Abstract:

E-learning has become an important strategic learning and teaching initiative at the University of Sydney, a research-intensive and campus-based institution. Its uptake has increased significantly in many faculties since 2000. To improve the quality of the student learning experience, this cross-faculty project focuses on strategies for changing design approaches which are primarily static to the design of activity-based online learning.

This paper reports on the development of an innovative design model that supports academics to embrace an activity-based approach to online learning and teaching. Four faculties are involved in the project – Arts, Education and Social Work, Law, and the Sydney Conservatorium of Music. First, academics from the participating faculties were surveyed on their current use and attitude to activity-based e-learning. Next, an educational design model was trialled. This consisted of fortnightly group sessions and weekly individual sessions to assist participants in the design and implementation of e-learning activities. Participants were given the opportunity to experience different learning designs and receive feedback from their peers on their developing activities. The academics gave very positive feedback on the support model which resulted in the integration of new online activities; the initial informal response from students has also been positive. The sustainability of the model will be discussed from the perspective of both design support and academic commitment and ownership.

The future challenge will be to build on the successful aspects of this model while simplifying and fast tracking the synthesis of pedagogy and technology for time-poor academics aiming for excellence in both teaching and research.

Keywords:

e-learning, activities, blended learning, group design, educational development.