A report on the ULTRALAB's development of online components in NCSL programmes
Pete Bradshaw, Carole Chapman, Alison Gee
July
2002
Section 1 - Background
1.1 Background
1.2 ULTRALAB's philosophy underpinning online learning programmes
1.3 Models of Learning
1.4 Community Software: The tools required
1.5 Theories supporting communicative and participative learning
1.6 So why is collective learning so effective?
1.7 Research Methodology
1.8
Towards a taxonomy
Section 2 - The story of the development of NCSL programmes
2.1 Theoretical/philosophical foundations of the NPQH programme
2.2 Development of online learning programmes
2.3 Hotseats
2.4 Overarching space
2.5 Other community spaces
2.6
Certificate of School Business Management pilot
Section 3 - Lessons for online teachers
3.1 Methods
3.2 Participation and engagement
3.3 Findings for Online Teachers
3.4 Strategy 1: time-limited activities
3.5 Strategy 2: Induction process for online learners
3.6 Strategy 3: Encouraging participation by also using the online environment as an area for social interaction
3.7 Strategy 4: Support for community discussion through reminder e-mails, telephone and synchronous activities.
3.8 Strategy 5: Aiding navigation through maps, contents lists and infrequent changes to design
3.9 Strategy 6: Modelling behaviour and presence
3.10 Strategy 7: Taking account of the role being played in the learning environment
3.11 Styles of learning and teaching
3.12 Summarising, flow and threads
3.13 Giving feedback
3.14 Conclusion
Appendix: Analysis of a discussion in Virtual Heads
Section 4- Learner learning
4.1 Expectations of online learners in NCSL programmes
4.2 The impact of online work on learning
4.3 Logging in rates
4.4 Summary of Learning Areas
4.5 Hotseats
4.6 Analysis of learner contributions to hotseats.
4.7 Materials website
4.8 Module Discussion groups
4.9 Centrality of online elements to learning and assessment
4.10 Impact of online learning on learner's ICT capabilities
Section
5 - Lessons learnt
5.1
Guidelines for setting up an online programme
5.2 The structure of the online learning environment
5.3 Overarching area
5.4 What should an overarching area contain?
5.5 Programme learning communities
5.6 Key reasons for lack of participation in module discussion areas
5.7 Bursars' Development Programme - reasons for success
5.8 Integration of a programme
5.9 Lessons learnt following 12 months of iterative development of NPQH
5.10 Key recommendations
5.11 Facilitation of a programme
5.12 Reasons for success: dynamics of a group (Bursars)
5.13 Online teachers
5.14 Key recommendations
5.15 Online teacher training, summary
5.16 Online learners