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Guide

Collaborative approaches

Page 7 of 27 - Curriculum design and support for online learning

About this guide

  • Published: 20 January 2016
  • Updated: 20 January 2016

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Contents

Curriculum design and support for online learning
  • Design and pedagogic models
  • Specific models and theories
    • Behaviourist approaches
    • Constructivist approaches
    • Situated approaches
    • Collaborative approaches
    • Connectivist approaches
  • Gamification and game-based learning
  • Open courses and approaches
  • Considerations for redesigning the curriculum
    • Delivering assessment and feedback
    • Managing and developing content
    • Work-based learning
  • Supporting online students
    • Identifying support needs
    • Supporting learners with different needs
    • Pastoral support
    • Technical support
    • Careers support
  • Developing partnerships with students
  • Staff roles and skills
    • Developing new working practices
    • Skills frameworks
    • Identifying new roles
    • Supporting professional development
  • Summary

These include activities that promote learning through social interaction. By using online social networking technologies, your institution can incorporate collaborative activities that encourage students to interact and work together.

Students can work with others on the course, alumni or with open participants to learn and to produce collaborative content. Your institution can also provide opportunities for students to work collaboratively with professionals online, and support them to have authentic, real-life interactions.

Challenges and benefits

Some students may find it very challenging to work collaboratively online. Your institution will need to ensure that all learners have the technical and communication skills needed to get the most out of their learning.

More importantly, students need to understand the benefits of working this way. Your institution will need to help them to develop trust in each other and staff, to learn effectively with people they have not met face-to-face.

Our technology and tools for online learning guide considers a wide range of tools that can help students interact with each other online. Students with autism may find this way of working particularly challenging and may need more support, although they may prefer to collaborate online rather than face-to-face.

It may be difficult for staff to assess contributions with collaborative approaches, so your institution may need to identify ways to track and measure interactions.

Guidance

Students need clear guidance on how to record and show their collaboration. For example, if students produce a collaborative wiki page, they can identify their contributions in some way, or the teacher can use automated tracking mechanisms to find out who has logged on and edited a page.

Our guides on collaborative online tools and crowdsourcing - the wiki way of working offer some ideas for incorporating collaborative approaches. 

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