unit 2 handbook

ONLINE LEARNING AND TEACHINGFOR EDUCATORS

COURSE INFORMATION HANDBOOK

UNIT 2

CONTENTS

PageCourse Information

Background and Aims 3

Online Learning and Teaching for Educators : Unit 2

Learning Outcomes and Assessment Criteria {Unit 2} 4 – 6Diagram of Unit 2 7Resources 8

Course Expectations

Duration of Programme 9Tutor Expectations of Participants 10Participants Expectations of Tutor 11Policy on Resits and Resubmission of Work 12

Creating a Course Area

Control Panel 13-14Course Settings 14-16Course Images 17-18Announcement 19Course Information 20Staff Information 20Course Material 21-22External Links 23Discussion Board 23Create a User 24Enrol Existing User 25Assessment Manager 26-28Course Statistics 28-29

Activities

Creating Your Course Area 30Sample Online Lessons 30Online Lesson Plan Proposal 31

© This course and material is the copyright of the RTU of 36


COURSE INFORMATON

BACKGROUND

The RTU was asked by the Northern Ireland Education Technology Strategy Management Group to develop an accredited programme for the education support services. The audiences comprise: Education and Library Board Curriculum Advisory and Support Staff {CASS}, Education Training and Inspectorate {ETI}, Library Service, Council for Catholic Maintained Schools {CCMS}, Northern Ireland Council for Integrated Education {NICIE} and Council for the Curriculum Examinations and Assessment {CCEA}. The RTU’s rationale for using OCN accreditation was that it enabled the development of a customised programme, for the Northern Ireland context, which is more appropriate to the particular audiences within the Education Service.

AIMS

The overall aims of the programme are:

To provide experience of learning online; To encourage participants to engage in critical thinking in relation to

the development and evaluation of elearning; To equip participants with the experience of designing, developing,

implementing, tutoring, reviewing and evaluating online learning experiences and programmes.

LEARNING OUTCOMES AND ASSESSMENT CRITERIA – Unit 2{this section may also be found in the VLE under “Assignments”}

Please see below


UNIT TITLE : Design, implement and tutor an online learning experience {Unit 2}LEVEL : 4


LEARNING OUTCOME ASSESSMENT CRITERIA ASSESSMENT TASK

ASSESSMENT METHOD

EVIDENCE OF ACHIEVEMENT

At the end of the unit the student will be able to . . .

The learner has achieved the learning outcomes because s/he can . . .

1 Design an online learning experience

1.1 Produce a lesson plan and associated material for online delivery

1.2 Present clear and realistic learning outcomes for the online learning environment

1.3 Design interactive online activities

1.4 Complete the Reflective Journal successfully showing evidence of own learning against Learning Outcome 1 {Unit 2}.

Lesson Plan and materialsReflective Journal

Tutor Assessment

Record of: Lesson Plan and

associated documents Reflective Journal

{structured framework}

2 Design an assessmentand learning outcome rubric for the online learning experience

2.1 Produce an online assessment to be used to evaluate learning outcomes

2.2 Produce a learning outcome rubric to help analyse and measure the level of attainment


Online Assessment;Learning outcome rubric; andReflective Journal

Tutor Assessment

Record of: Online Assessment Learning outcome

rubric Reflective Journal




UNIT TITLE : Design, implement and tutor an online learning experience {Unit 2 contd}LEVEL : 4

LEARNING OUTCOME ASSESSMENT CRITERIA ASSESSMENT TASK ASSESSMENT METHOD



The learner has achieved the learning outcomes because s/he can . . .

3 Use a VLE in the role of a tutor

3.1 Upload and amendannouncements, instructions, threads, and materials, as appropriate


Materials uploaded into VLE for online lessonReflective Journal

Observation by Tutor

Record of: Individual VLE

Course Area – archive

Reflective Journal {structured framework}

4 Demonstrate effective online tutor skills

4.1 Create and maintain a positive, supportive and encouraging online learning environment


Recruit 3 – 4 learners;Prepare learners for online learning experience;Online tutor postings;Reflective Journal

Tutor Assessment Record of: Feedback from

learners Pilot Tutor postings –

in archive Reflective Journal




UNIT TITLE : Design, implement and tutor an online learning experience {Unit 2 contd}LEVEL : 4



LEARNING OUTCOME ASSESSMENT CRITERIA ASSESSMENT TASK ASSESSMENT METHOD



The learner has achieved the learning outcomes because s/he can

5 Review and evaluate the

online learning experience

5.1 Complete a self evaluation of the online learning experience

5.2 Critically analyse the strengths and areas for improvement;

5.3 Evaluate the online learning experience and formulate a plan for improvement

5.4 Complete the Reflective Journal showing evidence of own learning against Learning Outcome 5 {Unit 2}.

Self Evaluation of online learning experience;Reflective Journal

Self and Tutor Assessment

Record of: Evaluation of

learning experience Learning Outcomes

achieved Reflective Journal


6 Demonstrate the characteristics of a good online learner by being an active and constructive member of a collaborative online learning community in Unit 2

6.1 Participate regularly in Unit 2 discussions

6.2 Promote interaction and encourage and support other participants

6.3 Share ideas, resources, experiences and learning in order to develop an online community

Postings on Unit 2 Discussion Board

Reflective Journal

Self Assessment and Tutor Assessment

Record of: Unit 2 Discussion

Board postings

Reflective Journal



RESOURCESBooks available from the RTU Management Resource Centre

e-tivities: the key to active online learning : Gilly Salmon : Kogan Page : 2002

Lessons from the Cyberspace Classroom : The realities of Online Teaching : Rena M Palloff and Keith Pratt : Jossey-Bass : 2001

Teaching Online: a practical guide : Susan Ko & Steve Rossen : Houghton Mifflin Co : 2001

Online Teaching Guide: a handbook of attitudes, strategies and techniques for the virtual classroom : Ken White & Bob Weight : Allyn and Bacon : 2000

Online educator: a guide to creating the virtual classroom : Marguerita McVay : Falmer Press : 2002

e-Moderating: the key to teaching and learning online : Gilly Salmon : Kogan Page : 2000

Community Building on the Web : A Kim : Peachpit Press : 2000

How to be an Online Tutor : Julie Duggleby : Gower : 2000

Net Curriculum: an educator’s guide to using the Internet : Linda Joseph: Cyberage : 1999



COURSE EXPECTATIONS

Duration of Programme

This is a “blended” course and therefore some of the sessions will be held face to face; however, the programme has been planned so that the majority of the sessions will be online.

Initial sessions at the beginning of each Unit will be held face to face so that participants can become familiar with the software, Virtual Learning Environment and get to know other participants in the Group.

Unit 1Introduction to Online Tutor Skills:Notional Learning hours: 30Duration: 6 weeks

Unit 2Design, implement and tutor an online learning experience:Notional Learning hours: 30Duration: 8 weeks

Unit 3Design, implement and tutor an online programme:Notional Learning hours: 90+Duration: 16 weeks+



TUTOR EXPECTATIONS OF PARTICIPANTS

Attendance, Participation and Commitment

Participants are expected to attend all face to face sessions, and participate regularly in online discussions and assessments in order to meet the relevant assessment criteria of the programme.

In an online learning environment it is vital that participants manage their time effectively and keep up-to-date with discussions and assessments. “Falling behind” in an online environment can make a participant feel “overwhelmed” - even more so - than in a traditional face to face class.

During the programme participants will be expected to: check the course site a minimum of 3 times per week; read materials; view websites; participate in online activities, synchronous and asynchronous

discussions, in a collaborative and constructive manner; work collaboratively in groups; follow appropriate online netiquette guidelines; encourage and support other online participants; complete tasks in order to meet relevant assessment criteria; post assessments by due dates; notify tutor and other group members if unable to meet agreed

dates {eg synchronous discussion} and share their ideas, teaching/work experiences, resources and

assessments in order to learn from each other and benefit from the programme.

Contacting the Tutor Participants may contact the Tutor by email, by telephone or by

appointment. Participants should contact the Tutor to make alternative

arrangements, if assessment deadlines need to be adjusted, in an emergency situation.

Participants should contact the Tutor, if an emergency situation arises, and participation may be affected, for a period of time.

Please Note: If a participant does not provide sufficient evidence to meet

Learning Outcome 6 then this is a ‘Fail’ and the recommendation will be that the participant ‘Resits’ the complete Unit.

If a participant is ‘Referred’ they will be given one opportunity to resubmit evidence. (Please see Policy for Resits and Resubmissions of work.)



PARTICIPANTS EXPECTATIONS OF TUTOR

The Tutor will:

Provide a clearly structured and organized programme; {including instructions};

Design purposeful and interactive tasks;

Provide a week by week schedule of work, with specific dates. This information will be: posted in the VLE under “Announcements” and also sent by email to all participants;

Provide a list of all assessment tasks and assessment criteria;

Provide learning outcome rubrics;

Contribute to synchronous and asynchronous discussions, as necessary;

Maintain “tutor visibility” online;

Reply to posting on Discussion Board within 2 working days (as appropriate);

Be supportive, encouraging, and approachable both online and face to face;

Provide feedback to individuals either publicly through the VLE, or privately through email or telephone, as necessary;

Reply to personal email messages within 2 working days;

Provide individual feedback within 4 weeks of the completion date of the unit {excluding holiday periods}; and

Contact an individual, to arrange an appointment, if there is concern about an individual’s participation or progress. Please Note: if there is concern, one warning will be given. (Please see Policy for Resits and Resubmissions of work.)



Policy for Resits and Resubmissions of work relating to OLTE Certificate Item

Communication:The Policy for Resits and Resubmission of work will be included in all Course Handbooks and will be explained to all relevant staff and participants at the start of each Unit.

Unit 1: (LO 1-3) Referred: If a participant does not provide sufficient evidence to meet

one of the Learning Outcomes then they will be ‘Referred’ and given one opportunity to resubmit evidence.

Fail: If a participant does not provide sufficient evidence to meet 2 Learning Outcomes then this is a ‘Fail’ and the recommendation will be that the participant ‘Resits’ the complete Unit.

Unit 2: (LO1-6) Referred: If a participant does not provide sufficient evidence to meet

one Learning Outcome (ie any of Learning Outcomes 1 - 5) then they will be ‘Referred’ and given one opportunity to resubmit evidence.

Fail: If a participant does not provide sufficient evidence to meet Learning Outcome 6 then this is a ‘Fail’ and the recommendation will be that the participant ‘Resits’ the complete Unit.

Unit 3: (LO1-6) Referred: If a participant does not provide sufficient evidence to meet

one Learning Outcome (ie any of Learning Outcomes 1 - 5) then they will be ‘Referred’ and given one opportunity to resubmit evidence.

Fail: If a participant does not provide sufficient evidence to meet Learning Outcome 6 then this is a ‘Fail’ and the recommendation will be that the participant ‘Resits’ the complete Unit.

Warnings If the Tutor is concerned about an individual’s participation or progress

(either at f2f sessions or online) one warning will be given. This will be recorded by the Tutors.

If there is no improvement within 2 weeks of the warning the participant will be asked to withdraw from the Unit and a Fail will be recorded.



CREATING A COURSE AREA

In your own Course Area you are enrolled as an “Instructor” and you will now see a “Control Panel” button under the navigation buttons.

Step 1 : Click on the “Control Panel” button



You should now see the “Control Panel” Screen

Step 2 : Click on the “Course Settings”.

Step 3 : Under “Course Settings” click on the “Course Properties”. This section allows you to make changes to the Course Title and description. Please keep your name or initials as part of the Course Title.



Step 4 : Under “Course Settings” - click on the “Area Availability”. This section allows you to disable sections of your Course Area. If you make changes to this area – remember to click “Submit” at the bottom right-hand corner.

Step 5 : Under “Course Settings” - click on “Course Availability”. This section allows you to make the course “unavailable” ie only you {as the Instructor} will have access to the Course Area. Remember to click “Submit”.



Step 6 : Under “Course Settings” - click on “Guest Access”. Click on the “No” box. Click on the “Submit” button.



Step 7 : Under “Course Settings” - click on “Enrolment Options”. Click on the “Instructor/Amin” box. Click on the “Submit” button.



Step 8 : Click on “Course Images” and on “Button Style”. This section allows you to personalise your Course Area by selecting a button colour.

Select Type, Shape and Style



Step 9 : Click on “Course Images” and on “Course Banner”. This section allows you to personalise your Course Area by uploading your Board logo.

The next section explains how to upload announcements, folders and documents, create discussion forums, online assessments and view course statistics in your Course Area.



Step 10 : Click on Control Panel “Announcements”.

Step 11 : Click on “Add an Announcement”. Enter text into the subject line and message box. Click “Submit”



Control Panel “Course Information” : This section is used for general information eg aims, learning outcomes and course expectations.

Step 12 : Click on Control Panel “Staff Information”. Upload your details in the staff information page



Step 13 : Click on Control Panel “Course Material”. The organisation of materials into folders helps the online learner to navigate and locate documents. Click on “Add Folder”

Step 14 : Enter details eg “Session 1 : Introduction. It is also possible to change the colour of the name.



Step 15 : Inside the Folder Click on “Add item”.

Enter details and upload a word document. Attaching a document is the same procedure as an attachment to an email. Click “Submit”



Step 16 : Click on Control Panel “External Links” Click on “Add item”. Upload a web address/link.

Step 17 : Click on Control Panel “Discussion Board”Insert Title and Description of discussion. Tick boxes: “allow author to edit”; “allow file attachments”; “allow new threads”.



Step 18 : Click on Control Panel “Add Users” Click on “Enrol Existing User” – check to see if the person you want to enrol already has access to Blackboard {see Steps 19 – 20}. If not, Click on “Create User”.

Complete personal information and create username and password



Step 19 : Click on Control Panel “Add Users” Click on “Enrol Existing User”. Type the name of person, who is already enrolled as a user, in the box. Click “ok”

Step 20 : Tick the box on the left-hand side of the screen to enrol an existing user in your Course Area. Remember to click “Submit”.



Step 21 : Click on Control Panel Assessment Manager Click on “Add Survey or Add Quiz/Exam”.

Step 22 : Insert details to “Assessment Properties” ie name and description.



Step 23 : Insert instructions for completing the assessment. Click “Save”.

Step 24 : Select Question Type from drop down menu and click “Submit”.



Step 25 : Type in question. Questions can be modified and the order can be rearranged at a later date.

Step 26 : Click on Control Panel “Course Statistics” Change date if required. You can either click “All users” or “Selected Users”



Step 27 : Click on “refresh the dataset”. Click “Submit”.

You should see a pie chart and statistics showing the number of “Hits” and Percentages. This is based on the number of “clicks” made by each person. Scroll down the page to see all statistics.



ACTIVITY 1 : Creating Your Course Area

No Activity Details Page Reference

1 Set Course Settings

Course Properties Give your Course a new

name

Area Availability Disable some buttons

Enrolment Options Click on “Instructor/Admin”

box

13

14

15

2 Set Course Images Select Button colour, type and

style16

3 Control Panel Announcement

Upload an Announcement eg welcome message to participants

18

ACTIVITY 2 : Participate in a Hotseat to find out how the author designed and organised an online lesson

No Details

1 Hotseat: Read author’s information on their online lesson.

Post at least one question to the author about their lesson.

Please return to this discussion over the “Hotseat” allocated time period and engage in a further discussion with the author, as appropriate. Please acknowledge their reply to you.



ACTIVITY 3 : Online Lesson Plan Proposal

No Details

1 Identify the audience for your online lesson and choose an appropriate topic for the online environment.

2 Write a short paragraph outlining your proposal {maximum 10 lines}. Post your proposal on the Unit 2 Main Discussion Board.


unit 2 handbook

Documents

educators online learning

experience of learning

online learning environment

online learning experience1

online learning experiences

online assessment

aims3 learning outcomes

realistic learning outcomes