The lesson from this > don’t give homework before a course has even started. Not even as a teambuilder. Maybe get people to fill in a profile at most.
Good practice online is to have two people. If you have the luxury. The second person works as a ‘two hander’, or helps with sign ins in the background if people are meant to have access to an App or platform, they can also filter and offer up questions that may come up in the Chat rather than having the speaker distracted.
Alternatively, set the ground rules early so that people don’t have expectations of anything in the Chat being dealt with until the end. John Sowash of the Google Academy is great at this.
Those of us with a background, academic interest in and experience with online learning now have an opportunity to bring everyone to the table. Working remotely for the last few days, and for the next few months I see a palpable change.
Google Meet and Zoom are the go to conferencing tools for College Staff and Students, and Town and District Councillors and staff. These, email and chat are now a stream of activity.
People also know that I am at home, not 'on my travels' so I get a lot of straight phone calls too.
Coming out of the woodwork, belatedly, are people who have felt too shy to ask before on how to do some things that many of us by now feel are commonplace. On the other hand, I have always been surprised when with others what odd get arounds we all have, not knowing there is a shortcut to do this, that or the other.
I am wondering sometimes how much BETTER a conference call is for a meeting. It can be recorded, screens can be shared, and you can make a point even when others are talking by adding a note in 'chat' - useful, because some people do like to dominate the space. Online you can temporarily mute them, certainly hide their face Try that in a meeting face to face.
Seven modules later and in four years I believe I have had ONE face to face conversation with a fellow student. A couple of weekends ago I sat with a friend who creates learning content for a national museum: I realise know what a bore I became as over two hours I fear I turned every conversation back onto learning in general and e-learning in particular.
Finding like-minds online is one thing; having them in front of me is another.
I've noticed something awkward too - a couple of friends with whom I share all sorts through Facebook who I see around town; in the past we'd greet eachother, catchup on personal and family news, even have a coffee - now we grunt, mention something we caught online and move on. As if by knowing so much more about our goings on that small talk is pointless, and more intimate chat now redundant and likely to be repetitive.
Returning to 'like-minds' and the value, even craving to 'let it all out' - this is where there is significant value in the residential school. It matters to have the opportunity to put your enthusiams and problems with a module in words and to see and feel the response from others.
Interested in e-learning? I am. This says it all to date. Read and share.
Did serendipty bring me to this?
I thought I'd linked to it in the reading. 'An evaluation of students' perceptions and engagement with e-learning components in a campus based university'. (2011) Afam Ituma
This is the OU MAODE in 8 pages.
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