Using WebCT for campus-based online learning

Margaret Kendall, 11th September 2002

Outline

The use of WebCT at MMU

The use of WebCT in the Dept of Information & Communications

My experiences of teaching using WebCT

Issues for discussion

The use of WebCT at MMU

WebCT selected as VLE in May 199822 Online Learning Fellowships 1998-2000 for development of “campus-based online learning”Now used by 120 staff, 8000 (25%) students, 40% of users log on from outside the University networkCampus edition (Version 3.8) and moves towards MLE from September 2002LibWeb course from University Library

The use of WebCT in InfoComms

Web-based Departmental courseware lecture slides and handouts, practical exercises,

reading lists and links to web resources, past examination papers etc.

Use of WebCT from: 1999-2000 Community Information 2000-2001 New technologies in human

communication 2001-2002 Literature and its Readers, Masters News

and Views 2002-2003 Virtual Research Forum, Research

Methods, Networked Information, Image Retrieval

Learner profiles

Undergraduate core options open to postgraduates as electives (assignments at appropriate level)Around a third mature studentsRatio of women: men approximately 3:1Part time students in employment in library and information workVaried backgrounds, some with English as a second language

Community Information

Advantages Lectures and lab exercises replaced by a

“trackable” online tutoriale.g. developments in use of Web by voluntary sector, for e-

government at national and local levels

Interactive (a textbook they can write in!), exercises, quizzes

Discussions online and face-to-face Team work using computer mediated

communication

An exercise evaluating local government web sites

Literature and its Readers

Advantages Online tutorials

Use of the web by the book trade, agencies promoting reading and creative writing for children and adults

Achieved more in less time Reports from case study exercise Collaborative evaluation of literacy initiatives

Added an extra dimension Sharing poetry and reviews of reading Advanced preparation for debate

Sharing poetry on the theme of “journeys”

Reviews of prizewinning novels

Issues

Effects on student choice of units?

How much to track?

Should I reward participation?

What to do about lurkers or non-participants?

When to join in discussions and when to keep quiet?

How to ensure the courses are accessible for disabled students?

References

Kendall, M. Teaching online to campus-based students: the experience of using WebCT for the community information module at Manchester Metropolitan University

Education for Information 19 (4) December 2001, pp. 325-346

Learning and Teaching in Action, 1(2) 2002

http://www.ltu.mmu.ac.uk/ltia/issue2/index.shtml

Pearson,E.H. and Koppi,T. Inclusion and online learning opportunities: designing for accessibility

Alt-J 10(2) 2002 pp.17-28

Salmon, G. E-moderating: the key to teaching and learning online Kogan Page, 2000 (see also http://oubs.open.ac.uk/e-moderating)