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Moodle English Teacher Cookbook

October 1, 2010 by Roy Johnson

80 effective recipes for creating online learning materials

Moodle has now established itself as the de facto standard eLearning software tool in further and higher education. It’s an open source program (which means it’s free) and it also acts as a virtual learning environment (VLE) which makes expensive alternatives such as Blackboard redundant. If anybody tells you it’s an easy software program to use, they’re lying. Most people will need all the help they can get, even if they are putting some ready-made course materials into Moodle’s default templates. That’s why books such as this Moodle English Teacher Cookbook guide to course creation exist – to explain the principles of eLearning design at the same time as offering a guided tour of some Moodle features.

Moodle English Teacher CookbookEnglish Teacher’s Cookbook is aimed at classroom teachers of English for comprehension, writing skills, and composition – but in fact the techniques it demonstrates would be applicable in any humanities subject. Unlike many other guidance manuals it doesn’t bother explaining all of Moodle’s features, but instead plunges immediately into constructing modules of learning using a variety of supplementary programs such as Hot Potatoes and Microsoft Word, and Open Office

Silvina Hillar starts out with simple exercises, such as ‘matching sentences’ (which is actually a misnomer and should be ‘matching sentence parts) then creating learning journals, discussing responses in a forum, comparing notes, and constructing story boards.

I was a surprised that there was so little on the pedagogy behind the task, but her entire focus is on showing how to get it done in Moodle – or Let’s Moodle it! as she keeps repeating. This means lots of screenshots showing you what to enter into each dialogue box, and which menu options to choose. If you’re not experienced in using Moodle, you will find these very helpful.

Many of the stages of course creation involve entering small items of information into a data base using forms. There is quite a conceptual gap between the data entry process and what eventually appears on screen as the final result to a user. You should expect to find this quite arduous at first, but then straightforward once you’ve done it a few times.

There are lots of different types of quizzes possible – missing words, multiple choice questions, matching words, or matching pictures to text – and you can also shuffle questions so that no two people see them in the same order (which I can assure you helps to minimize copying by students using adjacent screens).

Moodle has a lot of different learning activities (the quiz, lesson, survey, journal, wiki, forum) and it’s as well to know exactly what each one does, as well as the differences between them. The strength of Hillar’s approach is that she demonstrates how to use each of these options, and what the dialogue boxes look like on screen as you fill them with choices and information. The only weakness is that she doesn’t always show what the finished learning object will look like when accessed by the learner.

Another weakness of her approach is that many of the projects require outcomes to be read, assessed, and marked manually by a teacher. This not only fails to take advantage of the interactivities and the record-keeping features within Moodle, but gives the teacher an extra task for which many of them will not thank you.

However, to offset this, there’s plenty on embedding interactive materials from elsewhere – which is the quickest way to build course modules. Sources include other web sites, video from YouTube and Vimeo, and animated quizzes and games from what2learn.com. Almost all the third-party software she uses is open source or free to use.

Pedagogically, the examples are designed to provide a wide range of activities encouraging students to write – something that many of them (especially teenagers) are notoriously reluctant to do. There’s very little in here that couldn’t be done in a traditional manner with photocopied handouts – but the important feature of Moodle if you can incorporate it into your own learning modules is that it’s also a mechanism for marking and storing the results of student’s work.

Later chapters deal with discussing fictional characters, sentence and paragraph construction, and (keeping matters as fashionable and smack up to date as possible) how to integrate social media such as Twitter and FaceBook into Moodle courses. There’s also an entire chapter dealing with mind maps and tree diagrams – something I have never found convincing as a mechanism for learning, but which I know many people find reassuring.

I have been critical of some Moodle guides in the past. That’s because most of them are not much more than an explanation of Moodle features, but no suggestions about how they might be used to create dynamic eLearning courses, exploiting the interactivity that Moodle offers. This book is far more useful, because it approaches these issues the other way round. It starts with the premise of online learning design, then shows how it can be done using Moodle.

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© Roy Johnson 2010


Silvina P. Hillar, Moodle English Teacher’s Cookbook, Birmingham: Pakt Publishing, 2010, pp.207, ISBN: 1849510881


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Filed Under: Online Learning, Open Sources Tagged With: eLearning, Moodle, Moodle 1.9 English Teacher's Cookbook, Online learning, Open Sources, Teaching

Moodle for Language Teaching

November 11, 2009 by Roy Johnson

online language-learning activities using Moodle

I have been critical of some of these Moodle guides in the past. That’s because most of them are not much more than an explanation of Moodle’s individual features, but no suggestions about how they might be used to create dynamic eLearning courses, exploiting the interactivity that Moodle offers. Moodle for Language Teaching is far more useful, because it approaches these issues the other way round. It starts with the premise of online learning design, then shows how it can be done using Moodle.

Moodle 1.9 for Language TeachingJeff Stanford very sensibly begins by explaining the structure of a course in Moodle, and how its parts relate to each other. It’s important if you haven’t used Moodle before to understand the difference between course content and the extras that can be attached via blocks and add-on modules. [You also need to get used to the names of all these features.] All this will help you to conceptualise your course design, and it explains clever supplements such as Mobile Quiz which allows the downloading of quiz questions onto mobile phones.

Stanford also explains how to choose all the important settings for a course – the various permissions, users, course timetable, and what will be shown to students in the way of grades, results, and feedback. All of these options are amazingly detailed and customisable from within Moodle – so long as you know your way around the various settings.

All of his explanations are offered in a direct ‘Here’s how to do it’ manner, with screenshots showing you what to expect and copious lists of free software to help you achieve what you’re looking for. But be warned! Take anything new one step at a time, and don’t expect to create a richly interactive multimedia course in just a few days. Or – if you are new to Moodle – even a few weeks.

He explains how to create quizzes – and here’s an extra tip from someone who did this the hard way. You should learn how to categorise and store your quiz questions groups, so that you can re-use them in different combinations. This will save you the laborious effort of re-keying questions and their multiple possible answers.

The book understandably uses language learning as its pedagogic objective, but in fact almost all of the features of Moodle discussed could be used for creating courses in other subjects. For instance the glossary building activity to create lists of key terms and a ‘word a day’ feature; the Chat module, which acts in the same way as other Instant Messaging systems; or the ‘Hot Potatoes’ quiz-making module.

It’s assumed that the second language being taught is English, so this makes both the ideas and the examples useful for teachers of English, communication skills, or other language-oriented courses.

Many of the stages of course creation involve entering small items of information into a data base using forms. There is quite a conceptual gap between the data entry process and what appears on screen as the final result to a user. You should expect to find this quite arduous at first, but then straightforward once you’ve done it a few times.

There are lots of different types of quizzes possible – missing words, multiple choice questions, matching words, or matching pictures to text – and you can also shuffle questions so that no two people see them in the same order (which I can assure you helps to minimize copying by students using adjacent screens).

For a language course he naturally explains the use of audio and video files to enhance learning. There’s a free add-on module called NanoGong which can be used in conjunction with a quiz to produce vocabulary, pronunciation, intonation, and word stress exercises. You can also make short podcasts or add dictation exercises to which students reply in writing.

There are any number of opportunities to allow students to interact with each other, compare notes, see each other’s blog entries, rate discussion contributions, swap messages via email and the forum, and comment on each other’s work. But here’s another tip from hard won experience. Before you design a course, make sure how much time the tutor (even if that is you) can spend monitoring all this activity and participation in group work. Many institutions see online learning as a way of saving the expense of tutor time, rather than enhancing the student’s learning experience.

Writing activities are relatively straightforward. Students enter text and save their efforts as a journal, a blog, their profile, or as an assignment. You’ll be lucky if they do just one of these. But they do like feedback on any work submitted – so the book quite rightly ends with a section explaining the huge variety of assessment and grading systems that are available in Moodle.

In fact there is so much guidance and support available that it won’t all fit in this (fairly long) book. So two additional chapters have been placed on the publisher’s web site. These cover making your Moodle course materials look nice on screen, and preparing your students to use Moodle.

I’ve a feeling that the publishers Packt have learned from feedback on their earlier Moodle guides, and have wisely gone down the road of putting the designer’s needs first. Their formula works well here, and this guide for me is a better manual for designing courses than all the others currently available. We’ve been designing customized Moodle courses at www.texman.net for the last few years now, and having a guide like this at the outset would have flattened what at times was a painfully steep learning curve.

Moodle for Language Teaching   Buy the book at Amazon UK

Moodle for Language Teaching   Buy the book at Amazon US

© Roy Johnson 2009


Jeff Stanford, Moodle 1.9 for Second Language Teaching, Birmingham: Packt, 2009, pp.505, ISBN: 1847196241


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Filed Under: CMS, Online Learning, Open Sources Tagged With: Course design, Education, Moodle, Online learning, Open Sources, VLE

Moodle Teaching Techniques

July 16, 2009 by Roy Johnson

creative ways to use Moodle for online learning courses

William H. Rice is something of a Moodle specialist. This is a follow up to his recent Moodle: E-Learning Course Development in which he seeks to explain the finer points of Moodle’s dizzying array of features and how they can be used to construct ever more sophisticated models of online teaching and learning. Moodle Teaching Techniques looks at the current and the future versions of Moodle. For instance, many tutors want to control the sequence of the student’s progress through a course, so that they need to understand one topic before they pass on to the next.

Moodle Teaching TechniquesThis is called ‘activity locking’, which is not available in the currently popular Moodle 1.8 version, but will be by the time version 2.0 appears. This is a good way of future-proofing the book’s relevance. All the strategies are explained in a perfectly straightforward manner, and illustrated with screenshots from the relevant control panels within Moodle. Those people who are familiar with its interface will have no difficulty in finding their way around.

The central feature of Moodle’s interactivity is the quiz option – and fortunately this is explored in some detail, showing how tutors can give graded levels of feedback on answers. I can tell you from first hand experience that all this is hard work – thinking up questions, correct solutions, and responses to all possible answers – but it does give students something more interactive than just reading flat text on a screen.

It’s certainly true that Moodle gives tutors and administrators an amazing amount of control over what appears and what takes place on a course. Postings to a discussion forum can be rated for their relevance, ordered by priority, and monitored for the participation level. These features are particularly useful for students engaged with online college degree programs where there is less face-to-face contact with other students as well as tutors.

However, some features are explored to the point of Utopianism – such as the ability of tutors to conduct chat sessions with students in a foreign language, with all the keyboard allocations used to type in foreign characters.

It’s good to know that Moodle has these features, but the basics of course construction still need to be explained and promoted – such as how to get more graphics, video, sound, and general animation and interaction into a typical course. Ninety-nine out of every hundred online tutors will still be having problems getting their students to the keyboard and keeping them there.

And some of the suggestions are workarounds bordering on the perverse – such as creating forums and allocating to them single students for what seems no more than what would be possible in a private email exchange. It’s possible, and it’s ingenious – but any tutor who has the time to do this ought to be making better use of it.

His suggestions for using Moodle’s lesson and Wiki features are much more realistic, as well as his assessment of the relative advantages and disadvantages of the forum, blog and journal features. He finishes by showing how the block elements of a Moodle course can be re-arranged on the page – something I think might have been more usefully placed at the start of the book.

So on the whole I think that whilst all Moodle-using course designers will want to get their hands on this well-timed publication – the definitive guide to designing online learning experiences is still to be written.

© Roy Johnson 2007

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William H. Rice IV, Moodle Teaching Techniques, Birmingham UK: Pakt, 2007, pp.172, ISBN: 184719284X


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Filed Under: Online Learning, Open Sources Tagged With: CMS, eLearning, Moodle, Moodle Teaching Techniques, Online learning, Open Sources, Rapid eLearning

Moodle Teaching Techniques

April 10, 2010 by Roy Johnson

creative effective online learning courses using Moodle

As a course management system, Moodle has more technical features than its commercial rivals, but that’s not the only reason it’s being taken up by schools, universities, and colleges. In the jargon of educationalists, it’s a ‘constructivist’ program. This means that it allows users to learn through building their own experience of learning, possibly in contact with other students. It is student-oriented, rather than teacher-led, and it promotes learning through doing rather than just passive reception. If anybody tells you it’s an easy software program to use, they’re lying. Most people will need all the help they can get, even if they are putting some ready-made course materials into Moodle’s default templates. That’s why books such as Moodle Teaching Techniques exist – to explain the principles of eLearning design at the same time as offering a guided tour of some Moodle features.

Moodle 1.9 Teaching TechniquesThe first chapter in Rice and Nash’s guide details the variety of strategies people use when learning, and it identifies the tools within Moodle which can be used to include them in an eLearning programme. This is useful at beginners and intermediate levels, when it’s not always easy to understand the difference in purpose of, say, a quiz and a lesson.

The next step – quite logically – is the creation of a structure for a course. It is now a generally accepted fact that courses need to be split into small, easily manageable units – whether these are called topics, modules, units, lessons, or chapters. The recommendation here is to use Moodle’s forum tool for creating these discrete parts. This is quite reasonable – but users will need to make clear to themselves the distinctions between student, group, forum, class, and course which flow from this decision. It is not immediately clear in Moodle what the consequences of making one choice rather than another will be.

The same is true when it comes to allocating permissions. Moodle permits a number of levels of privacy and security, and you will need to consider carefully the benefits and potential disadvantages of allowing students to see, for instance, each other’s work and teacher’s comments upon it. Fortunately, each stage of their recommendations is illustrated with screen shots showing how to effect the required configuarations.

They are quite right to assume that Chat will be an attractive feature for students – particularly youngers ones who have grown up in a world of Messenger and Facebook. But it seems odd to discuss all Chat’s possible uses before any course materials and structure have been shown. Unless you already know how to use Moodle, this book itself would need to be used in conjunction with another – such as Using Moodle or Moodle: E-Learning Course Development.

The issue of assessment is focussed exclusively on the creation of quizzes – which can be a rather complex and often counter-intuitive matter in Moodle. They show how a quiz can be timed, limited, and controlled – but they miss one important feature which could save course designers lots of time. That is the creation of categories for question banks in which the quiz questions can be saved for future re-use. These are, after all, the fundamental and re-usable learning objects which form the basis of a Moodle course.

Next they cover the use of the lesson to promote learning. The course materials should be chunked and their sequence controlled, with a series of checks on undestanding included at each stage. And if you didn’t already appreciate the fact, it’s worth knowing that Moodle records every single student activity on a course – so it’s possible to see how many attempts have been made at a quiz, how long was spent on each page, and how many correct answers have been accumulated. This allows for a lot of revision and fine tuning of the materials between each itteration of the course.

Then they cover features which will probably only be used on courses in further and higher levels of education (and training) – the use of the Wiki feature, the Glossary, the Workshop, and the Choice activity. It’s typical of Moodle’s use of confusing terminology that ‘Choice’ is what most normal people would call a Poll or a Survey.

And at the end comes a chapter which should more logically, but perhaps less inspiringly, come first – course management. You really do need to know how to set up a course so that students can find their way around, see what’s available, and keep track of their learning.

I continue to believe that the definitive guide to using Moodle as a course design and management tool is still to be written. It will be a hefty tome if it ever appears – but in the meantime, users will have to cope with these slimmer (but still expensive) volumes which offer pointers in roughly the right direction.

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© Roy Johnson 2010


William Rice and Susan Smith Nash, Moodle 1.9 Teaching Techniques, Birmingham: Pakt Publishing, 2010, pp.200, ISBN 1849510067


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Filed Under: Online Learning Tagged With: Education, Moodle, Online learning, Open Sources, Technology

Online Course Design – a bibliography

October 30, 2009 by Roy Johnson

Online Course Design  Laurel Alexander, Education & Training on the Internet: An essential source for students, teachers and education providers, Plymouth: Internet Handbooks, 2000, pp. 192, IBSN 1840253460. Guide to online resources for students and tutors. Exstensive listings of online courses in UK and abroad.

Online Course Design  Tom Boyle, Design for Multimedia Learning, London: Prentice Hall, 1997, pp.240, ISBN 0132422158. Software and media for creating learning programs. Slightly dated now, but sound on basic principles.

Online Course Design  Stephanie Browner, Stephen Pulsford, and Richard Sears, Literature and the Internet: A Guide for Students, Teachers, and Scholars, London/New York: Garland, 2000, pp.191, ISBN 0815334532. Popular guide to resources, techniques, and issues for literary studies classes.

Online Course Design  Alan Clarke, Designing Computer-Based Learning Materials, London: Gower, 2001, pp.196, ISBN 0566083205. Practical design principles – from conception to evaluation.

Online Course Design  Jason Cole & Helen Foster, Using Moodle, Sebastopol: O’Reilly, (second edition) 2007, pp.266, ISBN 059652918X. Clear and straighforward guide to course design using the open source virtual learning environment Moodle.

Online Course Design  Julia Duggleby, How to be an Online Tutor, Hampshire: Gower, 2000, pp.158, ISBN: 0566082470. Simple guidance notes for online tutors and course authors. Suitable for those working on community-based education.

Online Course Design  D. R. Garrison and Terry Anderson, E-Learning in the 21st Century: A Framework for Research and Practice, London: Routledge, 2003, pp.167, ISBN 0415263468. Course design – from planning and authorship, through to evaluation and assessment. Largely theoretical.

Online Course Design Duncan Grey, The Internet in School, London: Cassell, 1999, pp.155, ISBN: 0304705314. Guide to equipment, policies, and resources for teachers.

Online Course Design  Irene Hammerich and Claire Harrison, Developing Online Content: the Principles of Writing and Editing for the Web, New York: John Wiley, 2002, pp.384, ISBN 0471146110. The principles of writing and editing for the Web.

Online Course Design Reza Hazemi, Stephen Hailes, and Steve Wilbur (eds) The Digital University: Reinventing the Academy, London: Springer Verlag, 1998, pp.307, ISBN 1852330031. Academic essays on the e-Learning revolution.

Online Course Design   Silvina P. Hillar, Moodle 1.9 English Teacher’s Cookbook, Birmingham: Pakt Publishing, 2010, pp.207, ISBN: 1849510881

horton-2

Online Course Design  William K. Horton, Designing Web-Based Training : How to Teach Anyone Anything Anywhere Anytime, John Wiley & Sons, 2000, pp.640, ISBN: 047135614X. Best-selling guide to all aspects of instructional design and writing for web-based training materials. Highly recommended.

Online Course Design  Bob Hughes, Dust or Magic: Secrets of Successful Multimedia Design, London: Addison-Wesley, 2000, pp.264, ISBN 0201360713. Amusing and thought-provoking study of working on multimedia projects – from web design to CD-ROM and interactive video.

Online Course Design  William W. Lee and Diana L. Owens, Multimedia-Based Instructional Design, San Fransisco (CA): Jossey-Bass, 2000, pp.357, ISBN 0787951595.

Online Course Design  Roger Lewis and Quentin Whitlock, How to Plan and Manage an E-learning Programme, London: Gower,2003,pp.185,ISBN 0566084244. Practical step-by-step guide to planning, designing, and managing online learning courses – will apeal in particular to managers and administrators.

Online Course Design  Patrick J. Lynch and Sarah Horton, Web Style Guide, New Haven: Yale University Press, 1999, pp.164, ISBN: 0300076754. Excellent web site design guide. Originally written for medical students at Yale. Concentrates on design principles and navigation.

Online Course DesignMarguerita McVay Lynch, The Online Educator: A guide to creating the virtual classroom, New York/London: Routledge, 2002, pp.170, ISBN: 0415244226. Complete guide to designing and teaching online courses. Recommended.

Online Course Design  Robin Mason and Frank Rennie, eLearning: the key concepts, London: Routledge, 2006, pp.158, ISBN 0415373077

Online Course Design  Jakob Nielsen, Designing Web Usability: The Practice of Simplicity, Indiananapolis (Ind): New Riders, 2000, pp.420, ISBN: 156205810X. Nielsen puts speed and simplicity of access above all else in this tutorial on Web site design which pulls no punches. Fully illustrated with good and bad examples. Recommended.

Online Course Design  Jakob Nielsen and Marie Tahir, Homepage Usability: 50 websites deconstructed, Indiananapolis, (Ind): New Riders, 2002, pp.315, ISBN: 073571102X. Neilsen shows the strengths and weaknesses of famous web sites – and offers his own makeovers of their home pages.

Online Course Design  Jonathan and Lisa Price, Hot Text: Web Writing that Works, Indianapolis (IN): New Riders, 2002, pp.507, ISBN 0735711518. Professional-level manual on how to write, structure, and edit information for the Web. Highly recommended.

Online Course Design  Roy Rada, Understanding Virtual Universities, Bristol: Intellect, 2001, pp.122, ISBN 1841500526. Course design and construction for online learning.

Online Course Design  William H. Rice IV, Moodle Teaching Techniques, Birmingham UK: Pakt, 2007, pp.172, ISBN 184719284X

Online Course Design  William H. Rice, Moodle: E-Learning Course Development, Packt Publishing: Birmingham, 2006, pp.236, ISBN 1904811299.

Online Course Design  William H. Rice, Moodle 1.9 Teaching Techniques, Packt Publishing: Birmingham, 2010, pp.200, ISBN 1904811657.

Online Course Design  Karen Schriver, Dynamics in Document Design, New York (NY): John Wiley and Sons, 1997, ISBN: 0471306363. Wide-ranging academic and practical study in design theory and applications – with arguments for professionalism in design.

Online Course Design  Patti Shank (ed) the Online Learning idea book, San Francisco: John Wiley, 2007, pp.354, ISBN 0787981680

Online Course Design Jeff Stanford, Moodle 1.9 for Second Language Teaching, Birmingham: Packt, 2009, pp.505, ISBN 1847196241

Online Course Design  John Whalley, Theresa Welch, Lee Williamson, E-Learning in FE, London: Continuum, 2006, pp.118, ISBN 0826488625

© Roy Johnson 2009


Filed Under: How-to guides Tagged With: Bibliographies, Course design, Education, Online learning

Plan and Manage E-learning

July 4, 2009 by Roy Johnson

Plan and Manage E-learning looks at the practical steps that need to be taken to create E-learning courses and the infrastructure that supports them. It covers all aspects of this process – including planning, course design, materials creation, course delivery, and tutoring. Lewis and Whitlock take a Web-oriented approach to their exposition. Each step is broken down into manageable chunks, and they use a wide range of examples and plenty of checklists to make this a very practical route map in course design.

Plan and Manage E-learningDespite its reliance on technology, E-learning is heavily dependent for its success on personal interaction, and they spend a lot of space offering support for teachers and learners. This is the part of online learning which is often forgotten by people racing to get onto the technological bandwagon. Much of their content is a sensible and practical approach to course planning – every step geared to think carefully about aims and how they are to be achieved. There are lots of checklists of things to take into account when planning, designing, and running a learning program.

They even deal with tricky issues such as online assessment and moderation, as well as the costs of development time, making the materials cost-effective, and cost-recuperation via clever marketing.

This book will be of most use to course designers, heads of department, or training managers who have been given the task of organising learning programs by people who think it’s just a matter of transferring information quickly from paper to screen.

© Roy Johnson 2004

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Roger Lewis and Quentin Whitlock, How to Plan and Manage an E-learning Programme, London: Gower, 2003, pp.185, ISBN 0566084244


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The Digital University

June 26, 2009 by Roy Johnson

academic essays on the e-Learning revolution

The Digital University is a collection of academic position papers and reports dealing with the relationship between information technology and teaching in universities. From my experience of IT awareness in higher education, it should be compulsory reading in most departments.

The Digital UniversityUniversity education is currently being revolutionised by the use of Web-based teaching and learning systems. Everybody wants online learning systems – at least as a supplement to conventional teaching methods. This compilation looks at the impact which this revolution is having on all aspects of university life, including research, student support, teaching, and course management.

It covers authoring tools, multimedia learning systems, collaborative environments, distance learning, and course management.Some of the papers even discuss such small but important details as the spatial layout of computer labs, and using ready-made systems such as Lotus Notes for collaborative learning projects.

Most of the accounts are reports of practical projects and ongoing developments, and they include items such as checklists, questionnaires, and diagrams which other practitioners will undoubtedly find useful.

This is likely to be of most use to departmental heads, managers, administrators, or anyone else involved in the rapidly expanding world of online learning in higher education.

© Roy Johnson 2001

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Reza Hazemi, Stephen Hailes, and Steve Wilbur (eds) The Digital University: Reinventing the Academy, London: Springer Verlag, 1998, pp.307, ISBN 1852330031


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The Online Educator

July 5, 2009 by Roy Johnson

complete guide to designing and teaching online courses

Online courses are big business in further and higher education right now. You know the reason why. Governments cut back funding, whilst colleges and universities are told to take in more students. The answer is – put courses on line, and let the students teach themselves. Well, it’s not quite as simple as that, and for those people charged with the ‘challenge’ of designing courses, Marguerita Lynch has a great deal of practical wisdom and experience to impart. The Online Educator offers detailed explanations of common terms and concepts; a practical, step-by-step format with useful checklists; guidance for both teachers and students; and links to useful web sites and other online resources. She starts from the three cardinal rules for online learning.

The Online EducatorFirst – we must push beyond our own comfort zones. Second – plan, plan, plan. And third – interactive communication is paramount. She outlines the need for careful planning, for support and training for both students and tutors, and the need to cater for different learning styles. There is plenty of discussion of the hardware and the course management systems (or virtual learning environments) necessary to run such courses – and she reveals the questions to ask in helping you to choose the best system.

Her argument insists on the need for backup and support – for both tutors and students. This means that course developers need to do much more than simply convert teaching notes into web pages. She deals with all the problems associated with putting courses on line: security, scripts, anti-virus issues, passwords, as well as the basics of page design and navigation, plus the thorny issues such as tutor overload and student plagiarism.

In this system the tutor is transformed from classroom instructor to eMentor – and the pedagogic focus moves from spoon-fed to self-directed learning. If the courses are well designed and properly supported, everybody can profit from the results.

There is full consideration of Web-based tools needed in the online environment, and full listings of the free programs available, as well as self-assessment quiz and course management software.

She ends by presenting a variety of software for assessment and evaluation. There’s an exploration of copyright problems and interesting solutions to them that will be of keen interest to the many teachers currently engaged in creating courses for their institutions. The good news is that most institutions are now leaving copyright with the authors, in return for reciprocal exploitation rights.

This is an amazingly thorough and comprehensive guide to all aspects of online learning. Anyone who is even remotely connected with the world of online course design, delivery, or management ought to have a copy of this book on their desk.

© Roy Johnson 2002

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Marguerita McVay Lynch, The Online Educator: A guide to creating the virtual classroom, New York/London: Routledge, 2002, pp.170, ISBN: 0415244226


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Filed Under: Online Learning Tagged With: Education, eLearning, Online learning, Study skills, The Online Educator

the Online Learning idea book

July 17, 2009 by Roy Johnson

95 ways to enhance technology-based learning

I’ve been teaching online learning courses almost as long as they have existed, and I know that both course designers and students need as much support as they can get. This book is aimed at the tutors and course designers and has the sole aim of helping them make the experience of learning on line more interactive, more enjoyable, and more effective. There are two in-built problems with online courses. Schools, colleges, and universities (to say nothing of commercial enterprises) want to eliminate expensive tutor-contact time, and make courses available any hour of the day. But anything beyond elementary lessons requires students to produce work which is assessed by a live tutor – who needs to be paid for reading on screen or on paper. That’s the first problem: it’s not easy to teach complex issues and subjects on a computer screen.

the Online Learning idea bookThe second is that making online courses truly interactive is an expensive business. Confronting students with rich learning experiences usually ends up requiring Flash animations, specially shot video footage, or interactive games of one kind or another – all of which are costly to produce. Faced with these problems, many teachers end up doing nothing more than sticking their lecture notes online in the form of downloadable Word files.

This book is a collection of techniques and strategies which have been tried out by practising teachers – who are confident enough to give their names and the web addresses of their own materials. Suggestions start at a point even before formal learning begins, with ideas for ‘learning agreements and ‘study schedules’ which students sign up to and which hopefully keep them on track and up to date. Some struck me as mildly utopian, but I liked the ‘eLearning Portfolio’, which would undoubtedly be useful.

The next section deals with learning via social interaction – collaborative projects and team-working – then what follows naturally from that, learning via discussion. The guidance ‘rules’ for forum postings are sound – though in my experience it’s quite difficult to enforce these without seeming over-controlling.

For completely individual learners working in isolation, the suggestions include visual diaries, email biographies, shared bookmarks, ‘visiting’ expert speakers (using podcasts), the ‘mini quest’ (which I would call a ‘small project’) blogs, and peer editing.

Synchronous learning activities rely heavily on chat, instant messaging, and pre-arranged forums. The main thrust in the suggestions made here are to enable participants to feel comfortable interacting with each other.

When it comes to self-assessment exercises we are into puzzles and games, flash cards, drag-and-drop activities, and multiple choice questions. But be warned – these can be expensive, unless you use off-the-shelf templates.

The latter part of the book deals with the actual structure, design, and navigation systems of online courses. This offers templates to cut down on design time, tips for maximising usability, and ideas for creative design – including some very funny clips at www.zefrank.com.

One interesting feature in my reading of this book was that ideas for one learning strategy or technique would come to me whilst I was busy reading about suggestions for something completely different.

Two things are for certain: the range of suggestions is amazing, and you’re sure to find something amongst them which will appeal to you. The editor Patti Shank has wisely stuck to a very tight formula for presenting these ideas. None takes up more than three pages, including screenshots, and the authors are even asked to show how their ideas can be adapted for other uses. This is a boon for online course designers.

© Roy Johnson 2007

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Patti Shank (ed) the Online Learning idea book, San Francisco: John Wiley, 2007, pp.354, ISBN: 0787981680


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Understanding Virtual Universities

July 15, 2009 by Roy Johnson

course design and construction for online learning

Teachers in higher education are under increasing pressure to develop novel methods of learning, to understand the latest developments in IT, and to make their courses available on line. The purpose of Understanding Virtual Universities is to help them gain an overview of what is involved. Roy Rada is very good at giving the overall picture – explaining the architecture of a university-wide learning program. He also describes in detail the courseware production cycle, and the role that individuals play in the process. He arranges his contents into four parts: virtual learning in relation to the student, the teacher, the administrator, and society in general. He explains the benefits of group and collaborative learning.

Understanding Virtual UniversitiesThis is undoubtedly fine in theory, but I sometimes felt that he didn’t take much account of real practice. My own experience suggests that students are often reluctant to engage in collaborative projects – particularly with people they hardly know. The most convincing example he describes is the group hypertext project on Tennyson’s In Memoriam – the long Victorian poem divided into sections to which are linked related documents, commentary, and criticism. This leaves behind a project which can still be accessed at the University of Virginia.

The experiments on which he reports make it quite clear that IT is most effective when it is combined with other, mixed learning activities in what he calls ‘studio’ classes. In this respect, I was rather surprised that he doesn’t cover any of the better-known Virtual Learning Environments (VLEs) such as WebCT, Blackboard, and Learnwise.

For any teachers thinking of developing such courseware there are some detailed reports on the testing and results achieved – in courses ranging from Geography to ‘Design and Analysis of Algorithms.’ There’s a chapter on the history of teaching methods which I feared might be boring but which offered a fascinating survey, ranging from ancient Egypt to Web-based archives in the modern university.

He also includes a consideration of which subjects are best served by online courses – and he even looks the funding and cost-benefits of online learning, as well as the consequences of pursuing these innovations at the same time as maintaining quality assurance.

This leads into a consideration of the IT systems educational organisations need to have in place to deal with student records, finance, and administration. He then explores the partnerships and collaborative schemes between education and businesses which are providing courses for employees in the workplace. This also includes a consideration of revenue opportunities in the form of consultancies, franchises, and specialist publishing.

His range is wide, and he is very well informed. If there’s a weakness it’s that he flits around from one topic to another rather quickly, never exploring any issue in depth. But that’s also the strength of the book, because he cover all aspects of running Web-based learning in an institution. Many people might have a deep knowledge of one aspect of Web-based learning, but few people have an overview.

© Roy Johnson 2002

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Roy Rada, Understanding Virtual Universities, Bristol: Intellect, 2001, pp.122, ISBN: 1841500526


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