Day 3: Supporting learning

Activity 3

I decided to go with the making again today and therefore designed a poster. Then the bonus activity was launched and I thought I would give Piktochart a go. This might be something new I have to add to my digital map!

Here is what I came up with:


I will admit I could have done with spending more time on both content and design but this is what happened in the time available.

The ideas about synchrony and communication were refined by some of the reading I did this morning. Hrastinski (2008) suggested that more student support communication happens during synchronous activities whereas content related communication occurs more frequently asynchronously. This lack of student support communication during asynchronous activity increased in a smaller cohort (8 students). This has definitely given me food for thought about how I timetable online activities.

In specific modules where I use ePortfolios as a method of assessment the other thing that has come out of both today’s and yesterday’s activities is the importance in getting more interaction between ‘students and tutors’ and ‘students and students’. Next year I need to ensure that all students share their portfolios with the whole cohort as a minimum (Mahara allows a range of sharing options) and that part of the assessment criteria will be on the posts that they make on others portfolios. Again it will make something that is difficult to mark even harder but will be far better for learning and support.


Hrastinksi, S. (2008) Asynchronous and synchronous e-learning. Educase quarterly, 4, 51-55


One thought on “Day 3: Supporting learning”

  1. Hi Isobel, I think this a very clear visual representation of how to address many issues raised in today’s scenario. Encouraging good practice is a real challenge for the academics I work with as many have not been an online student and fail to see the importance of what you have highlighted: planning, consistent, balanced support, specific participatory requirements,curriculum design and a clear assessment strategy.


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Reflections on Learning and Teaching

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