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Using WebCT for campus-based online learning

Using WebCT for campus-based online learning. Margaret Kendall, 11 th September 2002. Outline. The use of WebCT at MMU The use of WebCT in the Dept of Information & Communications My experiences of teaching using WebCT Issues for discussion. The use of WebCT at MMU.

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Using WebCT for campus-based online learning

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  1. Using WebCT for campus-based online learning Margaret Kendall, 11th September 2002

  2. Outline • The use of WebCT at MMU • The use of WebCT in the Dept of Information & Communications • My experiences of teaching using WebCT • Issues for discussion

  3. The use of WebCT at MMU • WebCT selected as VLE in May 1998 • 22 Online Learning Fellowships 1998-2000 for development of “campus-based online learning” • Now used by 120 staff, 8000 (25%) students, 40% of users log on from outside the University network • Campus edition (Version 3.8) and moves towards MLE from September 2002 • LibWeb course from University Library

  4. The use of WebCT in InfoComms • Web-based Departmental courseware • lecture slides and handouts, practical exercises, reading lists and links to web resources, past examination papers etc. • Use of WebCT from: • 1999-2000 Community Information • 2000-2001 New technologies in human communication • 2001-2002 Literature and its Readers, Masters News and Views • 2002-2003 Virtual Research Forum, Research Methods, Networked Information, Image Retrieval

  5. Learner profiles • Undergraduate core options open to postgraduates as electives (assignments at appropriate level) • Around a third mature students • Ratio of women: men approximately 3:1 • Part time students in employment in library and information work • Varied backgrounds, some with English as a second language

  6. Community Information • Advantages • Lectures and lab exercises replaced by a “trackable” online tutorial e.g. developments in use of Web by voluntary sector, for e-government at national and local levels • Interactive (a textbook they can write in!), exercises, quizzes • Discussions online and face-to-face • Team work using computer mediated communication

  7. An exercise evaluating local government web sites

  8. Literature and its Readers • Advantages • Online tutorials • Use of the web by the book trade, agencies promoting reading and creative writing for children and adults • Achieved more in less time • Reports from case study exercise • Collaborative evaluation of literacy initiatives • Added an extra dimension • Sharing poetry and reviews of reading • Advanced preparation for debate

  9. Sharing poetry on the theme of “journeys”

  10. Reviews of prizewinning novels

  11. Issues • Effects on student choice of units? • How much to track? • Should I reward participation? • What to do about lurkers or non-participants? • When to join in discussions and when to keep quiet? • How to ensure the courses are accessible for disabled students?

  12. References Kendall, M. Teaching online to campus-based students: the experience of using WebCT for the community information module at Manchester Metropolitan University Education for Information 19 (4) December 2001, pp. 325-346 Learning and Teaching in Action, 1(2) 2002 http://www.ltu.mmu.ac.uk/ltia/issue2/index.shtml Pearson,E.H. and Koppi,T. Inclusion and online learning opportunities: designing for accessibility Alt-J 10(2) 2002 pp.17-28 Salmon, G. E-moderating: the key to teaching and learning online Kogan Page, 2000 (see also http://oubs.open.ac.uk/e-moderating)

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