I believe the provenance of this blog post it my analysis of the stages of e-learning design taught during the MAODE, modelled on the OU's approach and based on Gilly Salmon's 'five steps' of e-tivities. Though EMA suggests it was part of an 'End of Module Assessment'. It looks handy so I want to know I have it somewhere!
What you should do (the corporate perspective):
Identify a clear business problem or opportunity to which e-learning can be effectively applied.
Choose the provider based on two things:
their clear solution to the business need
a means of measuring the value that solution delivers
H800 EMA on Learning Schedule (OU MAODE) Flowchart
Learning Technologist
Course
Students
Tutor
Work to support students onto the ‘learning journey’ we’ve created. Field technical, subject and course questions where necessary turning to IT or the Tutor.
Introduction
Activity Details and Schedule
Resources
References
Outcomes
Read through activity
Gather thoughts
Gallery of photos
Blogs
Share something
Set up notices, links and timings for activities and resources in VLE
Prompt actions
Handle matters arising
Moderate/Mediate the ice-breaker. Even if the students know each other, the LT will be new to them, and possibly the room too. Support individual students to locate, grab and load an image. Add captions and tags.
Activity Ice-Breaker
Share experience, knowledge and insights relating to this part of the course.
Have them share something about their personal experience of the platform or topic.
A task they enjoyed, a memorable event, a tool they have come to love or loathe. What are their expectations for the next year?
Insights into students and expectations.
Encourage them to study independently.
Set this as an assignment.
Give grade and feedback. Or quiz them on it at next session.
Help them put these thoughts/memories down somewhere in words or with visuals. (This can be preparation for adding something to the blog later on).
Share your ideas with others. Read and comment. Create lengthier blog entry with photos, drawings or maps. Seek out and share further references.
Discover and link to content related blogs. Save the links to these. Add a note on them and maybe do a screengrab.
Collaborate with a.n.other in the first task. Basic collection of data: research the topic, Grab an image. write some text. Ad the image and text. Add credit. Add tags. Title and publish.
Share ? To class and tutor. To the wider world. To the LT only?
Reflect on the activity. Open session heads away from the screen.
View, review and provide feedback.
Read student blogs and provide feedback.
Blog on your own. Press on with the activities.
Read student blogs and provide feedback.
H800 EMA on Learning Schedule (OU MAODE) E-tivity Flowchart
PHASE ONE
TECHNICAL
LEARNING
SUPPORT
Learning Management System: Google Classroom
Web Design
Solid, accessible, intuitive, familiar, up to date
Stages of E-Learning Design
I believe the provenance of this blog post it my analysis of the stages of e-learning design taught during the MAODE, modelled on the OU's approach and based on Gilly Salmon's 'five steps' of e-tivities. Though EMA suggests it was part of an 'End of Module Assessment'. It looks handy so I want to know I have it somewhere!
What you should do (the corporate perspective):
Identify a clear business problem or opportunity to which e-learning can be effectively applied.
Choose the provider based on two things:
their clear solution to the business need
a means of measuring the value that solution delivers
H800 EMA on Learning Schedule (OU MAODE) Flowchart
Learning Technologist
Course
Students
Tutor
Work to support students onto the ‘learning journey’ we’ve created. Field technical, subject and course questions where necessary turning to IT or the Tutor.
Introduction
Activity Details and Schedule
Resources
References
Outcomes
Read through activity
Gather thoughts
Gallery of photos
Blogs
Share something
Set up notices, links and timings for activities and resources in VLE
Prompt actions
Handle matters arising
Moderate/Mediate the ice-breaker. Even if the students know each other, the LT will be new to them, and possibly the room too. Support individual students to locate, grab and load an image. Add captions and tags.
Activity Ice-Breaker
Share experience, knowledge and insights relating to this part of the course.
Have them share something about their personal experience of the platform or topic.
A task they enjoyed, a memorable event, a tool they have come to love or loathe. What are their expectations for the next year?
Insights into students and expectations.
Encourage them to study independently.
Set this as an assignment.
Give grade and feedback. Or quiz them on it at next session.
Help them put these thoughts/memories down somewhere in words or with visuals. (This can be preparation for adding something to the blog later on).
Share your ideas with others. Read and comment. Create lengthier blog entry with photos, drawings or maps. Seek out and share further references.
Discover and link to content related blogs. Save the links to these. Add a note on them and maybe do a screengrab.
Collaborate with a.n.other in the first task. Basic collection of data: research the topic, Grab an image. write some text. Ad the image and text. Add credit. Add tags. Title and publish.
Share ? To class and tutor. To the wider world. To the LT only?
Reflect on the activity. Open session heads away from the screen.
View, review and provide feedback.
Read student blogs and provide feedback.
Blog on your own. Press on with the activities.
Read student blogs and provide feedback.
H800 EMA on Learning Schedule (OU MAODE) E-tivity Flowchart
PHASE ONE
TECHNICAL
LEARNING
SUPPORT
Learning Management System: Google Classroom
Web Design
Solid, accessible, intuitive, familiar, up to date
Soft touch
Immediately test
AI or Human intervention where required
Support components
FAQs
Learning components: Videos, Reading, Quizzes, Assignments