Profiling

Simple documentation templates can be created for recording and developing user needs statements from an interview or focus group. Questions and discussion might be used to gather information on the student group: – Students’ availability or preference of study environments – Student characteristics: entry qualifications, employment aspirations, language, disability, etc. – Current student problems or concerns – Refining an existing methods or provision – Establishing what students see as appropriate or helpful activities Recording such information systematically over time helps develop a culture of considering student needs and experiences as well as gauging successes of a new course or method.

Curriculum design
A needs analysis for a new method or course is likely to include a review of overall teaching strategies. E-learning facilitates a whole range of teaching and learning activities – see CAP e-guide ‘E-learning solutions for teaching and learning’. However, a learning activity does not take place in isolation to the teaching and study environments, assessment tasks, tools used and so forth. It is therefore important to ensure that all components of the curriculum, including any uses of e-learning methods or materials, are properly integrated and the purpose of a particular component is then clear to the student.

Pedagogical models are useful for making explicit the intentions of the e-learning approach. The needs of the tutors and students will be different in each case.

Looking at needs across different types of development models, Robin Mason (1998) contends that:
“Current approaches to teaching and learning in higher education are dominated by the following: the importance of interactivity in the learning process, the changing role of the teacher from sage to guide, the need for knowledge management skills and for team working abilities, and the move towards resource-based rather than packaged learning.”

She suggests three development models:
1. CONTENT SUPPORT MODEL
Course content and tutorial support are dealt with separately, particularly used where content does not change significantly or where courses are tutored by external staff. Collaborative activity (peer commenting, online assessment, computer conferencing) amongst students is rudimentary, in most cases less than 20% study time, and added onto the course as supplementary rather than core. With increasing use of the web for delivering content, there is more scope to extend the balance of content to collaborative activity.
2. WRAP-AROUND MODEL
The course content consists of tailor made materials (study guide, activities and discussion) wrapped around existing materials (textbooks, CD-ROM resources or tutorials) and representing around 50% study time. The remaining 50% is comprised of online interactions and discussions, including real time online events and screen sharing with increasing audio/video components. The tutor role is more extensive as less of the course is pre-determined and students take more responsibility for their learning.

3. INTEGRATED MODEL
The third model is at the opposite end of the spectrum from the first. The heart of the course involves collaborative activities, learning resources and joint assignments. These take place online through discussion, accessing and processing information and carrying out tasks. The course contents are fluid and dynamic as they are largely determined by the individual and group activity. In a sense, the integrated model dissolves the distinction between content and support, and is dependent on the creation of a learning community. Matching e-learning methods to needs “Learning is not a spectator sport. Students do not learn much just sitting in classes listening to teachers, memorizing prepackaged assignments, and spitting out answers. They must talk about what they are learning, write reflectively about it, relate it to past experiences, and apply it to their daily lives. They must make what they learn part of themselves.” (Ehrmann, 1995)

The range of technologies that encourage active learning is staggering. Many fall into one of three categories: tools and resources for learning by doing, time-delayed exchange, and real-time conversation.
Building on existing course models, it can be useful to map tools and technologies onto learning activities and to consider how these enhance or enrich what you already do.
A simple list to use might look like this:
– Lecture presentation
– Knowledge dissemination
– Communication with and between students
– Assessment for feedback and monitoring
– Labs and tutorial activities
– Course management Pedagogically, you might consider what learning theories are being supported (see E-Guide Pedagogies for E-Learning).
For instance:
– Instructivist
– Constructivist
– Situated learning Or more specifically, for example:
– Knowledge of facts and figures
– Problem-based learning
– Work-based learning
– Practice-based learning
– Critical thinking skills
– Analytical skills
– Creativity The appropriateness of tools that are orientated towards content, communication or collaboration then (hopefully) starts to become more obvious.
Reviewing your course An initial course design review is likely to include the following questions:
1. What is the course or module? Identify/clarify the aims, objectives, format, student capabilities to be developed, core content etc.
2. What are the student group characteristics? Identify/clarify student numbers, backgrounds, special needs or languages, IT literacy, access to computer/network, UG/PG, level etc.
3. What is the development project intended to achieve? Identify/clarify the main aims and objectives for what you wish to develop, intended benefits and outcomes, sources of background literature.
4. What are the implications for the technologies and tools selected?
If possible, identify existing examples of use of the technologies you are proposing to integrate, particularly those available locally, such as application type, access/availability of licences, robustness, network requirements, usability issues, any costs of developing or extending software programs.
5. What skills do I need to develop to be an effective teacher using these tools and online environments?