year Engineering Design Course at KU Leuven C. Heylen & E. Londers Tutorial Services Faculty of Engineering Science, KU Leuven, Leuven, Belgium christel.heylen@mirw.kuleuven.be

More information

A framework for the development of online design learning environment

A framework for the development of online design learning environment A framework for the development of online design learning environment Wenzhi Chen* and Manlai You** * Department and Graduate Institute of Industrial Design, Chang Gung University, Tao-Yuan,Taiwan, Graduate

More information

A simple time-management tool for students online learning activities

A simple time-management tool for students online learning activities A simple time-management tool for students online learning activities Michael de Raadt Department of Mathematics and Computing and Centre for Research in Transformative Pedagogies University of Southern

More information

Experiences with Tutored Video Instruction for Introductory Programming Courses

Experiences with Tutored Video Instruction for Introductory Programming Courses Experiences with Tutored Video Instruction for Introductory Programming Courses Richard Anderson and Martin Dickey and Hal Perkins Department of Computer Science and Engineering, University of Washington

More information

A Proposed Collaborative Computer Network-Based Learning Model for Undergraduate Students with Different Learning Styles

A Proposed Collaborative Computer Network-Based Learning Model for Undergraduate Students with Different Learning Styles Turkish Online Journal of Distance Education-TOJDE November 2003 ISSN 1302-6488 Volume:4 Number:4 A Proposed Collaborative Computer Network-Based Learning Model for Undergraduate Students with Different

More information

Assessment and Instruction: Two Sides of the Same Coin.

Assessment and Instruction: Two Sides of the Same Coin. Assessment and Instruction: Two Sides of the Same Coin. Abstract: In this paper we describe our research and development efforts to integrate assessment and instruction in ways that provide immediate feedback

More information

Simulator Training Emergency Vehicles Exclusion Criteria (T1)

Simulator Training Emergency Vehicles Exclusion Criteria (T1) Exclusion (T1) Exclusion (T1) A) This programme is limited to skills training only. The driving activities are practiced until they are carried out perfectly. B) The programme is clearly aimed at sporting

More information

AN EVALUATION OF THE USEFULNESS OF WEB-BASED LEARNING ENVIRONMENTS The Evaluation Tool into the Portal of Finnish Virtual University

AN EVALUATION OF THE USEFULNESS OF WEB-BASED LEARNING ENVIRONMENTS The Evaluation Tool into the Portal of Finnish Virtual University AN EVALUATION OF THE USEFULNESS OF WEB-BASED LEARNING ENVIRONMENTS The Evaluation Tool into the Portal of Finnish Virtual University Abstract Kirsi Silius and Anne-Maritta Tervakari kirsi.silius@tut.fi

More information

USING E-TIVITIES, VIDEO DIALOGUES AND INFORMAL COMMUNICATION TO MOTIVATE UNIVERSITY TEACHERS ONLINE

USING E-TIVITIES, VIDEO DIALOGUES AND INFORMAL COMMUNICATION TO MOTIVATE UNIVERSITY TEACHERS ONLINE USING E-TIVITIES, VIDEO DIALOGUES AND INFORMAL COMMUNICATION TO MOTIVATE UNIVERSITY TEACHERS ONLINE Maria Hvid Stenalt 1 and Dorte Sidelmann Jørgensen 2 1 The E-learning Unit, University of Aarhus, Frederik

More information

A Training Module You Can Count On!!! Presented by Sharon Jackson, Brookhaven College

A Training Module You Can Count On!!! Presented by Sharon Jackson, Brookhaven College A Training You Can Count On!!! Presented by Sharon Jackson, Brookhaven College BHC MyMathLab Coordinator Sharon Jackson Brookhaven College Mathematics Instructor Office phone: (972) 860-4760 email: sjackson@dcccd.edu

More information

MAKING YOUR ORGANISATION S INFORMATION ACCESSIBLE FOR ALL IMPLEMENTING THE GUIDELINES FOR ACCESSIBLE INFORMATION

MAKING YOUR ORGANISATION S INFORMATION ACCESSIBLE FOR ALL IMPLEMENTING THE GUIDELINES FOR ACCESSIBLE INFORMATION MAKING YOUR ORGANISATION S INFORMATION ACCESSIBLE FOR ALL IMPLEMENTING THE GUIDELINES FOR ACCESSIBLE INFORMATION project has been funded with support from the European Union. publication reflects the views

More information

Supporting busy sales teams with social learning QA s secrets of success!

Supporting busy sales teams with social learning QA s secrets of success! Supporting busy sales teams with social learning QA s secrets of success! In recognition of its expertise in social and virtual learning, Towards Maturity Ambassador QA, has been awarded gold at the elearning

More information

THE DIGITAL LEARNING ENVIRONMENT

THE DIGITAL LEARNING ENVIRONMENT THE DIGITAL LEARNING ENVIRONMENT TOWARDS THE LEARNING ENVIRONMENT OF THE FUTURE Werkgroep DLE, Frank Snels Onderwijsdag, 21 oktober 2014 AGENDA The world of learning environments How to get the right learning

More information

Math Center Services and Organization

Math Center Services and Organization STUDENT AFFAIRS FORUM Math Center Services and Organization Custom Research Brief Research Associate Amanda Michael Research Manager Nalika Vasudevan October 2012 2 of 12 3 of 12 Table of Contents I. Research

More information

WHERE IS THE DUTCH OER LIBRARIAN?

WHERE IS THE DUTCH OER LIBRARIAN? 2015 Open and Online Education Trend Report 44 WHERE IS THE DUTCH OER LIBRARIAN? by Hilde van Wijngaarden and Frederike Vernimmen A growing portion of teaching materials are available online. How is this

More information

Content Development and Workflow for e-learning Projects

Content Development and Workflow for e-learning Projects Content Development and Workflow for e-learning Projects Nadia El-Obaidi, Dr. Nadia Juhnke Freie Universität Berlin Questionnaire for e-learning Projects Didactics Content Target Group Project Management

More information

ICT in Physics Teaching for Secondary Schools and Colleges

ICT in Physics Teaching for Secondary Schools and Colleges ICT in Physics Teaching for Secondary Schools and Colleges Beata Jarosievitz Dennis Gabor College SEK Budapest International School (Hungary) Jarosievitz@gdf.hu Abstract In my research work I studied the

More information

What contributions does the information and communication technology (ICT) make to effective learning processes?

What contributions does the information and communication technology (ICT) make to effective learning processes? What contributions does the information and communication technology (ICT) make to effective learning processes? ICT and effective, sustainable learning: principles, experiences and recommendations Associate

More information

i-spy: an information skills framework for the University of Hertfordshire

i-spy: an information skills framework for the University of Hertfordshire i-spy: an information skills framework for the University of Hertfordshire Jane Bilson Tel: 01707 285747 E-mail: j.bilson@herts.ac.uk Monica Rivers-Latham Tel: 01707 284725 E-mail: m.j.rivers-latham@ herts.ac.uk

More information

OCR LEVEL 2 CAMBRIDGE TECHNICAL

OCR LEVEL 2 CAMBRIDGE TECHNICAL Cambridge TECHNICALS OCR LEVEL 2 CAMBRIDGE TECHNICAL CERTIFICATE/DIPLOMA IN IT WEBSITE DEVELOPMENT A/601/3245 LEVEL 2 UNIT 9 GUIDED LEARNING HOURS: 60 UNIT CREDIT VALUE: 10 WEBSITE DEVELOPMENT A/601/3245

More information

Getting Started with WebCT

Getting Started with WebCT Getting Started with WebCT Tanya Goette Assistant Professor ISC Dept CBX 12 Georgia College & State University Milledgeville, GA 31061 tgoette@mail.gcsu.edu 478-445-5721 fax: 478-445-5249 Abstract This

More information

PROGRAM DESIGN. Our design process, philosophy and values.

PROGRAM DESIGN. Our design process, philosophy and values. PROGRAM Our design process, philosophy and values. Program Design and Development is one of our core services in which we work with faculty to design and develop courses that are part of a new or redesigned

More information

Categories Criteria 3 2 1 0 Instructional and Audience Analysis. Prerequisites are clearly listed within the syllabus.

Categories Criteria 3 2 1 0 Instructional and Audience Analysis. Prerequisites are clearly listed within the syllabus. 1.0 Instructional Design Exemplary Acceptable Needs Revision N/A Categories Criteria 3 2 1 0 Instructional and Audience Analysis 1. Prerequisites are described. Prerequisites are clearly listed in multiple

More information

Awarding Institution: Institute of Education, University of London. Teaching Institutions: Institute of Education, University of London

Awarding Institution: Institute of Education, University of London. Teaching Institutions: Institute of Education, University of London PROGRAMME SPECIFICATION MA Education and Technology Awarding Institution: Institute of Education, University of London Teaching Institutions: Institute of Education, University of London Name of final

More information

ibus: Perceptions of the rise of mobile learning in a business degree

ibus: Perceptions of the rise of mobile learning in a business degree ibus: Perceptions of the rise of mobile learning in a business degree James Oldfield, Wajira Dassanayake, Nick Kearns Unitec Institute of Technology Wireless mobile devices (WMD) introduced in the first

More information

Online leadership academy at Telefonica O2 How learning design and technology can provide a complete learning journey

Online leadership academy at Telefonica O2 How learning design and technology can provide a complete learning journey Online leadership academy at Telefonica O2 How learning design and technology can provide a complete learning journey O ne of the biggest L&D investments organisations make is in their leadership development

More information

Research into competency models in arts education

Research into competency models in arts education Research into competency models in arts education Paper presented at the BMBF Workshop International Perspectives of Research in Arts Education, Nov. 4 th and 5 th, 2013. Folkert Haanstra, Amsterdam School

More information

The University of Manchester elearning Strategy

The University of Manchester elearning Strategy The University of Manchester elearning Strategy Definition 1. The Joint Information Systems Committee (JISC) defines elearning as 'learning facilitated and supported through the use of information and

More information

Module: GER229 & GER320, Dutch Language and Culture: The Multicultural Society in the Netherlands.

Module: GER229 & GER320, Dutch Language and Culture: The Multicultural Society in the Netherlands. Inquiry-based Learning Design Overview The Multicultural Society in the Netherlands 1. The students and the curriculum Level: 2 and 3 Module: GER229 & GER320, Dutch Language and Culture: The Multicultural

More information

Web Design Competition 2013. College of Computing Science, Department of Information Systems. New Jersey Institute of Technology

Web Design Competition 2013. College of Computing Science, Department of Information Systems. New Jersey Institute of Technology COMPETITION PURPOSE The Web is the most transformable invention of our time. This competition features the creation of high-quality, well-designed and original Websites, while seeking to identify and encourage

More information

The move to Moodle: Perspective of academics in a College of Business

The move to Moodle: Perspective of academics in a College of Business The move to Moodle: Perspective of academics in a College of Business Dr Robyn Walker College of Business, Massey University Associate Professor Mark Brown Office of the Assistant Vice Chancellor (Academic

More information

MariComp. Developing the Competencies of Maritime Lecturers. Competence Compendium. Maritime Lecturers competencies

MariComp. Developing the Competencies of Maritime Lecturers. Competence Compendium. Maritime Lecturers competencies MariComp Developing the Competencies of Maritime Lecturers Competence Compendium Maritime Lecturers competencies EU-program Leonardo da Vinci Pilot Project Competence Compendium Maritime Lecturers Competencies

More information

Northern Illinois University. Coordinated Support for Quality Online Programs

Northern Illinois University. Coordinated Support for Quality Online Programs Northern Illinois University Coordinated Support for Quality Online Programs Agenda Why NIU Online Learning? A Taste of Quality Online Learning NIU Quality Online: Coordination of services Quality Matters

More information

ITEM FOR FINANCE COMMITTEE

ITEM FOR FINANCE COMMITTEE For discussion on 20 April 2007 FCR(2007-08)2 ITEM FOR FINANCE COMMITTEE HEAD 156 GOVERNMENT SECRETARIAT : EDUCATION AND MANPOWER BUREAU New Capital Account Subhead Open University of Hong Kong New Item

More information

Final Project Design Document Nicholas Martin

Final Project Design Document Nicholas Martin Final Project Design Document Nicholas Martin Purpose: For my Final Project, I will be creating my e-portfolio for the IT Master s Program. This website will contain course artifacts, field experiences,

More information

Implementation of the Web-based Learning in PhD Education

Implementation of the Web-based Learning in PhD Education Implementation of the Web-based Learning in PhD Education Valentina Terzieva, Katia Todorova, Lilia Simeonova Abstract: One of the continuing challenges of education is enabling those who attempt to improve

More information

Using our Intelligence: the Secrets of a Successful BI Portal

Using our Intelligence: the Secrets of a Successful BI Portal Using our Intelligence: the Secrets of a Successful BI Portal Doreen Stevenson 1 1 The University of Queensland, Brisbane, QLD 4072, Australia, d.stevenson@uq.edu.au Keywords Business intelligence, data

More information

Online Formative Feedback Assessments: Benefits for Learning

Online Formative Feedback Assessments: Benefits for Learning Online Formative Feedback Assessments: Benefits for Learning Gary Velan (g.velan@unsw.edu.au) School of Medical Sciences, Faculty of Medicine, The University of New South Wales, Sydney 2052 Australia Rationale

More information

Educational technology Course enhancement tool matrix 2011

Educational technology Course enhancement tool matrix 2011 Educational technology Course enhancement tool matrix 2011 Goal or context Technology or Tool ** Recommended * Some limitations Video conferencing Wimba Classroom Camtasia relay Wimba Podcaster Adobe Presenter

More information

SUNY Learning Network Faculty Development Workshop Descriptions 2012-2013

SUNY Learning Network Faculty Development Workshop Descriptions 2012-2013 SUNY Learning Network Faculty Development Workshop Descriptions 2012-2013 Overview of SLN workshops SLN is committed to delivering workshops that help faculty develop and deliver high-quality instruction

More information

An Online Computer Science Workshop for High School Teachers based on Free Google Software Tools

An Online Computer Science Workshop for High School Teachers based on Free Google Software Tools An Online Computer Science Workshop for High School Teachers based on Free Google Software Tools A. Naz and M. Lu West Virginia University Institute of Technology, Montgomery, West Virginia, USA Abstract

More information

CEHD ipad Initiative YEAR TWO REPORT FALL 2011 SPRING 2012. Treden Wagoner, M.A.Ed. Anne Schwalbe Sheila Hoover, Ph.D. David Ernst, Ph.D.

CEHD ipad Initiative YEAR TWO REPORT FALL 2011 SPRING 2012. Treden Wagoner, M.A.Ed. Anne Schwalbe Sheila Hoover, Ph.D. David Ernst, Ph.D. CEHD ipad Initiative YEAR TWO REPORT FALL 2011 SPRING 2012 Treden Wagoner, M.A.Ed. Anne Schwalbe Sheila Hoover, Ph.D. David Ernst, Ph.D. 2 Mobile Learning learning within various contexts and locations

More information

About MTD Sales Training

About MTD Sales Training About MTD Sales Training MTD Sales Training, 5 Orchard Court, Binley Business Park, Coventry, CV3 2TQ Web: www.mtdsalestraining.com Phone: 0800 849 6732 enquiries@mtdsalestraining.com MTD in numbers 2001

More information

HOW STUDENTS PERCEIVE E-LEARNING SITUATIONS? THE CASE OF THE SVC WBT EMBRYOLOGY COURSE

HOW STUDENTS PERCEIVE E-LEARNING SITUATIONS? THE CASE OF THE SVC WBT EMBRYOLOGY COURSE HOW STUDENTS PERCEIVE E-LEARNING SITUATIONS? THE CASE OF THE SVC WBT EMBRYOLOGY COURSE Dr. Hervé Platteaux (herve.platteaux@unifr.ch) Centre NTE / University of Fribourg, Rue de Faucigny 2, 1700 Fribourg,

More information

Developing and delivering online courses for students at distance. Julie Watson Principal Teaching Fellow in elearning Modern Languages

Developing and delivering online courses for students at distance. Julie Watson Principal Teaching Fellow in elearning Modern Languages Developing and delivering online courses for students at distance Julie Watson Principal Teaching Fellow in elearning Modern Languages Background elanguages elearning research and development unit in Modern

More information

BRIEFING PAPER. Title: Mass Market Means Low Quality. Right?

BRIEFING PAPER. Title: Mass Market Means Low Quality. Right? BRIEFING PAPER Title: Mass Market Means Low Quality. Right? Introduction Wrong! One comment I have heard many times over the years and I tire of it is that online distance programmes are generally addressing

More information

STUDENT CENTERED INSTRUCTIONAL DESIGN FOR E-LEARNING CONTENT LEARNING MANAGEMENT SYSTEM (LMS)

STUDENT CENTERED INSTRUCTIONAL DESIGN FOR E-LEARNING CONTENT LEARNING MANAGEMENT SYSTEM (LMS) Proceedings of the 2 nd International Conference of Teaching and Learning (ICTL 2009) INTI University College, Malaysia STUDENT CENTERED INSTRUCTIONAL DESIGN FOR E-LEARNING CONTENT LEARNING MANAGEMENT

More information

Job Title Senior Producer: Free Learning Grade 8

Job Title Senior Producer: Free Learning Grade 8 Job Description Job Title Senior Producer: Free Learning Grade 8 Unit/Faculty Open Media Unit Sub Unit/Faculty Responsible to (reporting relationship) Responsible for (staff/equipment/budget) Head of Free

More information

New pedagogies and delivery models for developing open online courses for international students

New pedagogies and delivery models for developing open online courses for international students Authors Li Yuan l.yuan@bolton.ac.uk Stephen Powell stephenp.powell@gmail.com CETIS (Centre for Educational Technology & Interoperability Standards), University of Bolton UK Hongliang Ma yangmahl@gmail.com

More information

Effective Use of Collaboration Tools for Online Learning. Jennifer Pontano & Ke Anna Skipwith Drexel University e-learning 2.0 Conference March 2011

Effective Use of Collaboration Tools for Online Learning. Jennifer Pontano & Ke Anna Skipwith Drexel University e-learning 2.0 Conference March 2011 Effective Use of Collaboration Tools for Online Learning Jennifer Pontano & Ke Anna Skipwith Drexel University e-learning 2.0 Conference March 2011 The Learning Technologies Group's Mission The Goodwin

More information

DEANSHIP OF ACADEMIC DEVELOPMENT e-learning Center GUIDELINES FOR

DEANSHIP OF ACADEMIC DEVELOPMENT e-learning Center GUIDELINES FOR DEANSHIP OF ACADEMIC DEVELOPMENT e-learning Center GUIDELINES FOR REVISED: MAY 2011 TABLE OF CONTENTS Page 1. INTRODUCTION 01 1.1 Overview 01 1.2 Definition of Online Courses 01 2. APPLYING FOR THE GRANT

More information

The Active Learning Classroom Project

The Active Learning Classroom Project The Active Learning Classroom Project Collaborative for Teaching Innovation Christine Bachen, Nancy Cutler, & Eileen Elrod, Co-Directors Santa Clara University October 30, 2014 The Collaborative for Teaching

More information

Experience in using a Learning Management System (Göteborgs Universitets Lärplattform - GUL) for integrated course design

Experience in using a Learning Management System (Göteborgs Universitets Lärplattform - GUL) for integrated course design Experience in using a Learning Management System (Göteborgs Universitets Lärplattform - GUL) for integrated course design University of Gothenburg, Department of Earth Sciences E-mail: anne.hormes@gvc.gu.se

More information

Communication Software Laboratory Academic Year 2007-2008. E-learning Platforms. Moodle and Dokeos.

Communication Software Laboratory Academic Year 2007-2008. E-learning Platforms. Moodle and Dokeos. Communication Software Laboratory Academic Year 2007-2008 E-learning Platforms. Moodle and Dokeos. Group 95 Homero Canales Guenaneche 100031592 Fernando García Radigales 100039032 Index 1. Introduction...

More information

Prospectus for the Essential Physics package.

Prospectus for the Essential Physics package. Prospectus for the Essential Physics package. Essential Physics is a new textbook and learning package aimed at the College Physics audience, covering the standard introductory physics topics without using

More information

QUEEN S UNIVERSITY BELFAST. e-learning and Distance Learning Policy 2009-2012

QUEEN S UNIVERSITY BELFAST. e-learning and Distance Learning Policy 2009-2012 QUEEN S UNIVERSITY BELFAST e-learning and Distance Learning Policy 2009-2012 1 Introduction The University defines e-learning as learning facilitated and supported through the use of information and communication

More information

Using ipads in Undergraduate Mathematics

Using ipads in Undergraduate Mathematics Using ipads in Undergraduate Mathematics Eric J. Thornburg This paper was completed and submitted in partial fulfillment of the Master Teacher Program, a 2-year faculty professional development program

More information

Exploring Students' use of e-learning systems in Higher education

Exploring Students' use of e-learning systems in Higher education ICT Innovations 2011 Web Proceedings ISSN 1857-7288 67 Exploring Students' use of e-learning systems in Higher education Maja Ristova 1, Biljana Citkuseva 1, Vladimir Trajkovik 2, 1 Faculty of Electrical

More information

Year 1, Number 7 Deadline for nominations is near Excellence in Online Teaching Awards Status Update:

Year 1, Number 7 Deadline for nominations is near Excellence in Online Teaching Awards Status Update: Year 1, Number 7 Deadline for nominations is near Excellence in Online Teaching Awards Remember that the 2015 Excellence in Online Teaching Recognition Awards competition is currently accepting nominations.

More information

Support and Process for Developing Online and Blended Courses

Support and Process for Developing Online and Blended Courses CONTINUING AND DISTANCE STUDIES FACULTY OF ARTS AND SCIENCE www.queensu.ca/artsci_online Support and Process for Developing Online and Blended Courses A. Introduction to Continuing and Distance Studies......

More information

Updated: 8/31/15 Page 1 of 5

Updated: 8/31/15 Page 1 of 5 MASTER SYLLABUS 2015-2016 A. Academic Division: Business Industry and Technology B. Discipline: Visual Communications Media and Technology C. Course Number and Title: VCMT2070 Web Design I D. Course Coordinator:

More information

Training Services Course Catalog TRAINING SERVICES

Training Services Course Catalog TRAINING SERVICES Training Services Course Catalog TRAINING SERVICES DESIRE2LEARN TRAINING SERVICES Desire2Learn will help you achieve your goals by teaching you how to use Desire2Learn products and develop more effective

More information

REFLECTING ON EXPERIENCES OF THE TEACHER INDUCTION SCHEME

REFLECTING ON EXPERIENCES OF THE TEACHER INDUCTION SCHEME REFLECTING ON EXPERIENCES OF THE TEACHER INDUCTION SCHEME September 2005 Myra A Pearson, Depute Registrar (Education) Dr Dean Robson, Professional Officer First Published 2005 The General Teaching Council

More information

Creating Online Courses A Collaborative Design Process that Works

Creating Online Courses A Collaborative Design Process that Works Creating Online Courses A Collaborative Design Process that Works Online Courses Don t Simply Happen In recent years, the phrase online learning has taken a prominent seat whenever education reform is

More information

Diane Rossiter *+ and Anthony Rossiter +

Diane Rossiter *+ and Anthony Rossiter + APPLICATIONS OF ONLINE PEDAGOGY TO A FIRST YEAR BLENDED LEARNING MODULE USING A VLE ABSTRACT Diane Rossiter *+ and Anthony Rossiter + * The University of Manchester, UK. + The University of Sheffield,

More information

The Hepldesk and the CLIQ staff can offer further specific advice regarding course design upon request.

The Hepldesk and the CLIQ staff can offer further specific advice regarding course design upon request. Frequently Asked Questions Can I change the look and feel of my Moodle course? Yes. Moodle courses, when created, have several blocks by default as well as a news forum. When you turn the editing on for

More information

THE DUTCH DIGITALE UNIVERSITEIT

THE DUTCH DIGITALE UNIVERSITEIT THE DUTCH DIGITALE UNIVERSITEIT STRATEGIC COOPERATION AND EDUCATIONAL INNOVATION Petra Fisser & Michiel van Geloven International Conference on Networked e-learning for European Universities, Granada,

More information

First Undergraduate Online Course in Mechanical Engineering at SDSU Through D2L

First Undergraduate Online Course in Mechanical Engineering at SDSU Through D2L 2011-02-24 First Undergraduate Online Course in Mechanical Engineering at SDSU Through D2L ME241: Engineering Materials Zhong Hu, Ph.D., Associate Professor Mechanical Engineering Department South Dakota

More information

2009 SURVEY «e-learning IN IT TRAINING DEPLOYMENTS»

2009 SURVEY «e-learning IN IT TRAINING DEPLOYMENTS» 2009 SURVEY «e-learning IN IT TRAINING DEPLOYMENTS» November 2009 3 SUMMARY Introduction 3 Methodology of the survey 5 1. Profile of the interviewed participants 7 2. Feedback from e-learning experiences

More information

OP19: Valorisation Report valorisation events and activities by Buckinghamshire New University (Bucks)

OP19: Valorisation Report valorisation events and activities by Buckinghamshire New University (Bucks) OP19: Valorisation Report valorisation events and activities by Buckinghamshire New University (Bucks) Valorisation event 1 Valorisation activity: Workshop organized in Amersham and Wycombe College Date

More information

Nottingham Trent University Programme Specification

Nottingham Trent University Programme Specification Nottingham Trent University Programme Specification Basic Programme Information 1 Awarding Institution: Nottingham Trent University 2 School/Campus: School of Education/ Clifton campus/ Offsite 3 Final

More information

Application for a Teaching Award in the Sustained Excellence category Dr Jennifer McGaughey, School of Nursing and Midwifery

Application for a Teaching Award in the Sustained Excellence category Dr Jennifer McGaughey, School of Nursing and Midwifery Application for a Teaching Award in the Sustained Excellence category Dr Jennifer McGaughey, School of Nursing and Midwifery 1. PREVIOUS TEACHING AWARDS (200 words maximum) If you have ever previously

More information

Online and Hybrid Course Development Guidelines

Online and Hybrid Course Development Guidelines Online and Hybrid Course Development Guidelines February 10, 2011 The following is intended to serve as a guide to the development of online and hybrid courses at Cedar Crest College. Substantively, the

More information

What is the impact of multisource learning on History at Key Stage 3?

What is the impact of multisource learning on History at Key Stage 3? What is the impact of multisource learning on History at Key Stage 3? Researchers: Lloyd Brown and Rolf Purvis Date of research: September 2000 August 2001 Contact details: Chesterton Community College,

More information

Harley Reed CIPS Training Information Pack

Harley Reed CIPS Training Information Pack CIPS REGISTERED CENTRES: Harley Reed CIPS Training Information Pack July 2014 Contents Harley Reed overview 3 The CIPS qualification 4 Routes to full membership of CIPS 5 The CIPS qualification structure

More information

Developing online discussion forums as student centred peer e-learning environments

Developing online discussion forums as student centred peer e-learning environments Developing online discussion forums as student centred peer e-learning environments Neil Harris and Maria Sandor School of Public Health Griffith University Computer conferencing, most commonly in the

More information

SVCC Exemplary Online Course Checklist

SVCC Exemplary Online Course Checklist SVCC Exemplary Online Course Checklist Purpose of the SVCC Exemplary Course Checklist The SVCC Exemplary Course Checklist has been created to: guide faculty as they prepare a course for online instruction

More information

LEARNING, DESIGN AND TECHNOLOGY CAPSTONE PROJECT GUIDELINES

LEARNING, DESIGN AND TECHNOLOGY CAPSTONE PROJECT GUIDELINES LEARNING, DESIGN AND TECHNOLOGY CAPSTONE PROJECT GUIDELINES For CUIN LDT Master s Students PURPOSE OF THE LDT CAPSTONE PROJECT As part of the program requirements for the Learning, Design & Technology

More information

MYP Unit Question. How can I apply and convey my design skills in developing a product to meet the expectations of a client?

MYP Unit Question. How can I apply and convey my design skills in developing a product to meet the expectations of a client? MYP unit planner Unit Title Teacher(s) Communication of Concepts/Creating Business Web Sites Utilizing a Client s Perceptions Nicholson Subject and Grade Level Technology - Year 5 Time frame and duration

More information

Programme Specification. BSc (Hons) Computer Games and Animation. Valid from: September 2012 Faculty of Technology, Design and Environment

Programme Specification. BSc (Hons) Computer Games and Animation. Valid from: September 2012 Faculty of Technology, Design and Environment Programme Specification BSc (Hons) Computer Games and Animation Valid from: September 2012 Faculty of Technology, Design and Environment SECTION 1: GENERAL INFORMATION Awarding body: Teaching institution

More information

Supplementary Exhibit VI. C. 2. Co-Curricular Outcomes. Office of Information Techonology

Supplementary Exhibit VI. C. 2. Co-Curricular Outcomes. Office of Information Techonology Supplementary Exhibit VI. C. 2. Co-Curricular Outcomes Office of Information Techonology Introduction Information technology has become a crucial factor in the overall mission of institutions of higher

More information

Methodology Teaching in a Digital Age Phase 1

Methodology Teaching in a Digital Age Phase 1 Methodology Teaching in a Digital Age Phase 1 Participants Forty-four educators from seven schools participated in the study, representing a diverse range of technology initiatives, years of implementation,

More information