[GrainneHamilton]

Hi Niall

I think you hit on a key point here. It depends on the team behind the learning but on the whole, I think it helps to have a certain amount of technical know-how when facilitating technology enhanced learning. It is easier to troubleshoot if you have some knowledge of the technology and potential technical challenges learners might face. The online courses I have run with educators, have always been fully online and immersive to ensure participants have a first hand understanding of the kinds of technical challenges and ensuing frustrations that can arise. I think ensuring adequate time is provided at the start of a period of learning to check tools / systems, access to them and to just become familiar with the technologies being used is important.

[GrainneHamilton]

Hi Sancha

I’m interested in your thoughts about how you interact in an online context…

‘Maybe it’s easier to take a risk on being “wrong” or being a twit in an online forum.’ Do you think it helps if you are in a co-operative environment, ie would you mind ‘being a twit’ in a forum where people were not very constructive in their comments? 

Your comment: ‘Peer support is lovely, but I’d still be learning without it’ would be applicable to many learners I imagine. I wonder if we appreciate peer input more in certain contexts or at different stages in our learning? 

[GrainneHamilton]

Hi Sancha

I’m interested in your thoughts about how you interact in an online context…

‘Maybe it’s easier to take a risk on being “wrong” or being a twit in an online forum.’ Do you think it helps if you are in a co-operative environment, ie would you mind ‘being a twit’ in a forum where people were not very constructive in their comments?

Your comment: ‘Peer support is lovely, but I’d still be learning without it’ would be applicable to many learners I imagine. I wonder if we appreciate peer input more in certain contexts or at different stages in our learning?

Grainne

[GrainneHamilton]

Hi Sandra

I think you have picked out some key points in relation to challenges for online learners, and therefore key areas to try to address in the learning design and facilitation – time management, setting expectations, trying to cater for a range of devices (and needs), activities that help foster a group dynamic, some people finding it easier to contribute to a conversation than others. During the online courses I have run, often with people who are learning online for the first time, I have been told by people who would normally be a little reticent in speaking up in a face-to-face situation, that they are more comfortable contributing in an online context. I do think creating a safe environment for people to contribute within is vital for this, which I believe can be supported through the design and as you rightly point out, through catering for the needs of a variety of potential learners, such as considering language, culture and additional support needs. I think Nancy White will talk a little more about how learning design can help address this and some of the other challenges you point out, in her webinar this week.

I find your point about some subjects perhaps lending themselves to peer discussion more than others an interesting thought. To take your maths example, I wonder if there could still be room for discussion around the workings that lead towards the solution? That raises the further question, is it useful to encourage peer discussion around a subject where the answers are more convergent than divergent, eg is the peer discussion a useful activity for other reasons, such as helping to create a sense of community which might pay dividends at a later point in the course, such as at revision time?

Grainne

[Author]

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