TERTL503-22A (NET)

Blended/Online Learning

15 Points

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Centre for Tertiary Teaching and Learning

Staff

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Convenor(s)

Nicole Pepperell

Nicole Pepperell
4942
M.1.41
See Moodle
nicole.pepperell@waikato.ac.nz

Stephen Bright

Stephen Bright
W.G.38
See Moodle
stephen.bright@waikato.ac.nz

Lecturer(s)

Stephen Bright

Stephen Bright
W.G.38
See Moodle
stephen.bright@waikato.ac.nz

Administrator(s)

: lissa.smith@waikato.ac.nz

Placement/WIL Coordinator(s)

Tutor(s)

Student Representative(s)

Lab Technician(s)

Librarian(s)

: anne.ferrier-watson@waikato.ac.nz

You can contact staff by:

  • Calling +64 7 838 4466 select option 1, then enter the extension.
  • Extensions starting with 4, 5, 9 or 3 can also be direct dialled:
    • For extensions starting with 4: dial +64 7 838 extension.
    • For extensions starting with 5: dial +64 7 858 extension.
    • For extensions starting with 9: dial +64 7 837 extension.
    • For extensions starting with 3: dial +64 7 2620 + the last 3 digits of the extension e.g. 3123 = +64 7 262 0123.
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Paper Description

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This paper outlines conceptual models and frameworks, and explores ways of designing and implementing blended and fully online learning in a tertiary context. The paper is based on an experiential learning pedagogy and gives learners experiences and competencies to facilitate and design effective blended and online learning activities for students. These experiences are informed by several contemporary models of online course design and facilitation.
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Paper Structure

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This paper is an elective paper in the PGCert in Tertiary Teaching and Learning. It requires 150 hours of study, and is taught in a fully online format with weekly online activities using Moodle. The remaining hours are taken up with directed and independent study, assessment preparation and practice-based tasks related to design of online courses.
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Learning Outcomes

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Students who successfully complete the course should be able to:

  • Critically evaluate key elements of at least three online learning and design models for both course design and facilitation
    Linked to the following assessments:
  • Explore key principles of online facilitation and successfully facilitate an online discussion
    Linked to the following assessments:
  • Plan, design and create a new topic for online delivery using 'best practice' principles
    Linked to the following assessments:
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Assessment

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All assessments and the paper in total are assessed on a PASS/FAIL basis.
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Assessment Components

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The internal assessment/exam ratio (as stated in the University Calendar) is 100:0. There is no final exam. The final exam makes up 0% of the overall mark.

The internal assessment/exam ratio (as stated in the University Calendar) is 100:0 or 0:0, whichever is more favourable for the student. The final exam makes up either 0% or 0% of the overall mark.

Component DescriptionDue Date TimePercentage of overall markSubmission MethodCompulsory
1. Four Moodle Quizzes (one per week) (5% each)
1 Apr 2022
No set time
20
  • Online: Submit through Moodle
2. Moodle Topic Design Task
26 Apr 2022
No set time
30
  • Online: Submit through Moodle
3. Peer Review of Moodle Topic
22 May 2022
No set time
20
  • Online: Submit through Moodle
4. Student-led online discussion
19 Jun 2022
No set time
30
  • Online: Moodle Forum Discussion
Assessment Total:     100    
Failing to complete a compulsory assessment component of a paper will result in an IC grade
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Required and Recommended Readings

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Required Readings

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See Moodle paper for weekly topic specific recommended readings. See next section for other recommended readings.

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Recommended Readings

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See Moodle paper for weekly topic specific recommended readings. Other recommended readings include:

Ally, M. (2008). Foundations of educational theory for online learning. In T. Anderson (Ed.), Theory and practice of online learning (2nd ed.) (pp. 1544).Edmonton, Canada: AU Press, Athabasca University.Retrieved fromhttp://www.aupress.ca/index.php/books/120146

Bates, A.W. (2015). Teaching in a Digital Age: Guidelines for Designing Teaching and Learning. (https://opentextbc.ca/teachinginadigitalage/)Vancouver BC: Tony Bates Associates Ltd.

Conrad, RM.,& Donaldson, J. (2012)Continuing to engage the online learner: activities and resources for creative instruction (updated edition).San Francisco, CA: JosseyBass.

Forbes, D. & Gedera, D. S. P. (2018).From Confounded to Common Ground: Misunderstandings between tertiary teachers and students in online classes. Australasian Journal of Education Technology 35(4): 113.[Refereed Journal]

Garrison, D. R. (2011). Elearning in the 21st century: A framework for research and practice (2nd ed.). London, UK: Routledge

Gedera, D. S. P. (2014). Students’ experiences of learning in a virtual classroom. International Journal of Education and Development using Information and Communication Technology (IJEDICT), 10(4): 93101

Mayer, R. E. (2003). Theories of learning and their application to technology. In H. F. O’Neil, & R. S. Perez (Eds.), Technology applications in education (pp. 127157). Mahwah, NJ: Lawrence Erlbaum Associates.

New Media Consortium. (2021). NMC EDUCAUSE Horizon Report Teaching and Learning Edition. Retrieved from https://library.educause.edu/-/media/files/library/2021/4/2021hrteachinglearning.pdf?la=en hash=C9DEC12398593F297CC634409DFF4B8C5A60B36E

Nichols, M. (2010). Designing for elearning. EPrimer Series No. 3. Retrieved from https://akoaotearoa.ac.nz/download/ng/file/group661/
n882designingforelearning3ineprimerseries.pdf

Palloff, R., & Pratt, K. (2007). Online learning communities in perspective. In R.Luppicini (Ed.), Online learning communities (pp. 316).Charlotte, NC: Information Age.

Salmon, G. (2009). 80:20 for emoderators. cms journal 19/April 2007. Retrieved from http://edoc.huberlin.de/cmsj/29/salmongilly39/ PDF/salmon.pdf

Torrance, M. (2015). Agile learner personas for Instructional Design. Retrieved from https://www.learningsolutionsmag.com/articles/1786/agilelearnerpersonasforinstructionaldesign
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Other Resources

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What is elearning? Online presentation by Dr. Mark Bullen [Youtube]

Scaffolding for Learning online presentation by Professor Gilly Salmon [Youtube]

Summarising the Community of Inquiry Model online presentation by Dr. Chawanna Chambers [Youtube]

Quality in Online Learning online presentation by Tony Bates [Youtube]

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Online Support

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This paper is run completely online through the Moodle LMS. Online support is provided by the teaching staff and CETTL elearning staff as required.
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Workload

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This is a 15 point paper, which equates to approximately 150 hours of study. In addition to the online activities and tasks for each week, participants are expected to commit sufficient time to the paper each week to complete preparation, reading, and assignments
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Linkages to Other Papers

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This paper is an elective paper in the PGCert in Tertiary Teaching and Learning
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