Duelling with the Intellectual Vampires: Reflections on the creation of Distance Learning Master's Modules

Dr. Sarah Montano

Background and Rationale • Barber et al argued, that “an avalanche is coming” (2013:3)• TEF states that the government’s vision is to “reshape the higher education

landscape” (2015:7)• Part of this reshaping is not only taking place around the concept of the

traditional university experience, but also leading to the development of various online educational platforms and alternative modes of delivery

• There has been an increase in the number of online Distance Learning course in recent years, For example, Oxford University offers 27 subjects that can be studied via distance learning (www.thecompleteuniversityguide.co.uk).

• This presentation does not examine MOOC’s (Massive Online Open Courses) but rather than key opportunities, challenges and experiences faced when translating a traditional MSc or MBA degree programme to an online Distance Learning platform (although the findings are applicable to any academic who would like to create a MOOC)

Background and Rationale

• A critical issue is thus, how to translate traditional module content to an online learning platform

• The cost of these online courses is broadly similar to traditional MSc’s/ MBA’s thus students will be looking for a similar quality of educational experience and value

Background and Rationale

• Throughout this process the author worked with an external module developer to create the online technical content

• There were significant challenges when creating an alternative mode of delivery from traditional “chalk and talk” materials

Objectives

• To offer a shared experience of distance learning (DL) module creation

• To identify production issues in DL module creation• To identify delivery issues in DL module creation• To identify student learning issues in DL module

creation• To identify the critical issues in working with an

external module developer• To understand the student experiences of DL modules

Practicalities

• 10 credit module (1 of 12 modules)• 7 weekly units = 7 topic areas• Weekly connect sessions – Saturday • Discussion forum• Module tutor support • 3 assessed mandatory presentation submissions

(group work)• Additional discussion questions • Final individual assignment

Content

• Videos – introductory and module content • Interactive case studies• Expert contributions• Diagram roll overs

Module Content

Diagram Rollovers

Diagram + Video

https://canvas.bham.ac.uk/courses/16856/pages/place?module_item_id=402981

Opportunities

• New ways to communicate content• Independent learning • Small group intensive teaching and discussion• Easier to encourage student conversations • Replication of content • Alternative assessment opportunities

Key Challenges- production and delivery

• Why vampires?• Mismatch between the external module

developer and academic • How to effectively reduce content?• What is the “essence” of the lecture?• Green screen filming – script writing needed• Interactive roll overs/ case studies • Time

Student Experiences

• “Too much” reading • Content is enjoyable • Guaranteed opportunities for students to ask

questions and revise content • Coursework • Students need much more guidance and direction• Significant student commitment needed• Harder for the student to “hide”• Time zones

Final Reflections

• Was this a good idea?• Good to encourage the academic to think

differently about how to communicate key messages

• Improved digital literacy • Good opportunities to replicate content into

non-DL modules, which improves the campus based learning experience