Post on 27-Dec-2015
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Tips for improving your web Tips for improving your web coursescourses
UniPiD Virtual Studies Workshop14 May, 2009Tove Forslund
tove.forslund@abo.fi, www.abo.fi/lc/
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The Learning Centre in ÅboThe Learning Centre in Åbo Learning Centre in Åbo started as a Virtual Learning Centre
– opened on 1 September, 2003– All support & services from one place: one contact
person, one e-mail address larcentret@abo.fi, one web-site www.abo.fi/lc/
Permanent offices: Head of the Learning Centre, Student Counsellor, AV-assistant
Part-time personnel (8): IT Systems Developer, librarians and planning officers
“Physical” learning centre autumn 2009: new facilities, modern technical equipment for teachers and students
Main activities:– Taking initiatives for new routines, methods and software
for teaching and learning– Supporting staff in developing their teaching– Supporting students in developing their
general/transferable skills and competences for working life and for academic studies as well as supporting their study planning
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Support for producing web-Support for producing web-based coursesbased courses
1. Access to software and equipment2. Multimedia room > studio3. Individual support4. Production of multimedia5. Written support material:
pedagogical guides, user guides for software etc.
6. Staff training 7. Special financing
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Today’s programmeToday’s programme
Group work and facilitation using a web-conference tool: creating a synchronous learning environment– Adobe ConnectPro– What opportunities does web-conferencing offer?– Case: Using ACP for group work and discussions in
Academic Study Skills course– Discussion on best practices
Producing video and audio material (Adobe Presenter, audio and video files)
Possibilites for co-operation within the UniPid network?– Centralised/shared production of video/audio
material– Using a common video meeting room in ACP
Strucuring courses in moodle The teacher's work load during a web-based course:
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What contributes to a What contributes to a successful/less successful web-successful/less successful web-based course?based course? Success
Simple and clear instructions instruktioner
Varied, proceeds in suitable steps
Discussions feel useful and inspiring
All courses don’t have to be ”pakko social”!
Taking special features of students and subject into consideration
Individual feedback, the students feel that the teacher is present
Course participants get to know each other
Suitable group size Participants’ motivation and
study experience
Failure Teaching / course structure
is dull and monotonous Learning platform/course
environment is difficult to navigate, hard to find material you’re looking for
Too much content/too many activities
In discussions you must comment self-evident things or things somebody else has already said
Cf various course evaluations + ”Verkkokurssin suunnittelu” /TY/Kulttuurituotannon ja maisemantuktimuksen laitoshttp://beta.wikiversity.org/wiki/Verkkokurssin_suunnittelu
Planning Production Start Carrying out Evaluation & documentation
Administrative questions
Production of course material
Handbook for production of digital material
Registration of students on the course
Introduction into the learning environment
Course finishesCourse evaluation
Pedagogical planning
Planning of activating methods and assignments
Registration of students in learning platform(User names for course participants)
Face-to-face teaching
Choice of media Planning of course facilitation and feedback
Test of facilities, software and hardware
Facilitation Documentation, updating of material and further development of course
Information about the course
Learning environment & layout
Course start Examination
Evaluation of the course design
from ”Handbook for production of web-based courses” (in Swedish)
Process for producing web-based courses
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Three stages in the lifecycle of a Three stages in the lifecycle of a web-courseweb-course
Planning– Administrative
questions– Pedagogical
planning– Planning of course
material– Choice of medium– Creating tasks and
assignments– Planning
moderation– Technical
production
Teaching– Face-to-face /
group meetings– Moderation and
feedback Updating the
course material, documentation of the course, storage
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Group work and facilitation using Group work and facilitation using Adobe ConnectPro: creating a Adobe ConnectPro: creating a synchronous learning synchronous learning environmentenvironment
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Adobe Connect ProAdobe Connect Pro
Enables– Online lectures– Facilitation and guidance– Group work– Recording lectures
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Purpose of ACP on this course:– This course should give participants experiences of
various ways of online studies– Oral activity, practice presentation skills– Variation to text-based activities, opportunity for
students to talk to each other Acitvity
– Web lecture + reading material > written activity (time schedule in Word) > Presentation of time schedule & time management skills in small groups (2-6 students) in ACP
– Following pods were used by participants: Camera&Voice, Chat, Share.
– Oral feedback by course tutor (and other participants) 40-75 min. Gruppträffar
– 40-75 min./group
Case: ACP for group presentations Case: ACP for group presentations and discussions on ”Academic Study and discussions on ”Academic Study Skills” courseSkills” course
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PreparationPreparation When course started
– Poll in Moodle about web cameras and headsets– Information on where students can use web cams&headsets
on ÅA computers– Doodle (www.doodle.com) for choosing suitable times for
group meeting
A few days before meetings: e-mail about where to log in, goups, ”don’t worry”!
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During the session...During the session...
the students were asked to log in 10 min. Before session (or previously that week)
We checked that everyone managed to log in and that their cameras&headsets worked
Participants introduces themselves Everyone preseted their assignment via
Share-pod (My Computer Screen/Windows or Documents/Ppt)
Chance to comment on each other’s presentations
Evaluation/”debriefing”
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Support for participants in e-Support for participants in e-meeting learning sessionsmeeting learning sessions
Short written guide Audio Setup Wizard Testing session Chat (Teacher’s phone number)
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Discussion on best practices Discussion on best practices using webconferencingusing webconferencing
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Why audio/video material?Why audio/video material?
Variation For auditory learners Repetition Distance education: Lectures ”Rests” (”jämät”) from class room
lectures Oral feedback on web-courses (e.g. math
assignments) Saving guest lectures for future use Illustrating processes, demo etc
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Adobe ConnctProAdobe ConnctPro
Video (or only sound) to Ppt or webpages or other documents– One-take – i.e. you cannot edit the lectures a lot
–– Purposes
• ”Welcome to this course”• Lectures• Oral feedback
Adobe Presenter https://www.abo.fi/personal/presenter (also user guide in English)– Sound (or video) to Ppt
Video or sound recording – ppt or other text documents separately
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Adobe PresenterAdobe Presenter Sound or video to Ppt Example:
http://web.abo.fi/lc/natforelasning/korpostrom/unipid14May09/
License to Adobe ConnectPro
Add-on to PowerPoint Easy to use
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Recording audio or video with Recording audio or video with digital recordersdigital recorders Dictaphones
– Time efficient Video cameras
– A camera man is usually needed
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Instructions/guidance/feedbackInstructions/guidance/feedback
Pre-– instructional material for whole course / e-
activities• visually• text-based
During– advice and help– questions– motivation
Post-– feedback
• when?• by whom?• in what form / through which media?
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FeedbackFeedback Inform students about feedback in advance:
– grade or pass– individual feedback / group feedback / self-correcting – when will they get their feedback
Prompt! Sandwich Feedback as a dialogue In the beginning: Feedback to recognize that student
has succeeded in using the techonology Not just correction of mistakes, but after feedback
student should know where he/she succeeded & how should develop
Mind the but-word! Documentation of feedback
Check-up of course plan + Check-up of course plan + workloadworkload
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Module 1 Introduction:basic concepts of intercultural communication Group meeting 29 september 2003 29.9. P
Assignment 1: Describe your own identity 5.10. I A Pcomment to whole group 1 2
Assignment 2: Definitions I P Gradecorrect answer/model respons knowledge
Assignment 3: Online discussion on X 29.9-5.10 G A P application first comment .10 next comments 5.10.
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Teacher’s workloadTeacher’s workload
Group size– Workload which is not related
to number of students • Writing group feedback• Quizzes• Discussions where the teacher
isn’t actively taking part– Workload depending on
number of students• Reading through students’
assignments• Giving individual feedback• Reminding students who
haven’t sent in their assignments
• Answering students’ questions E-office hours
How to manage the teacher’s workload – Group feedback– Model answers– Self evaluation– Peer feedback
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Peer feedbackPeer feedback
Criteria for comments, rubrics, e.g.:
Grades or feedback for or evaluation of comments
Comment by asking questions– How do you know? (more
evidence) – What do you mean?
(rephrase)– What is the connection
to..?– What would have
happened if..? (hypothetical questions)
Essay Pass Good Excellent
Using different theories
Application to practice
Use of references etc