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QA Teaching on the Internet

A seminar organised for Anglia Polytechnic University colleagues with Ultralab
When Jun 16, 1999
Where Chelmsford

The brief:

TEACHING ON THE INTERNET

THURSDAY 17th JUNE
ULTRALAB

WORKSHOP GROUP 1

Imagine you are a student....
New technology has arrived in strength!
Your study bedroom has a net access point and there is no restriction to the log on time, and  a sponsor has made available lap-tops for all the course members.
Now for the bad news!
You have just discovered that the University has decided that the course for which you have signed up and that is central to  your job prospects  will be delivered entirely on line.
Try to imagine:
- your reaction;
- your fears;
- how you imagine learning will be;
- what about your relationships with other students;
- what about your relationships with tutors;
- what technology demands and skills you might need;
- what advantages and disadvantages there might be;
Having brainstormed the reaction that a student might have, now prioritise (with reasons) and presenát to the whole group.

WORKSHOP GROUP 2

Imagine you are a tutor....
New technology has arrived in strength with adequate resources for your wildest dreams!
Unfortunately, your head of department insists that you will teach all your courses online.
Try to imagine:
- your reaction;
- your fears;
- how you will teach;
- what about your relationships with students;
- what about your relationships with other tutors;
- what technology demands and skills you might need;
- what advantages and disadvantages there might be;
- what training you might need;
- how will you assess students;
- how will you know that the submitted work belongs to the student;
- how will you know that students are satisfied;
Having brainstormed the reaction that a tutor might have, now prioritise (with reasons) and present to the whole group.

My notes:

The QAA definition of distance learning and analysis of learning tends to focus on content rather than process.
Little discussion of:
  • how learning takes place;
  • the limits on such learning;
  • time commitment and entitlement;
  • cohorts of students benefitting from shared learning goals;
  • how distance learning might complement the teaching and learning strategy of an institution rather than fulfil it

(Words: 488 )

Filed under:

Lewis Carroll describes a fictional map that had:

"the scale of a mile to the mile."

A character notes some practical difficulties with such a map and states that:

"we now use the country itself, as its own map, and I assure you it does nearly as well."
— Sylvie and Bruno Concluded, Lewis Carroll, 1893

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Timeline key:

The dissertation and portfolio for Richard Millwood's PhD by Retrospective Practice titled 'The Design Of Learner-centred, Technology-enhanced Education'. education & The dissertation and portfolio for Richard Millwood's PhD by Retrospective Practice titled 'The Design Of Learner-centred, Technology-enhanced Education'. employment

The dissertation and portfolio for Richard Millwood's PhD by Retrospective Practice titled 'The Design Of Learner-centred, Technology-enhanced Education'. project

The dissertation and portfolio for Richard Millwood's PhD by Retrospective Practice titled 'The Design Of Learner-centred, Technology-enhanced Education'. professional

The dissertation and portfolio for Richard Millwood's PhD by Retrospective Practice titled 'The Design Of Learner-centred, Technology-enhanced Education'. conference

The dissertation and portfolio for Richard Millwood's PhD by Retrospective Practice titled 'The Design Of Learner-centred, Technology-enhanced Education'. publication

The dissertation and portfolio for Richard Millwood's PhD by Retrospective Practice titled 'The Design Of Learner-centred, Technology-enhanced Education'. teaching

The dissertation and portfolio for Richard Millwood's PhD by Retrospective Practice titled 'The Design Of Learner-centred, Technology-enhanced Education'.selected for the PhD