Postgraduate Course: Online Learning Environments (EDUA11330)
|School||Moray House School of Education
||College||College of Humanities and Social Science
|Credit level (Normal year taken)||SCQF Level 11 (Postgraduate)
|Course type||Online Distance Learning
||Availability||Not available to visiting students
|Summary||The proposed ¿Online Learning Environments¿ (OLE) option on the Postgraduate Certificate in Academic Practice (PGCAP) will provide an opportunity for staff from across the University to gain a critical understanding about teaching and learning within an online context.
Week 1, Induction
A virtual classroom (synchronous session) will provide an opportunity to meet the course team and other participants as well as experience this technology and gain a better understanding of how virtual classrooms can be a significant feature of online learning delivery.
The participants will be introduced to the reflective journal in week 1 and asked to write about their initial feelings, in order to later reflect on this, as part of their learning journey.
Weeks 2, Participate
This week will build on the general induction week and will focus on the importance of creating a community and supporting participation. This will be delivered via an online icebreaker activity, in order to highlight the importance of developing social presence and a sense of ¿realness¿ through a highly visual environment.
The underpinning readings and synchronous session will reinforce the importance of building a sense of community online and the implications if this is not done, such as higher attrition rates and poor student satisfaction.
BLOCK 2, Co-creation & Collaboration
Week 3 & 4, Co-Create & Collaboration
Week 3 & 4 will focus on co-creation and collaboration, specifically in relation to the newer opportunities for mobile, flexible and social construction of online learning. The following themes will be covered: managing a digital footprint; copyright; the challenges of using public spaces in relation to digital literacies; and assessment implications.
BLOCK 3, Assessment and Delivery
Week 5, Generate
This week, participants are encouraged to reflect on different feedback and assessment approaches and how they can be effectively delivered within an online environment.
Indicative activities for week 5 include a practical peer assessment activity which directly relates to the assessment.
Week 6, Implement
This week will focus on the role of the online teacher and supporting students online. The following themes will be covered: what it means to study within a virtual environment; how can student expectations be managed; and the benefits and challenges of online delivery.
This 10 credit course will be offered over six weeks and within three blocks. The three blocks will enable participants to engage with important themes of online environments and delivery, including (i) community & participation, (ii) co-creation and collaboration, and (iii) assessment and delivery. In addition, participants will be exposed to and encouraged to engage with different technologies and online pedagogies, in order to attain a greater understanding of online learning environments. A focus throughout the course will be on the affordances of online teaching for creating accessible and inclusive learning environments. The course has been carefully designed using a range of different online activities and exercises which support the diversity of learning preferences amongst the participants.
Entry Requirements (not applicable to Visiting Students)
||Other requirements|| None
Course Delivery Information
|Not being delivered|
On completion of this course, the student will be able to:
- Critical awareness and understanding of the key themes, issues and research of online learning
- Critical reflection and evaluation of the components of online learning environments, including technologies, pedagogical approaches and practical and theoretical affordances of technology
- Critical awareness of the similarities and differences between face-to-face and online roles and interactions
|Baran, E., Correia, A. and Thompson, A. (2011) Transforming online teaching practice: critical analysis of the literature on the roles and competences of online teachers. Distance Education, 32(3), pp.421-439.|
Bayne, S., Gallagher, M. S. and Lamb, J. (2013) Being 'at' university: the social topologies of distance students. Higher Education. http://link.springer.com.ezproxy.is.ed.ac.uk/article/10.1007/s10734-013-9662-4/fulltext.html
Carless, D. (2007) Learning-oriented assessment: conceptual bases and practical implications. Innovations in Education and Teaching International, 44(1), pp.57-66. http://www.tandfonline.com.ezproxy.is.ed.ac.uk/doi/pdf/10.1080/14703290601081332
Delahunty, J., Verenikina, I. and Jones, P. (2013) Socio-emotional connections: identity, belonging and learning in online interactions. A literature review. Technology, Pedagogy and Education. http://www.tandfonline.com/doi/abs/10.1080/1475939X.2013.813405#.UkcyKD_g8gI
|Graduate Attributes and Skills
||Professional skills in the design and delivery of high quality online learning environment
Critical use of technologies in online teaching
Skills in collaborative learning
|Keywords||online learning pedagogies
|Course organiser||Miss Louise Connelly
|Course secretary||Miss Emily Salvesen
Tel: (0131 6)51 6661