The 3 Rs of Sustainable elearning Practices
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Reduc e Repurpose Refresh The 3R’s of sustainable e-learning practices Susan Birtwell sue.birtwell@kwantlen. ca Robin Popow [email protected] a 1 CELC 2009
description
suggestions to avoid the cut and paste approach to migrating courses into the online environment
Transcript of The 3 Rs of Sustainable elearning Practices
Redu
ce
Repurpose
Refresh
The 3R’s of sustainable e-learning practices
Susan Birtwell [email protected]
Robin [email protected]
1CELC 2009
The 3R’s of Sustainable e-Learning PracticesAgenda:
Redu
ce
Repurpose
Refresh
Introduction and background.Consider recycling f2f courses for online delivery.
Collaborate to:•Develop strategies to reduce workload in the development and delivery of elearning.
•Discuss options to re-purpose content for the online environment.
•Select techniques to refresh the design for engagement and communication.
2CELC 2009
Reduce workload – issues (design, delivery)
1. Maintenance – keep a list of changes to make next time (do these changes as soon as the course is finished); set expectations with students of turnaround time
2. Upfront time - templates3. Faculty loading/ subject matter expert - ?? policies4. Workflow – in a team/proj. Management5. Copyright – check with Librarians; use copyfree materials e.g. creative commons6. Time to moderate discussions etc. – model first; ask students to do it later; use
single discussion type forum to keep students on topic; ask students to submit best# of posts for grading
7. Skills required - faculty community site with access to workshops and training8. Learner centred design – multi-modal approach; learner choices; options to skip
sections if pre-assessed9. Time lapse to evaluation – quality checklist for faculty
3CELC 2009
Reduce workload (design) - presenters
• re-inventing the wheel• training/support
– instructional design checklist– templates– faculty community site– expectations & policies
4CELC 2009
Reduce workload (delivery) – presenters
• marking online• keeping up with email and discussions• student workload issues?– technology not transparent– additional time required for online communication
5CELC 2009
Repurpose content - presenters
• cover v uncover content• lack of control over student learning path• attention span – chunking• multi-modal delivery
6CELC 2009
Refresh design – presenters
• build it & they might not come – engagement• join the dots - linking & bridging• social interaction - community, collaboration• light bulb moments - reflective practice• look & feel – keep it fresh (random glossary
entry – showcase student work; RSS feeds; images)
7CELC 2009
ReferencesEllis, C. Ten Commandments of eLearning
http://cathellis13.blogspot.com/2009/04/ten-commandments-of-elearning.html
Kuhlmann, T. How To Get Your Learners to Remember Morehttp://www.articulate.com/rapid-elearning/how-to-get-your-learners-to-remember-more/
Mayer, E. (2005) The Cambridge handbook of multimedia learning.http://www.cambridge.org/us/catalogue/catalogue.asp?isbn=0521838738
Waterhouse S. & Rogers R.O. How E-Learning Policies Can Reduce Faculty Workloads and Keep E-Learning Courses Running Smoothly http://www.educause.edu/apps/eq/eqm04/eqm043.asp
8CELC 2009
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Repurpose - content
Refresh - design
Susan Birtwell [email protected]
Robin [email protected]
9CELC 2009
