Online session flexible learning examples

The evening online session about examples of flexible learning provided some lively discussion. You might like to watch and listen to the Elluminate recording of the class discussion about some examples of flexible learning. Jennifer and I decided to structure the session around a four-pronged design approach - content, communication, activities and assessment. This concept is illustrated in the diagram. The Australian Flexible framework eLearning planning section in particular Designing e-learning was used to illustrate these concepts as well as our own examples. Under the Gallery of strategies there are four key tasks involved in designing and delivering courses:

• organising the content - presenting or exploring information to engage learners
• preparing learning activities - providing a variety of challenges and interactions for learners
• providing support - building communication to motivate and enrich learning
• arranging assessment - assessing progress and providing evidence of competence.

These are very similar to my four-pronged design approach. Often teachers tend to be content-centric whereas, in my opinion it is more important to focus on the interaction. I provided an example of using a project-based assessment I use in my teaching. There are several parts to the assessment including a project plan for evaluating an eLearning resource or course, conducting the evaluation and analysing the results, and writing the report. The assessment is all directly applicable to the context in which students are working and works well. They learn the principles of evaluation through doing the evaluation project.

The use of web-conferencing using Elluminate was an example in action of how effective synchronous online communication can be when participants are separated by geographical distances. I really liked Jennifer's description about the use of work-based assessments in vet nursing where techniques and skills are videoed when students are doing them in "real vet clinics". Then they are sent to the lecturers for marking.

I also mentioned the use of concept-mapping activities to help students reflect and link their ideas. These can be quite engaging for students who prefer visual means of expressing themselves as opposed to writing blocks of text.