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Course Module ID Online Duration Released Status
Introduction to learning technologies LTO 001 1.5 hours Feb 2010

Overview

This course introduces the concept of technology enhanced learning and its impact on teaching. The course will help participants to:

  • Understand how technology enhanced learning can transform teaching and learning
  • Learn about the variety of learning technologies available
  • Consider how teaching approaches might need to be modified for an online setting
  • Consider how technology enhanced learning might operate in their own institution.

Syllabus

  • Module 1: Uses of technology in teaching: the benefits; different technologies and their attributes
  • Module 2: New teaching and learning practices: traditional, blended and online teaching; synchronous/asynchronous communication; dynamics of online groups
  • Module 3: Technology enhanced learning in context: your institution; your learners' contexts; the future of technology enhanced learning.

Contributors

Author

Professor Caroline Haythornthwaite

Director, School of Library, Archival and Information Studies, University of British Columbia (UBC)

Reviewer

Professor Ron Oliver

Pro-Vice-Chancellor (Teaching and Learning), Edith Cowan University

The effective use of LMSs LTO 002 2.0 hours Feb 2010

Overview

This course will introduce the features and benefits of LMSs. Participants will learn:

  • About the features of LMSs and the advantages they offer to teachers and learners
  • To consider different learners’ needs in terms of content, accessibility and preparation
  • How to integrate an LMS with a face-to-face course
  • How to effectively structure an LMS course area and make best use of the available tools.

Syllabus

  • Module 1: An introduction to LMSs: what is an LMS; why use an LMS
  • Module 2: Planning and preparation: learners’ needs; accessibility and preparation for learners; integrating the LMS with face-to-face teaching
  • Module 3: Building and running your course area: structure and navigation; communication, content, assessment and administration tools.

Contributors

Author

Sam Brenton

Deputy Director of Educational and Staff Development and Head of E-Learning; The Learning Institute, Queen Mary, University of London

Reviewer

Steve Ryan

Director of the Centre for Learning Technology, London School of Economics and Political Science

Internet based collaboration tools LTO 003 1.5 hours Feb 2010

Overview

This course explores how IBCTs can be integrated into teaching. Participants will learn:

  • About the benefits IBCTs offer within distance, blended and on-campus teaching contexts
  • About the different IBCTs which can be used to facilitate discussion, help learners create and share knowledge and build online communities to assist peer-to-peer learning
  • To consider how they will implement particular IBCTs in their own institution.

Syllabus

  • Module 1: Introduction to internet-based collaboration tools (IBCTs) and their benefits
  • Module 2: IBCTs for discussion: text chat; internet-based telephony/video; web conferencing; discussion forums
  • Module 3: IBCTs for knowledge building: wikis; collaborative diagrams; shared documents
  • Module 4: IBCTs for community building: social networking; collaborative workspaces; microblogging
  • Module 5: Selecting and adopting IBCTs: institutional contexts and successful implementation.

Contributors

Author

Dr David M. Kennedy

Director, Teaching and Learning Centre, Lingnan University, Hong Kong

Author

David Lefevre

Director, Educational Technology Unit, Imperial College Business School and Co-Founder and Chairman of Epigeum

Reviewer

Dr Terry Anderson

Professor and Canada Research Chair in Distance Education, Athabasca University

Course planning LTO 004 1.5 hours Feb 2010

Overview

This course highlights the importance of fully embedding learning technology in course design. It will explore:

 

  • The key principles and benefits of learning design and the advantages of team design
  • The need to apply business sense to course design
  • Planning a course and technologies to facilitate learning design
  • How to blend traditional and online teaching methods and modes of delivery.

Syllabus

  • Module 1: Principles of learning design: benefits for teachers and learners; course design teams
  • Module 2: Know your audience: demand and supply; who are your learners; planning for diverse learners’ needs
  • Module 3: Scaffolding the design process: drawing up a plan; tools for learning design
  • Module 4: Finding your own blend: blended learning; static and dynamic content; aligning learning technologies with pedagogy; deciding on assessment.

Contributors

Author and reviewer

Professor Mark Brown

Director, National Centre for Teaching and Learning and Distance Education and Learning Futures Alliance, Massey University

Author

Dr Richard Millwood

Director, Core Education UK and Reader, Institute of Educational Cybernetics, University of Bolton

Developing course content LTO 005 1.5 hours Feb 2010

Overview

This course considers how to implement digital resources to support teaching and learning. The course will help participants to:

  • Learn how to select appropriate digital resources and map them to learning outcomes
  • Understand the ways in which digital learning resources support and enhance learning
  • Assess the pros, cons and practicalities of using existing resources versus creating new resources
  • Consider the quality of digital resources, storage and access and intellectual property restrictions.

Syllabus

  • Module 1: Types of digital learning resources; mapping resources to support learning needs
  • Module 2: Benefits of using digital resources
  • Module 3: Using existing content: benefits; locating content; LMS course cartridges
  • Module 4: Creating digital learning resources: advantages and drawbacks; digital tools; sharing resources
  • Module 5: Issues in using digital learning resources: quality assurance; storage and access; intellectual property rights.

Contributors

Author

Dr Lawrence Ragan

Director of Faculty Development, World Campus, Penn State University

Author

Kevin Burden

Director, Post-Graduate Professional Development, University of Hull

Author

Simon Paul Atkinson

Associate Dean of Learning & Teaching (Teaching Enhancement), BPP University College of Professional Studies

Reviewer

Richard McCracken

Director, ecch

e-Assessment LTO 006 1.5 hours Feb 2010

Overview

This course explores the use of e-assessment tasks to engage learners. It will help participants to:

  • Consider different types of assessment and their impact on learning
  • Compare e-assessment activities requiring selected, constructed or extended responses
  • Assess practicalities including the potential disadvantages of e-assessments
  • Explore new assessment opportunities offered by online discussion and collaborative work
  • How e-assessment will affect participants’ own teaching, skills and institutional practices/facilities.

Syllabus

  • Module 1: Relationship between learning and assessment: why we assess learners; diagnostic and formative assessment
  • Module 2: Types of questions used for e-assessments: activities and tasks; interactive e-assessments; types of responses
  • Module 3: Practical issues: potential problems; marking and grading; security and accessibility
  • Module 4: Assessing communication, collaboration and group work; self and peer assessment; e-portfolios
  • Module 5: Future of assessment in higher education.

Contributors

Author

Professor Geoffrey Crisp

Dean, Teaching and Learning, RMIT University

Author

Dr Phil Davies

Degree Project Organiser, Faculty of Advanced Technology, University of Glamorgan

Reviewer

Dr Cathy Gunn

Head of Elearning Group, Academic Advisor, Centre for Academic Development, University of Auckland

Teaching with learning technologies LTO 007 1.5 hours Feb 2010

Overview

This course will look at how teachers can use technology to make their teaching more effective. The course will help participants to:

  • Identify a rationale for using learning technologies based on particular educational and learner needs
  • Prepare learning activities and use strategies to motivate, engage and support their online learners
  • Understand the multi-faceted role of the online tutor, including learning facilitator and social host.

Syllabus

  • Module 1: Experiences of teaching with technology: drivers for technology-enhanced learning; learner expectations; impact on your role
  • Module 2: Planning to teach with technology: tasks and activities, supporting learners; developing a structured and engaging learning process; preparation for collaborative work
  • Module 3: Tutoring with technology: the role of the online tutor; social needs of students; e-moderating; organisation.

Contributors

Author

Dr Rhona Sharpe

Head, Oxford Centre for Staff and Learning Development; Deputy Director of the Directorate of Human Resources, Oxford Brookes University

Reviewer

Professor Shirley Alexander

Deputy Vice-Chancellor and Vice-President (Teaching, Learning and Equity) and Professor, Learning Technologies, University of Technology, Sydney

The contributors to this program include

  • Professor Ray Schroeder

    US Editor

    Associate Vice-Chancellor for Online Learning; Director of Center for Online Learning, Research and Service; Professor Emeritus, University of Illinois at Springfield

  • Dr Lawrence Ragan

    Author

    Director of Faculty Development, World Campus, Penn State University

  • Dr Terry Anderson

    Reviewer

    Professor and Canada Research Chair in Distance Education, Athabasca University

  • Dr David M. Kennedy

    Author

    Director, Teaching and Learning Centre, Lingnan University, Hong Kong

Developed in conjunction with

  • City University London
  • Delft University of Technology
  • Durham University
  • Edith Cowan University
  • Hogeschool Leiden
  • Institute of Education, University of London
  • Leeds Metropolitan University
  • Leiden University
  • Liverpool University
  • Massey University
  • Newcastle University
  • The Hague University
  • The University of Auckland
  • The University of Edinburgh
  • The University of Sussex
  • The University of Warwick
  • The University of York
  • University of London
  • University of New England