Recently, Liverpool’s Hope University got in contact with Glenn Godenho, an academic in Egyptology at the University of Liverpool, to ask him if he would deliver a CPD presentation about online / blended learning courses. Glenn was happy to take up the offer and quickly extended the invitation to me to help bring the holistic message of eLearning to his session. I have worked closely with Glenn over the last few years to develop and deliver a MOOC through the Future Learn platform, as well as a designing a series of Continuing Education courses. We felt our experience had dealt specifically with the tensions of translating traditional forms of teaching face-to-face into the ever changing online environment, tackling the popular ‘It won’t take too long’ attitude, that can creep around such developments.
Our message was simple – don’t let content dictate how an online course should be designed and delivered. It seems obvious, but you will be surprised how even the most adept users of technology in teaching easily fall into this trap. I’ve known countless academics that try to convert their subject expertise into online course content only to be faced with more questions and troubleshooting issues, particularly issues about the deeper design and pedagogical structure of their course. In the digital domain this is not an easy task but it’s an important stage to understand, within the framework of an institution.
I always point staff to the TPACK model of education. TPACK is a model that states the need for equilibrium between content-knowledge, pedagogical-knowledge and technological-knowledge. The centre of that model is an environment that is ripe for online learning to take place. The principles behind the model seem straight-forward enough when designing courses in practice I really notice how each of these features needs to work together.
Overall the session was an exposition of our thinking and the developments of guidance materials that enable online course delivery to be more streamlined within the institutional processes of UoL. Hope University are not currently producing MOOCs but they have a good awareness of the pedagogical tensions within traditional modes of teaching. It’ll be interesting to see how they develop over the years ahead. They certainly have some great facilities, including their flexible learning laboratory (which won an AV industry award last year and you can read a case study with more detail here) designed for collaboration in several group areas with screen sharing technology to pass group material to the numerous displays inside the space.
We hope to visit Hope again at some point. Networks in Higher Education become more valuable as we tread more on new ground, whether that be in the online classroom or within carefully crafted learning spaces like this one.
Philip Walker | Learning Technologist