Course developers as students: a designer perspective of the experience of learning online

McAlpine, Iain; Koppi, Tony; McLean, Jan; Pearson, Elaine

doi:10.1080/0968776042000216200

Cited by 5 publications

(3 citation statements)

References 5 publications

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“…The early focus on technological infrastructure has given way a little to increased awareness and dialogue on pedagogy, connectedness and in blending newer and older approaches to learning. The design of learning activities and the links between online and common tasks in teaching have become much more important (Salmon, 2002;McAlpine et al, 2004). More higher education teachers talk of learning outcomes and assessable processes.…”

Section: Pedagogymentioning

confidence: 99%

Flying not flapping: a strategic framework for e-learning and pedagogical innovation in higher education institutions

Salmon¹

2005

Research in Learning Technology

174

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E-learning is in a rather extraordinary position. It was born as a ‘tool' and now finds itself in the guise of a somewhat wobbly arrow of change. In practice, changing the way thousands of teachers teach, learners learn, innovation is promoted and sustainable change in traditional institutions is achieved across hundreds of different disciplines is a demanding endeavour that will not be achieved by learning technologies alone. It involves art, craft and science as well as technology. This paper attempts to show how it might be possible to capture and model complex strategic processes that will help move the potential of e-learning in universities to a new stage of development. It offers the example of a four-quadrant model created as a framework for an e-learning strategy

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Section: Pedagogymentioning

confidence: 99%

Flying not flapping: a strategic framework for e-learning and pedagogical innovation in higher education institutions

Salmon¹

2005

Research in Learning Technology

174

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“…In this workshop, students must think critically and reflectively about their process of learning relative to the coursework and evaluate their progress using the learning tools and curriculum provided to them. This student-centred self-monitoring asks the students to lead the way and nudges them towards being self-directed learners (Jonassen, Mayes, and McAleese 1993;Laurillard 2002;McAlpine et al 2016). When students are aware that their feedback will be used to make meaningful change, this empowers them to be active contributors to their learning experience and gives them a voice in the classroom and in pedagogical planning (Cook-Sather 2006).…”

Section: Structure Of the Workhopmentioning

confidence: 99%

The Importance of Ending Well: A Virtual Last Class Workshop for Course Evaluation and Evolution

Styles

Polvi

2022

TLI

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The last class session of the academic term represents an excellent opportunity to solicit meaningful feedback from students who have just completed the course. To capitalize on the students’ first-hand knowledge of their own experiences with our course and maximize the impact of the last class for our Canadian graduate-level genetics course, we have used and optimized a workshop first described by Bleicher (2011) as a means of obtaining real-time, in-person course evaluations, and driving course evolution. Presented as an empowering opportunity for student activism, students are asked to contribute collaboratively to improving future iterations of the course. This approach stimulates thoughtful discussions, generates honest and useful feedback, and requires only nominal preparative work on the part of the instructor, whose primary role during the workshop is as a facilitator. In light of the COVID-19 pandemic, we’ve assessed student perceptions of two virtual models for the Last Class Workshop—one using Google Docs, a free web-based word processor, and another using Miro, a collaborative whiteboard platform—to identify whether or not the Last Class Workshop can be effectively translated for a synchronous online learning environment. Student responses to the virtual workshops have been highly positive, and participants overwhelmingly preferred the Miro adaptation. We suggest that this is an effective way to access the expert knowledge of our students to develop innovative adaptations, updates, and evolutionary change at the end of a course, and conclude with a proposal for maintaining this virtual tool after in-person learning resumes.

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“…A novel approach that is beginning to emerge is the use of learner‐authored content (McAlpine, Koppi, McLean & Pearson, 2004), often using available web‐based tools. Examples of this trend are more evident in research projects at present such as the Notschool.net project, which is aimed at excluded school students where learner‐authored content includes portfolios and project‐based work with an emphasis upon self‐assessment (see Notschool.net, 2005).…”

Section: Learner‐authored Contentmentioning

confidence: 99%

Post‐16 e‐learning content production: a synthesis of the literature

Freitas¹

2006

Brit J Educational Tech

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This paper provides a metareview of how e-learning content is currently being produced and embedded in the learning practice in further education, work-based learning and community learning contexts. Based upon this metareview, the paper has identified four categories of content production used: (1) learner-authored content, (2) practitioner-authored content, (3) commercial-and public sector-commissioned content and (4) combinations of these categories. The metareview also identifies several well-used, practitionerbased and institutional models for embedding e-learning content into practice, exploring some of the implications of this upon practitioners.

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Course developers as students: a designer perspective of the experience of learning online

Cited by 5 publications

References 5 publications

Flying not flapping: a strategic framework for e-learning and pedagogical innovation in higher education institutions

Flying not flapping: a strategic framework for e-learning and pedagogical innovation in higher education institutions

The Importance of Ending Well: A Virtual Last Class Workshop for Course Evaluation and Evolution

Post‐16 e‐learning content production: a synthesis of the literature

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