How To Teach Elearning

Nadia Juhnke

Brigitte Grote, Ulrike Mußmann

CeDiS – Competence Center E-Learning / Multimedia

Consulting, training and service for teaching staff

Online Educa 2008 – Pre-Conference Workshop 5 December 3rd, 2008

Blended Learning

Library Tutorials Lectures Informations Library Tutorials Lectures Informations Material-Library Tutorials Lectures e-Tutor Informations Material-Library Tutorials Lectures e-Tutor Exam preparation Multimedia-material Informations Material-Library Tutorials Lectures e-Tutor Exam preparation Multimedia-material Lectures Classroom Online Seminar Exercises Literature Laboratory Chat Forums E-Mail Digital Materials Multimedia _Self-tests Tutorial Blend e d Learning Online Surveys

- spreading the use of e-learning university-wide - focus on Blended Learning

- at least ¼ of all courses (already achieved) - extending the (technological) infrastructure - creating a student portal

- promoting e-learning content exchange

- marketing e-learning content, courses and services

- summer 2005 to autumn 2008

- Federal Ministry of Education & Research (BMBF): € 1.7 million - FU resources

Project FUeL („FU e-Learning“)

Objectives

Support for Teaching Staff

Central Services (CeDiS)

E-Learning Grants Program

- administration

- consulting and support

Questions of Law

- leaflets, question/answer pool

Evaluation

- support for quality improvement

Training

- use of the LMS (Blackboard) - production of e-learning content - didactics of e-learning

Authoring Software

- training and consulting - technical support

- products: Mediator, CMS, (Lectora)

E-Examinations

- technical infrastructure - organizational framework

E-Learning Expert Team

- advising university teachers - hands-on support

- strategic cooperation with the deans

Learning Management System (LMS)

- training and consulting - software operation - hotline (phone, e-mail) - cooperation with Charité

E-Learning Consultants (2005-2008)

E-Learning Consultants

one contact person for each department Support Use of the central LMS Grants Program Content Creation Media Didactics … Teachers Cooperation Deans E-learning Coordinators

e-learning strategy (university, department) desirable e-competence

centrally provided tools and services demand and interest by teaching staff required e-competence

“Top-Down” factors

“Bottom-Up” factors

E-Learning Consulting: General Conditions

teaching staff (individual and in groups) departments, institutes

E-Learning in Higher Education

- Blended Learning Scenarios - Evaluation

Tools

- Learning Management System

- Content Management System

- Content Production

- E-Examinations

- Blogs, Wikis

Legal Assistance

E-Learning Grants Program Subjects

usage of the LMS Blackboard and other e-learning tools creation of e-learning content

intellectual property rights

tele tutoring Media Literacy

Soft Skills

potential of e-learning for didactics of teaching and learning development of individual blended learning concepts

Method Competence

Necessary E-Competence

modified role perception of teacher and student Personal Skills

many teachers started with basic e-learning technologies

about 40 % of all universities courses are supported with the LMS advanced good-practice examples in every department

the central LMS is well accepted among students increased e-competence of teaching staff

Outcome

direct contact (face-to-face) with teachers is important

hands-on support is strongly needed (consultants, hotline)

consultants should have basic insight of the respective scientific subject advanced results (courses, material) can be achieved with additional

support (grants, workshops, consulting, media production) students are a driving force

incentives for teaching staff are helpful

each department has its own general conditions and demands Lessons learnt

teaching Staff (professors, lecturers, student assistants) very inhomogeneous in

- pre-requisite knowledge and experience - motivation

- specific requirements of different scientific fields

central: regularly organized and held by CeDiS local: on demand in departments, institutes Target Group

Implementation

training courses, workshops: 2 hours – 1 day courses of studies: 1 week – 1 semester

Course Organization

Training

high effort for CeDiS

relativly few people reached directly indirect impact?

Numbers

Efficiency

innovative concepts for e-learning in higher education participants gain comprehensive e-competence

opportunity for interdisciplinary discussion about teaching participants continue to apply e-learning (blended learning) Participants act as disseminators in their institutes

Results

Course E-Teaching: Experiences

blended learning (workload > 150 h):

- 13 classroom lectures/workshops - 4 online phases (with coaching) - additional topics on demand

certificate of Freie Universität Berlin Concept

Implementation

conception and implementation of a blended learning course use of the blended learning course in regular teaching

increase in e-competence Goal

Course E-Teaching

1 semester (5 months) part-time course

comprehensive curriculum on different aspects of e-learning target group: lecturers and teaching assistants

E-Teaching: E-Learning is the Subject Matter

E-Learning in Higher Education

conception of a blended learning course

integration of e-learning technology into teaching

E-Learning Technology

central LMS web 2.0 tools

Production of E-Learning Material

conception of learning modules, authoring software intellectual property rights

Teaching a Blended Learning Course

online coaching

Course E-T

e

E-Teaching: E-Learning is the Method I

LMS course: course documents, communication, tests, evaluation Wiki: collection of results

E-Teaching: E-Learning is the Method II

E-Teaching: Blended Learning Course

Kick-Off A E-Learning Tools B Conception of a blended learning course C Implementation of the blended learning concept D Teaching of the blended learning course Ab-schluss

LMS course: course material, information, evaluation

Forum, chat: online coaching, discussion, virtual consultation-hour Wiki: collection of results

Authoring tools: production of e-content Blog: course journal Forum,blog,wiki:M,derat.

Modules

Tools

high effort for CeDiS

relativly few people reached directly indirect impact?

Numbers

Efficiency

innovative concepts for e-learning in higher education participants gain comprehensive e-competence

opportunity for interdisciplinary discussion about teaching participants continue to apply e-learning (blended learning) Participants act as disseminators in their institutes

Results

Course E-Teaching: Experiences

blended learning (workload ~ 35 h):

- 10 classroom lectures/workshops

- 2 one-day online phases (with coaching)

certificate of Freie Universität Berlin Concept

Implementation

enable student assistants to support teachers applying e-learning Goal

Course E-Tutoring

1 week course

curriculum: practical e-learning skills (methods, tools) target group: student assistants

Numbers

E-Tutoring: Blended Learning

Day 4 Online Day 4 Online Day 3 Classroom Day 3 Classroom Day 2 Online Day 2 Online Day 1 Classroom Day 1 Classroom Day 5 Classroo

Classroom Basic know-how about e-learning tools and methods

assignments online coaching

Online Hands-on experience, follow up and consolidation of the classroom content

central crash courses/workshops are appropiate for basic technologies for advanced topics problem based approaches are necessary

courses (e-teaching) foster a general exchange of ideas about teaching institutional certification is a good incentive

Well accepted courses

Lessons learnt

central courses on advanced topics

courses about other tools than the LMS

short (half-day) theoretical courses on method competence Courses with poor attendance

Training: Conclusion

(central) introduction to the Learning Management System seminar about intellectual property rights

intensive courses (e-teaching, e-tutoring, autumn school) local courses on demand

promotion of blended learning

- production of e-learning content - usage of the central LMS Blackboard

support for early adopters

until 2010: 410.000 Euro annually from the FU presidency individual projects, joint projects, department-wide projects extra budget for new professors

support and administration by CeDiS

E-learning Grants Program

Goals

Funding

> 200 projects, involving every department Outcomes

Application

submission

E-Learning Grant Program – Workflow

LGeL

Instructor advice Grant Know-how e-Learning Project Application recommen-dation Application

-+

decision

Project 1 _{Project 2 Project n}

Financial Support

Multipliplication Effects

LGeL

Know-How

E-Learning Grants Program

Project

Project 1 Project 2 Project n

Project Project

Central Learning Management System (LMS)

Course Course

Infor-mation

Commu-nity Library _CatalogCourse

Central entry point

!

!

!

Course Evaluation Teamwork _Forums Self-tests Chat Learning materials

Dissemination

Central LMS (Blackboard)

18496 19633 16648 16390 12858 9935 5284 2865 700 1679 1621 1371 1241 870 535 290 145 Studierende

Authoring: From Raw Material to E-learning Content

?

Designers Programmers

Educationalists Media Experts

Scientists

intuitive work mode for authors (drag & drop of texts, images, media)

What You See Is What You (almost) Get

produce and edit web content without knowing HTML, Flash, JavaScript achieve fancy results in (comparatively) few time (“Rapid E-learning”) quick working, but sometimes ‘dirty’ results

interaction and animation

media import (video, audio, …)

templates for page layout and menus

Mediator (Matchware): interaction, animation, tests

Lectora (Trivantis): web pages, standards (SCORM, UTF 8)

Authoring Software

E-learning Content

animations

interactive (self tests) main menu, sub menus

9 Learning Modules (20-30 pages each) development time: 2-3 months

Authoring software: Mediator

Authoring Software: Examples

Institute for Latin American Studies

Mediator Lectora

training example

(CeDiS) _{Ionic Migration} (Biology) Blood Groops (Veterinary Medicine)

Origin of the Koran (Cultural Sciences)

Systematic Phytology (Biology)

Authoring Software: Mediator (Matchware)

structure page

large e-learning projects

- many (web-) pages

- several users (different locations)

templates and structure have to be set up at the beginning layout and design is controlled centrally

deployment: web server; export to Learning Management System Freie Universitaet Berlin: NPS (Infopark)

Naturopathic Treatment in Veterinary Medicine Petrograph (Earth Sciences)

Content Management Systems

E-learning Content

Tools for Production of E-learning Content

HTML-Editors (e.g. Dreamweaver), Flash-Editor, Java, ...

+ flexibility, everything is possible

− flexiblilty, in-depth expertise (technology, design) required Native Tools

+ reusability, modularity, adaptivity, standards

− abstract work mode, high initial effort (data model, templates, …) XML-Editors

+ cooperation over distance, workflows, versions, templates − initial effort, limitations of HTML (interactivity?, multimedia?) Content Management Systems

Examples: Mediator (Flash, HTML), Lectora (HTML) Authoring Software

E-Examinations

Hardware:

- four central examination rooms for notebook use (221 seats) - integrated power supply and internet access (LAN)

Software:

- online tests (webbrowser)

- submission software (Windows, Mac) - online notebook compatibility check Infrastructure

(semi) automatic revision saves time in grading no increased need for supervision personnel

high rate of last minute examination cancelations by students (initially) higher effort for preparing the exams

question pools support reusabilty more possiblities and more fun

appropriate to meet the need for more examinations (bachelor)

„technical“ attempts to deceive were not observed need for optimization:

E-Examinations: Experience

Teachers

CeDiS

results are available very soon Students

Thank you!

Questions?

Nadia Juhnke

[email protected]

CeDiS – Kompetenzzentrum E-Learning / Multimedia Freie Universität Berlin